SUNY Fredonia
College of Arts and Sciences
ENGL 332: American Romanticism
Spring 2012
Section 1: TTh 3:30-4:50, Fenton 154
Office: Fenton 265; M 10-11, TTh 11-12:30, 2-3:30, W 10-12, and by appointment; 673-3856
E-mail: simon@fredonia.edu, brucesimon18@yahoo.com
Web Page: www.fredonia.edu/department/english/simon/
ANGEL Space: https://fredonia.sln.suny.edu/default.asp

About the Course Web Pages

This web site is designed to help you get as much out of this course as possible--you can use it to find out what assignments are due and when, how your work will be assessed, how to use the course ANGEL space, and how to use the world-wide web for research, among other things. Please get in the habit of checking back to these pages to keep track of changes to the syllabus and advice on assignments, as well as to surf the ever-expanding list of links to interesting web pages related to the course. And please contact me anytime (see above for my coordinates) if you have ideas about how to improve these pages or the course as a whole.

I. Course Description

Study of romanticism in terms of influence, development, and characteristics within the context of American culture, including textual examples ranging from indigenous native sources to those of Europe and the East. This section is ENGL 332 is designed to introduce students to the analysis of major literary works, genres, and movements in the United States between the Louisiana Purchase and the Civil War. We will focus on the ways in which literature represents, responds to, and shapes intellectual and political transformations in American society during the period, including developments in ideologies of nationalism and "manifest destiny," intensifying sectional conflicts over slavery and industrialization, and the mobilization of abolition, women's rights, labor, and reform movements. In the course of doing this, we will pay careful attention to multiple traditions of writing within the antebellum U.S., ethical and political ramifications of literary form, and intertextual relations among literary works of the period and, to a lesser extent, between works from 1803-1865 and those from other periods and traditions.

ENGL 332 is a period course for students in the English and English Adolescence Education majors and an elective in American Studies; it also satisfies Part 12 of the College Core Curriculum (CCC).

II. Rationale

In ENGL 332, as in most courses offered by the English Department, students from a range of majors, minors, and concentrations interact, and the goals of the professional programs are integrated with specific course and CCC goals. Achieving these goals (described in Section IV below) will require us to foster academic skills and intellectual habits of reading closely and carefully, thinking critically and creatively, listening actively and attentively, speaking thoughtfully and concisely, and writing clearly and analytically--skills and habits useful to everyone, but of particular importance to future teachers.

III. Textbooks. There are three books in the campus bookstore for you to purchase:

• Paul Lauter, et al., eds., The Heath Anthology of American Literature, Vol. B (6th ed.)
• Toni Morrison, Beloved
• Harriet Beecher Stowe, Uncle Tom's Cabin (Norton Critical Edition, 2nd ed.)

IV. Course Objectives and Outcomes

Courses in Part 12 of the CCC are designed to promote interdisciplinary approaches and to foster critical thinking and critical literacy. ENGL 332 is designed to give students the opportunity to develop a critical or analytical approach to the antebellum period of American literature; develop their ability to read and respond to a variety of primary sources with understanding and to integrate knowledge from different sources, their awareness of historical contexts for antebellum American literature, their understanding of contemporary U.S. society (as refined through attention to the contemporary implications or ramifications of antebellum American literature and history), and their understanding of values and/or assumptions we bring to the study of this period of American literature; and develop the curiosity to explore antebellum American literature and history further. Hence, students in ENGL 332 will read, analyze, and compare a wide range of writings from and about the antebellum period; consider relations between literary, cultural, political, and historical events, topics, and issues in the period; and make connections between this period and other periods of American literature and history. In the course of doing this, they will

• read, interpret, and generate questions and observations about assigned materials (SLO #1: "English majors will read attentively, closely, and critically");
• share and discuss their questions and observations on the course ANGEL site and in the classroom (SLO #1 and #2: "English majors will write thoughtfully, coherently, and persuasively");
• write at least one critical essay to sharpen their skills in literary analysis (SLO #1, #2);
• prepare and present a group project to develop their research and presentation skills (SLO #1, #2, and #3: "English majors will develop and challenge their own thinking through scholarly research");
• plan, propose, research, and write a final project--either a team service-learning project or an individual critical, creative, pedagogical, or web authoring project--to integrate and demonstrate what they have learned in the course (SLO #1, #2, #3).

V. Instructional Methods and Activities

The methods used in the classroom will include lecture, in-class writing, guided discovery, open discussion, cooperative group work, and other learning-centered and critical thinking-oriented activities.

VI. Evaluation and Grade Assignment

A. Methods

Attendance/Preparation/Participation (15%). Regular attendance and thoughtful participation are crucial to your enjoyment of and success in this course. If there is absolutely no way for you to avoid missing a class, please contact me ahead of time or soon after your absence, preferably by email. More important than showing up on time, of course, is coming to class prepared and focused. I expect you to read what has been assigned for a given date at least once (and preferably more than that!) by the time we begin to discuss it in class, and to familiarize yourself with and think about the postings on the course ANGEL site's discussion board. This is a discussion rather than a lecture course, after all; although I will provide some context for and interpretations of our reading, the bulk of class time will be spent in small- or large-group discussions and activities. Since it's difficult to make good contributions to discussions about a piece of writing if you haven't read it attentively or thought about it thoroughly, how well you budget your time outside of class will to a large degree determine how well you do in this class in general and how well you do on this portion of your course grade in particular.

Your grade for this segment of the course will be based on a combination of your attendance and your preparation/participation in class and on the course ANGEL site. As there are no exams in this course, think of my evaluation of your preparation/participation as a different but equally important method of assessing your overall performance and improvement in the course. Due to the reliance on attendance of many aspects of preparation and participation, more than two unexcused absences will hurt your preparation/participation grade and each non-emergency absence after the fourth will lower your final course grade by one full grade (e.g., with five such absences, a B+ will become a C+; with six, it will become a D+).

Online Participation (15%). If you need help using the course ANGEL site (https://fredonia.sln.suny.edu/default.asp), please see me. We will be using it to distribute announcements, provide research and other resources, and collect certain assignments, so be in the habit of checking it regularly. To supplement and prepare for our class discussions and activities, as well as continue them after the end of class, I have created a discussion board on our course ANGEL site. You should use it regularly and often to develop your writing and critical thinking skills, demonstrate your engagement with the course material, and consider and respond to others' ideas and interpretations. For instance, you can, among other things,

• post a specific question about one of the readings;
• comment on an interesting commonality or contrast in a group of readings;
• pick up and develop a topic of conversation from our in-class discussions;
• share an insight from a small-group discussion or activity that those outside your team didn't have the chance to hear;
• introduce a new topic of conversation that you feel is relevant to the course;
• connect materials you find in print or online to texts and issues in the course;
• respond to someone else's previously-posted question, idea, topic, connection, or reaction.

Over the course of the semester, I will keep track of the timing, amount, and quality of your posts to the discussion board, including the quality of the ensuing online discussions initiated by them. 0-4 posts will earn you a zero, 5-9 posts an F, 10-14 a D, 15-19 a C, 20-24 a B, and 25+ an A on this segment of your final grade. The quality of your online participation will also be factored into your preparation/participation grade.

Critical Essay (20%). I will provide detailed information on the 4-to-6-page critical essay on the course web site at www.fredonia.edu/department/english/simon/ar4/ce.htm.

Team-Teaching Project (20%). I will provide detailed information on the 30-minute team-teaching project on the course web site at www.fredonia.edu/department/english/simon/ar4/ttp.htm.

Final Project (30%). I will provide detailed information on your options for the oral/written final project, which include participating in a team service-learning project or an individual critical, creative, pedagogical, or web-authoring project, at www.fredonia.edu/department/english/simon/ar4/fp.htm.

B. Grading. All work during the semester will be graded on a letter basis (A=outstanding, B=good, C=average, D=bad, F=awful) and converted into a number for purposes of calculating final grades. I use the following conversion system (the number in parentheses is the "typical" or "normal" conversion, but any number in the range may be assigned to a given letter grade):

A+=97-100 (98); A=93-96.99 (95); A-=90-92.99 (91); B+=87-89.99 (88); B=83-86.99 (85); B-=80-82.99 (81); C+=77-79.99 (78); C=73-76.99 (75); C-=70-72.99 (71); D+=67-69.99 (68); D=63-66.99 (65); D-=60-62.99 (61); F=0-59.99 (55)

Your final grade is determined by converting the weighted numerical average of the above assignments into a letter grade, according to the above scale.

C. Portfolio. English majors should be aware of the English department's guidelines for ongoing portfolio submissions.

VII. Bibliography.

A. Contemporary References

• Robert Abrams, Landscape and Ideology in American Renaissance Literature
• Jonathan Arac, The Emergence of American Literary Narrative, 1820-1860
• Renee Bergland, The National Uncanny: Indian Ghosts and American Subjects
• Stephen Best, The Fugitive's Properties: Law and the Poetics of Possession
• Anna Brickhouse, Transamerican Literary Relations and the Nineteenth-Century Public Sphere
• Russ Castronovo, Fathering the Nation: American Genealogies of Slavery and Freedom
• Cathy Davidson and Michael Moon, eds., Subjects and Citizens
• Mike Davis, Reading the Text That Isn't There: Paranoia in the Nineteenth-Century Novel
• Amy Greenberg, Manifest Manhood and the Antebellum American Empire
• Saidiya Hartman, Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America
• Sam Haynes and Christopher Morris, eds., Manifest Destiny and Empire: American Antebellum Expansionism
• Matthew Frye Jacobson, Whiteness of a Different Color
• Helen Jaskoski, ed., Early Native American Writing: New Critical Essays
• Amy Kaplan and Donald Pease, eds., Cultures of United States Imperialism
• Robert S. Levine, Martin Delany, Frederick Douglass, and the Politics of Representative Identity
• Lucy Maddox, Removals: Nineteenth-Century American Literature and the Politics of Indian Affairs
• Dana Nelson, The Word in Black and White
• Timothy Powell , Ruthless Democracy: A Multicultural Interpretation of the American Renaissance
• Lora Romero, Home Fronts: Domesticity and Its Critics in the Antebellum United States
• John Carlos Rowe, At Emerson's Tomb: The Politics of Classic American Literature
• Eric Sundquist, To Wake the Nations: Race in the Making of American Literature
• Cheryl Walker, Indian Nation: Native American Literature and Nineteenth-Century Nationalisms
• Henry Wonham, ed., Criticism and the Color Line: Desegregating American Literary Studies

B. Classic References

• William Andrews, To Tell a Free Story
• Sacvan Bercovitch, The Rites of Assent
• -- and Myra Jehlen, eds., Ideology and Classic American Literature
• Lawrence Buell, New England Literary Culture: From Revolution through Renaissance
• Richard Drinnon, Facing West: The Metaphysics of Indian-Hating and Empire-Building
• Frances Smith Foster, Witnessing Slavery: The Development of Antebellum Slave Narratives (2nd ed.)
• Michel Gilmore, American Romanticism and the Marketplace
• Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Anglo-Saxonism
• D.H. Lawrence, Studies in Classic American Literature
• Harry Levin, The Power of Blackness: Hawthorne, Poe, Melville
• R.W.B. Lewis, The American Adam
• Leo Marx, The Machine in the Garden
• F.O. Matthiessen, The American Renaissance: Art and Expression in the Age of Emerson and Whitman
• Walter Benn Michaels and Donald Pease, eds., The American Renaissance Reconsidered
• Perry Miller, Nature's Nation
• Donald Pease, Visionary Compacts: American Renaissance Writings in Cultural Context
• David Reynolds, Beneath the American Renaissance
• A. LaVonne Brown Ruoff and Jerry Ward, eds., Redefining American Literary History
• Henry Nash Smith, Virgin Land
• Jane Tompkins, Sensational Designs: The Cultural Work of American Fiction, 1790-1860
• William Carlos Williams, In the American Grain

C. Key Journals

• American Literary History
• American Literature
• American Quarterly
• ESQ
• PMLA
• Prospects

VIII. Course Schedule and Policies

A. Tentative Course Schedule. The following course schedule is subject to revision--please refer here regularly for updates to this schedule, notes on the texts, and suggestions for further reading.

T 1/24 Introductions, Overview, Set-up.
Th 1/26 American? Romanticism?

Manifest Destinies

T 1/31 1841: Ralph Waldo Emerson, "Self-Reliance" (HAAL 1746-1762); 1854: Henry David Thoreau, from Walden (HAAL 1877-1886); 1855: Walt Whitman, "Song of Myself" and "The Sleepers" (HAAL 3010-3062)
Th 2/2 1853: Herman Melville, "Bartleby, the Scrivener" (HAAL 2651-2677); 1859-1879: Emily Dickinson, poems #67, #241, #288, #303, #435, #640, #822, #1461, #1705 (HAAL 3131, 3132-3133, 3135, 3137, 3142-3143, 3150-3152, 3156, 3162, 3163)

T 2/7 1837, 1844: Emerson, "The American Scholar" and "The Poet" (HAAL 1734-1746, 1763-1777); 1846: Margaret Fuller, from American Literature (HAAL 1843-1850)
Th 2/9 1850: Melville, "Hawthorne and His Mosses" (HAAL 2811-2823); 1855: Whitman, Preface to Leaves of Grass (HAAL 2996-3009); 1862-1868: Dickinson, poems #448, #569, #613, #632, #657, #709, #883, #1129, #1755 (HAAL 3144-3145, 3148, 3149, 3150, 3152, 2931, 3156-3157, 3159, 3164)

T 2/14 1837: Angelina Grimke, "Letter XII: Human Rights Not Founded on Sex" (HAAL 2246-2247); 1838: Sarah Moore Grimke: "Letter VIII: The Condition of Women in the United States" (HAAL 2238-2241); 1844: Margaret Fuller, from Woman in the Nineteenth Century (HAAL 1821-1843); 1848: Elizabeth Cady Stanton, from Eighty Years and More and "Declaration of Sentiments" (HAAL 2266-2271); 1859: Fanny Fern, "Independence" (HAAL 2264); 1862: Dickinson, poem #1072 (HAAL 3158); 1863: Harriet Beecher Stowe, "Sojourner Truth, the Libyan Sibyl" (HAAL 2627-2635); 1867: Sojourner Truth, "Address " (HAAL 2254-2255); 1881: Frances Gage, "Reminiscences," "Sojourner Truth's Speech," and "Speech at New York City Convention" (HAAL 2248-2254)
Th 2/16 1843, 1844: Nathaniel Hawthorne, "The Birth-mark" and "Rappaccini's Daughter" (HAAL 2439-2470); 1855: Herman Melville, "The Paradise of Bachelors and The Tartarus of Maids" (HAAL 2677-2694); 1861: Rebecca Harding Davis, "Life in the Iron-Mills" (HAAL 2890-2917)

T 2/21 1823: James Monroe, "The Monroe Doctrine" (HAAL 1589-1590); 1826: Elias Boudinot, "An Address" (HAAL 1488-1497); 1827: Catherine Maria Sedgwick, from Hope Leslie (HAAL 2363-2377); 1827, 1834, 1835: Lydia Howard Huntley Sigourney, "Remonstrance of the Creek Indians," "Indian Names," and "The Indian's Welcome" (HAAL 1694-1698); 1830: Andrew Jackson, "On Indian Removal" (HAAL 1593-1595); 1831, 1832: John Marshall, Supreme Court decisions (HAAL 1590-1593); 1832: William Cullen Bryant, "The Prairies" (HAAL 2962-2965); 1833, 1834, 1836: John Ross, letters (HAAL 1497-1503, 1595-1597); 1833, 1836: William Apess, "An Indian's Looking-Glass for the White Man" and from Eulogy on King Philip (HAAL 1513-1537); 1835: Hawthorne, "Young Goodman Brown" (HAAL 2422-2430); 1838: Emerson, "Letter" (HAAL 1597-1599)
Th 2/23 1845: John L. O'Sullivan, "Annexation" (HAAL 1601-1603); 1848: Treaty of Guadalupe Hidalgo (HAAL 1599-1600); 1849: Thoreau, "Resistance to Civil Government" (HAAL 1862-1876); 1850: George Copway, from The Life (HAAL 1562-1577); 1854: John Wannuaucon Quinney, "Quinney's Speech" (HAAL 1507-1513); 1855: Seattle, "Speech" (HAAL 1503-1507); 1857: Melville, from The Confidence-Man (HAAL 1604-1605)

T 2/28 1834: Lorenzo de Zavala, Journey to the United States of America (HAAL 1621-1629); 1840: Richard Henry Dana, Jr., from Two Years Before the Mast (HAAL 1647-1650); 1844: Josiah Gregg, from Commerce of the Prairies (HAAL 1654-1661); 1846: Alfred Robinson, from Life in California (HAAL 1650-1654); 1857: Frederick Law Olmsted, from A Journey Through Texas (HAAL 1661-1664); 1875: Mariano Guadalupe Vallejo, from Recuerdos historicos (HAAL 1637-1647); 1877: Pio Pico, from Historical Narrative (HAAL 1630-1637)
Th 3/1 1823: James Fenimore Cooper, from The Pioneers (HAAL 2341-2363); 1839: Caroline Kirkland, from A New Home--Who'll Follow (HAAL 2377-2398); 1852: Alice Cary, from Clovernook (HAAL 2857-2875)

T 3/6 1854: Thoreau, from Walden (HAAL 1903-1911); 1868: John Rollin Ridge, "The Atlantic Cable" (HAAL 1580-1582); 1874, 1887: Whitman, "Prayer of Columbus" and "Yonnondio" (HAAL 3097-3099, 3103-3104)
Th 3/8 1862: Thoreau, "Walking" (HAAL 1927-1948); 1871: Whitman, from Democratic Vistas (HAAL 3108-3117)

M 3/12-F 3/16 SPRING BREAK: NO CLASSES.

The Peculiar Institution

T 3/20 1845: Frederick Douglass, Narrative of the Life (HAAL 2035-2061); 1820: John Quincy Adams, from Memoirs (HAAL 1950-1951); 1829: David Walker, from Appeal (HAAL 1982-1993); 1831, 1833: William Lloyd Garrison, from The Liberator and "Declaration of Sentiments" (HAAL 1994-1997, 1960-1963); TEAM-TEACHING PROJECT: Team Recycled Waste (#1)
Th 3/22 Douglass, Narrative of the Life (HAAL 2061-2101); 1842: Lydia Maria Child, Letter 33 (HAAL 2011-2013); 1848: Henry Highland Garnet, "An Address" (HAAL 2027-2035); TEAM-TEACHING PROJECT: WLAR (#4); GUEST LECTURE: William Gleason, Professor of English and Acting Director of American Studies, Princeton University (4:30 in McEwen 209)
F 3/23 CRITICAL ESSAY I due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

T 3/27 1850: from Fugitive Slave Act of 1850 (HAAL 1969-1971); Elizabeth Ammons, preface (UTC vii-x); 1852: Harriet Beecher Stowe, Uncle Tom's Cabin, title page-Ch. VIII (UTC xi-70); 1827: Sigourney, "To the First Slave Ship" (HAAL 1692-1694); 1833, 1850: Child, from Appeal and "The Duty of Disobedience" (HAAL 1998-2001, 1971-1972); 1835, 1838, 1843: John Greenleaf Whittier, "The Hunters of Men," "The Farewell," and "Massachusetts to Virginia" (HAAL 1804-1812); 1836: Grimke, from Appeal (HAAL 2018-2027); 1842: Henry Wadsworth Longfellow, "The Warning" (HAAL 2970); 1844: William Wells Brown, letters (UTC 442-444); 1853, 1858: Frances E.W. Harper, "Eliza Harris" (UTC 525-527) and "The Slave Mother" (HAAL 2153-2156); TEAM-TEACHING PROJECT: Team Relax (#3)
Th 3/29 Stowe, Uncle Tom's Cabin, Ch. IX-XVIII (UTC 70-199); 1850: Whitman, from By the Roadside (HAAL 3078-3079); 1852: Frederick Douglass, "What to the Slave Is the Fourth of July?" (HAAL 2102-2120); 1853: Martin Delany and Douglass, letters (HAAL 1972-1974); 1867: Brown, from Clotelle (HAAL 2636-2647); TEAM-TEACHING PROJECT: Team Rocket (#2)

T 4/3 Stowe, Uncle Tom's Cabin, Ch. XIX-XXXI (UTC 200-311); 1841: Thornton Stringfellow, from A Brief Examination (HAAL 1964-1965) and Solomon Northup, "A Slave Auction" (UTC 435-438); 1852: Thomas Roderick Dew, "An Argument Upholding Slavery" (HAAL 1952-1955); 1854: Caroline Lee Hentz, from The Planter's Northern Bride (HAAL 2132-2141); 1854, 1857: George Fitzhugh, "Sociology For The South" and from Southern Thought (HAAL 1974-1975, 2142-2152); 1857: Roger B. Taney, Supreme Court decision (HAAL 1975-1977); 1859: Mortimer Thompson, "Great Auction Sales of Slaves" (HAAL 1978-1980); 1862: Martin Delany, from Blake (UTC 462-463); TEAM-TEACHING PROJECT: Twaines (#7)
Th 4/5 1852, 1853, 1854: Stowe, Uncle Tom's Cabin, Ch. XXXII-XLV (UTC 312-408), from A Key to Uncle Tom's Cabin (UTC 446-458), "Appeal to the Women of the Free States" (UTC 459-461); 1863: Emily Dickinson, poem #670 (HAAL 3069-3070); TEAM-TEACHING PROJECT: English Firebirds (#5)
F 4/6 FINAL PROJECT PROPOSAL due by 11:30 pm on discussion forum on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

