Course Work and Course Guidelines

And so, coming here, what I have done is strip away the human facade that usually stands between me and the universe, and I see more clearly where I am. What I am able to ignore much of the time, but find undeniable here, is that all wildernesses are one: there is profound joining between this wild stream deep in one of the folds of my native country and the tropical jungles, the tundras of the north, the oceans, and the desert. Alone here, among the rocks and trees, I see that I am alone also among the stars.--Wendell Barry, “An Entrance to the Woods,”

In “Literature and the Environment,” we will examine how literary works have represented nature and how these texts reveal environmental and personal values about the natural world in which we live. We will consider the varying perspectives from which authors have written, from concreate descriptions to symbolic landscapes, from projections of the human psyche to powerful, independent forces worthy of our awe and attention, from domination to stewardship.

The readings for the course will come from myth, poetry, fiction, personal essays, and nonfiction prose. The range of our texts and the pace of our reading demand that you stay on schedule.  Falling behind in readings or course work is not an option.  I expect you to come to class having completed the assigned reading, reflected on the texts, and prepared to participate in a lively class discussion. With your proper preparation, you will find both the readings and class meetings engaging, provocative, and rewarding.

Briefs

One of the ways we become better readers of literature is to write frequently about what you are reading. Therefore, throughout the course, you are to write six (6) "briefs," responding succinctly to a prompt about a specific text we are studying. I will provide assignments for six briefs throughout the semester. At the end of the semester--only after you have completed the required six (6) briefs-- I will drop the lowest grade of your six briefs to calculate your class grade. If you elect to write only five briefs, you will receive a zero (0) for your sixth brief, and I will calculate this portion of your course grade based upon all six grades. A successful brief will begin with a sharply focused thesis statement and provide evidence from the text (both direct and indirect quotations) to support your thesis. Briefs are strictly limited to two double-spaced academic pages. Although briefs are short, they are formal writings. All briefs are due at the start of class on their due date. No brief can be written after its due date has passed.

Analytical Paper

In the second half of the semester you will write an analytical paper of approximately six pages responding closely and thoughtfully to the suggested paper topic or a topic of your choice.   The paper must be produced on a computer and word processor, double-spaced, with one-inch margins.   Fonts should be clear and readable, such as New Times Roman or Arial, font size 12.  The paper must also include an original title, page numbers, and a correct citation and documentation following MLA style.

All assignments--especially this formal paper--are due at the beginning of the class period designated on the syllabus.   I accept no late papers.   If you submit a late paper, it will receive a zero; I will, however, provide comments on it.  

You must complete all course assignments and the paper to pass the course.

For guidance on writing papers about literature, see the Papers section of our course web site.

Exam

We will have an in-class midterm exam on Thursday, 19 October. Presentations of our "Literature for the North Woods" project will occur during our scheduled final examination, Monday afternoon (1:30-4:30 pm), 18 December.

Literature for the North Woods Project

The texts we are readings throughout the semester are written by women and men who have an initimate relationship with nature and their natural environment. The works they have written capture and preserve this relationship for modern readers. More importantly, these texts can give us a greater appreciation of our own environment or awaken us to the wonders of the natural world in which we live. As works of art, they have to power to change how we perceive the world.

Like Isabel Bird and Henry David Thoreau, Bill McKibben and Terry Tempest Williams, many members of the Skidmore and Saratoga Springs communities--especially students--retreat into the woods, our own North Woods surrounding the campus. The aim of the "Literature for the North Woods" project is to connect our natural surroundings to our academic work, to find creative ways in which the literature we will read in EN 229 will enhance our experience of going into the woods. Whether done individually or collaborative, your "Literature for the North Woods" project will be a creative project, drawing upon course readings and resources and your own imagination to heighten our appreciation and understanding of the North Woods. The projects may take many forms, such as a photographic journal with captions from excerpts of the course readings, audio or video podcasts recording the experience of walking in the Woods, or your own original writing or artwork.

The Literature for the North Woods project is a semester long project, with the completed project due at the end of the semester. Although we will discuss the project frequently throughout the term, I will ask you for formal plenary work twice during the semester: Thursday, 24 October and Thursday, 16 November, as noted on the syllabus

Participation

As much as possible, I will conduct our class as a discussion.  Therefore, your regular attendance and active participation in class discussion and small group activities is essential.  Participation is not simply a matter of talking a lot. Your contributions to our discussion will be valuable to us only if they are informed contributions--comments shaped by careful, critical reading and attentive listening to the remarks of all members of our class. I assess class participation qualitatively not quantitatively. The best class participation moves our discussion forward and deeper into the text and opens up important new directions.

Your participation grade also includes any quizzes, homework, response papers, and in-class activities that I assign.

Attendance

I expect each of you to attend all class meetings, having completed the assigned reading and prepared to participate.  If you are unable to attend a class, please contact a classmate or me to find out what you missed. If you miss more than five classes, you will fail the course.

I will start class promptly at 2:10 and do my best to conclude our discussion by 3:30. Please attend to all of your personal needs before class begins; leaving in the middle of our class is disrespectful to our materials, your fellow students, and to me, and I will not tolerate it. And as they say at the movies, please silence your cell phones before class begins.

Grading
Your grade in the course will be determined as follows: