R – 2:00-4:45
Oliphant Hall, 105
Instructor: Prof. Drouin
Office Hours: R 11:30-1:30 and by appointment
Zink Hall 319
Contact: firstname.lastname@example.org, x2853
This course will immerse students in the golden age of Modernist literature and periodical culture, from the late 19th Century through the 1940s. Magazines of various kinds were the dynamic fora in which Modernist movements developed and defined themselves in the first decades of the 20th Century. During the interwar period, the role of magazines shifted as the early movements converged into High Modernism in response to electric media, innovations in the visual arts, and the rise of fascism. For instance, in what ways does the Pool Group—the queer psychoanalytic filmmaking coterie featuring H.D. and Bryher that began smuggling Jews out of Germany during the 1930s—and its organ Close Up share a lineage with feminist magazines like The New Freewoman two decades earlier? How does their anti-fascist ethic relate to similar movements today? We will approach questions like these through literature and visual materials, exploring the ways in which magazines develop creative conversations around shifts in history and the media ecology. Other course material will include a novel, some standalone poems, and a film. Students will gain skills in working with real historical material in the Special Collections archive, while developing a presentation and a research paper. A basic introduction to Digital Humanities will also be provided (no technological experience necessary). The work will consist of participation in class discussions, blog posts, in-class editing and technical workshops, a midterm paper, and a final paper.
Blog Posts (8) 25%
In-Class Workshops 20%
Papers (midterm & final) 40%
The two required books for this course are as follows:
- Robert Scholes and Clifford Wulfman, Modernism in the Magazines: An Introduction (Yale UP, 2010)
- James Joyce, A Portrait of the Artist as a Young Man (1916) (Norton Critical Edition)
Readings marked (D) on the syllabus are available for download at the Readings page, which is only accessible when logged in to the course blog, or at the links provided in the schedule.
Students are responsible for bringing the texts to class—whether printed out or on a screen device—for reference during discussion.
Technology in the Classroom
Since this is a technology focused course, students are welcome to use laptops, tablets, and other digital devices in class as long as they are used solely for in-class activities. Please respect your peers and your education by refraining from online socializing, texting, and aimless browsing during class. Stay here and stay focused!
A major aspect of this course is to develop yourself as a writer. To that end, the blog assignments provide an opportunity for you to help each other as a community of writers, as well as to hone your skills in processing readings, identifying areas of interest for class discussion, practicing analytic writing, and generating material for use in papers. This is process-oriented writing, so informality is fine so long as you make specific interpretive claims or raise incisive questions – always follow through – and always quote from the text.
Students are on their own recognizance to blog eight times (1-2 paragraphs in length; about once every other week on average) and to comment on at least one other post from your peers. In order to ensure that everyone receives feedback, respondents and moderators must reply to a post that does not yet have commentary.
Posts will be given a grade on an ascending scale between 1 and 3, depending on the level of analytic engagement. That means you should use these small exercises as practice writing for the larger assignments. Make the most of them!
3 – Shows lively analytic engagement with the material; raises interesting topics or questions; makes use of quotation or other discussion of evidence; is appropriately tagged with subject terms, authors, and other key information.
2 – Demonstrates interest and analytic engagement, but stops short or is not tagged thoroughly.
1 – Makes little or no attempt to move beyond description or observation; makes obvious or vague statements without follow-through; is not tagged properly.
Since this is not a lecture course, students are expected to participate in class discussion every day by sharing commentary and asking questions. Of course, completing the readings and taking notes on them are key to making yourself a vital presence in the group. Being an active discussant is a critical way to improve and expand your understanding of the readings. Discussion is also an excellent way to develop communication skills for other academic areas as well as potential careers. As with anything in life, you’ll get out of it what you put into it.
This is a discussion-oriented course, which means that regular, punctual attendance and participation are critical. Our meetings will take place simultaneously in person and streamed online in an interactive way; those who wish to attend virtually may do so at any time. Two or more absences (in-person or virtually) will put you in jeopardy of failing the course. Two late arrivals will count as an absence.
For the Spring 2022 semester, wearing a face mask or face covering is required in all TU buildings, including during in-person classes, in-person labs, and all other gatherings. The requirement to wear a face mask or face covering in TU buildings is reflected in the Student Code of Conduct. If you come to class without a face mask or face covering, you will be asked to leave class and return with a face mask or face covering. All students will be provided with an initial supply of reusable masks and there will also be a supply of disposable masks for students’ use in designated pick-up locations across campus while supplies last. If you refuse to wear a face mask or face covering during an in-person class or other event on-campus, you will not be permitted to enter or stay in the class and may be referred to the Dean of Students who will address this as a disciplinary issue.
The University is committed to safety. In the majority of situations, people who cannot wear a face mask or face covering because of a disability/medical condition should make plans for remote access. Any person who believes they have a disability that prevents them from wearing a face mask or face covering as required, and believes they need physical access on campus, must apply for a disability accommodation. The University will review such requests and make determinations about any reasonable accommodations. Please reach out to request disability accommodations to email@example.com or 918-631-2315.
Plans for Remote Learning
Given the current global pandemic, it is possible that TU may quickly pivot to remote learning for most coursework. In the event that this occurs, you will be notified via e-mail through your TU e-mail address. For this class, Thursdays will become a synchronous video chat session during our regular meeting time; the same attendance policy will apply (see above). All readings and asynchronous assignments will remain in place.
Cheating or plagiarism will result in automatic failure of the assignment with no opportunities for a make-up, no exceptions. Policy requires that all plagiarism and misconduct be reported to the Dean of the Arts & Sciences College. Serious cases may result in failure of the course and punitive action from the Dean.
Plagiarism is the use of someone else’s language or ideas as if they are your own, without proper acknowledgment of the source. It can include everything from paraphrasing a source without citation to wholesale copying of a phrase, sentence, paragraph, or more. If ever in doubt, or if you are having trouble with an assignment, contact the instructor to talk it over before it is due in order to avoid this serious problem. It is far better to come to an arrangement with the instructor and turn in an assignment late (with no penalty) than to risk a failing grade.
The College's policy on academic misconduct and definition of plagiarism, among other practices, can be found here:
Know Your Title IX
Sexual misconduct is prohibited by Title IX of the Educational Amendments of 1972 ("Title IX") and will not be tolerated within the TU community. Sexual misconduct encompasses all forms of sex and gender-based discrimination, harassment, violence, and assault, as well as dating violence, domestic violence, interpersonal violence, stalking and sexual exploitation. If you or someone you know has been harassed, assaulted, or stalked, or if you have questions about violence prevention resources available to you, please contact any of the following campus and community resources:
Title IX Coordinator 918-631-4602
Office of Violence Prevention 918-631-2324
TU Counseling and Psychological Services 918- 631-2241
Campus Security 918-631-5555
Domestic Violence Intervention Services 918-631-2965 or 918-743-5763
Tulsa Police Department 918-596-9222 or 911 (emergency situations)
For more information about your rights under Title IX, please visit our Policies and Laws page https://utulsa.edu/sexual-violence-prevention-education/policies-laws/ on the TU website or contact the Title IX Coordinator. Every student on our campus has the right to resources. Please come forward and ask questions, report, and help us eradicate sexual misconduct and interpersonal violence by stopping the silence surrounding it.
Student Learning Outcomes
By the end of this course students will be able to:
- Create independent work that analyzes, evaluates, and synthesizes aspects of Anglophone literature and digital humanities.
- Understand, analyze, and evaluate diverse areas of Anglophone literature and digital humanities.
- Understand, analyze, and evaluate diverse ethical values presented in a range of literary works.
- Write and present effectively about issues in the field.
- Understand and apply ethical guidelines for work in the field.
- Understand the formal, generic, and historical dimensions of modernist periodicals.
- Understand the major movements and figures in modernist periodical culture.