T 4/10 1855: Melville, "Benito Cereno" (HAAL 2695-2737)
Th 4/12 Melville, "Benito Cereno" (HAAL 2737-2752)

T 4/17 1858: Harper, poems (HAAL 2156-2160); 1859: John Brown, from John Brown's Last Speech (HAAL 1977-1978); 1860: Thoreau, "A Plea" (HAAL 1911-1927); 1861: Harriet Jacobs, from Incidents in the Life of a Slave Girl (HAAL 2185-2212) and Thomas Wentworth Higginson, from Nat Turner's Insurrection (HAAL 2170-2182); 1863: Wendell Phillips, from Toussaint L'Ouverture (HAAL 2222-2232)
Th 4/19 1860-1866: Whitman, poems (HAAL 3080-3096); 1861: Mary Boykin Chesnut, from Mary Chesnut's Civil War (HAAL 2212-2221); 1862: Whittier, "At Port Royal" (HAAL 1813-1816); 1863, 1865: Abraham Lincoln, "Address Delivered at the Dedication of the Cemetery at Gettysburg," and "Second Inaugural Address" (HAAL 2232-2236); 1865: Bryant, "Abraham Lincoln" (HAAL 2965-2966)

M 4/23 CRITICAL ESSAY II due by 11:30 pm in CE Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).
T 4/24 1987: Toni Morrison, Beloved 1-85 (1-79 in some editions)
Th 4/26 Morrison, Beloved 86-165 (80-157); TEAM-TEACHING PROJECT: Team Purple (#6)

T 5/1 Morrison, Beloved 166-235 (158-224)
Th 5/3 Morrison, Beloved 236-275 (225-260); course evaluations

T 5/8 4-6 pm: Final Project presentations in regular classroom
F 5/11 FINAL PROJECT due by 11:30 pm in FP Drop Box on course ANGEL site (attach as .rtf, .doc, .docx, or .pdf document, please).

B. Class Policies

1. Attendance. As stated in Section VI above, barring emergencies each absence after the fourth will lower your final course grade by a full grade. Be aware that absences due to emergencies are the only absences that will not be counted toward your total for the semester. Emergencies include but are not limited to death in the family, hospitalization or serious illness, and natural disasters; scheduled and unavoidable school-sponsored events (games, meets, performances, etc.) are also counted as emergencies for the purpose of this attendance policy. Besides emergencies, the only other absences that won't affect your participation/preparation grade are excused absences. Please notify the instructor over email, in advance if possible and, if not, as soon after the absence as possible, if you wish an absence to be considered as an emergency or excused absence; the decision will be made at the instructor's discretion.

2. Online Participation. Please familiarize yourself with the college's Computer and Network Usage Policy in the University Catalog 2011-2012 and check with your instructor first before posting something to the course ANGEL space that is not directly related to the course.

3. Late Assignments. Online posts that are not well-timed with the course material and fail to spark other students' interest and responses will not count the same as well-timed posts or posts that do inspire further discussion. Late written assignments will not be accepted or graded. Only students who ask for an extension at least two days before the due date of any written project will be granted an extension.

4. Plagiarism and Academic Integrity. To plagiarize is "to steal and pass off as one's own the ideas or words of another" (Webster's Seventh New Collegiate Dictionary). SUNY Fredonia strongly condemns plagiarism and takes severe action against those who plagiarize. Disciplinary action may extend to suspension from privileges or expulsion from college. Please familiarize yourself with the college's Academic Integrity Policy in the University Catalog 2011-2012 and check with your instructor if you have any questions about it.

5. Students with Disabilities. If you have a documented disability, please contact our Office of Disability Support Services in the Learning Center at Reed Library.

6. Portable Electronic Devices. Please turn them off before you enter the class. If I see you using them while class is in session, I will hold onto them for you until we are done for the rest of the class. I will consider requests to use them for academic purposes.

ENGL 332: American Romanticism, Spring 2012
Created: 1/26/12 3:24 pm
Last modified: 4/11/12 2:40 pm
Webmaster: Bruce Simon, Associate Professor of English, SUNY Fredonia
Feel free to explore the Spring 2006, Spring 2003, and Spring 2001 versions of this course.