EN 331: American Literary Roots

M A I N * N E W S * L I N K S * R E S E R V E S

EN 331: American Literary Roots Spring 2000 Classes: MW 4:30-5:50, Fenton 154 Office: Fenton 240; MW 3-4, Th 1-5, and by appointment; 673-3859 E-mail: simon@fredonia.edu Web Page: www.fredonia.edu/department/english/simon

Routes to American Literature

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 how you will be graded, what assignments are due and when, how to subscribe to the course listserv, what books are on reserve for your use in Reed Library, and how to use the world-wide web for research. Please get in the habit of checking back to these pages to keep track of changes to the syllabus, advice on papers and research projects, and 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.

Course Description/Goals

In this course, we will read, contextualize, and compare a wide range of writings from colonial America. We will also analyze various narratives of the "roots of American literature"--ranging from "Puritan origins" to the "rise and fall of Anglo-America," from the "colonial contest" to "border zones"--in order to determine what is at stake in constructing a U.S. literary canon. This course fulfills the 'period' requirement of the major in English. You may choose to take this course for honors credit as part of the new departmental honors program in English. If you are interested in doing this, please come to my office hours during the first two weeks of classes for more information.

Texts. There is one required text in the bookstore for you to purchase:

The English Literatures of America, 1500-1800, eds. Myra Jehlen and Michael Warner (abbreviated in what follows as ELA)

There are also primary and secondary readings on reserve at the circulation desk of Reed Library; click here or on the links at the top (and bottom) of this (and every) page for details.

Course Requirements/Expectations

There are several components to your grade in this course.

Attendance/Preparation/In-class 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. 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. Since it's difficult to make good contributions to discussions about a literary work if you haven't read it carefully or thought about it extensively, 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 class listserv (described below). 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 performance in the course. As a rule, more than two unexcused absences will hurt your preparation/participation grade and each absence after the fourth will lower your final course grade by one-third of a grade (e.g., with five absences a B+ will become a B; with seven, it will become a C+).

Course Listserv and Interpretive/Discussion Questions (15%). To participate in the course listserv (i.e., to send to and receive messages from the rest of the class by email), you must first join it. To do this, send an email message to "listserv@ait.fredonia.edu" with the subject line blank and the command "join en33101" in the body. Almost immediately after you send this message, you should get a confirmation reply from the machine that handles subscriptions to the listserv (save this message; it has important instructions for using the listserv). Once you are subscribed to the list, you can then send a message to the entire class by composing a normal email message, but rather than addressing it to an individual, addressing it instead to "en33101@ait.fredonia.edu"--the machine will then send that message to everyone subscribed to the list. Receiving messages, then, is as simple as checking your email. Call me or stop by my office if you need help at any step of this process; also, you will probably find the troubleshooting guide for this semester's EN 209 "ghostlist" page useful for handling most technical difficulties. This listserv will be your space; I will keep my own input to a bare minimum. Although you may use the listserv in any number of ways, you must use it in the following way: you must post to the course listserv at least four questions that you believe would spark discussion each week; questions are due no later than 6 pm Sunday for questions aimed at Monday's discussion and no later than 6 pm Tuesday for questions aimed at Wednesday's discussion. For advice on discussion questions from my EN 209 class, click here. Your grade for this segment of the course will be determined by the number of on-time sets of questions you post to the course listserv. Since there are thirteen weeks when discussion questions are due in the semester, and since you are allowed three missed weeks without penalty, 10 or more sets of questions=A; 9=B+; 8=B; 7=C+; 6=C, 5=D; 4 or less=E. The quality of your discussion questions will be factored into your preparation/participation grade (see above).

Critical Response Paper (20%). Your four-to-six-page critical response paper should be on a topic of your own choosing, with enough focus and specificity that you can craft an argument and explore your ideas, readings, and interpretations in a persuasive manner. Your paper should be a thesis-driven analytical or persuasive essay. Click here for the assignment sheet and a list of suggested topics.

In-Class Group Presentation (20%). Possibilities for the 15-to-20-minute group presentation include putting a work or genre in historical/social context; analyzing the ways in which critics have positioned a given work or genre as central to the American literary canon; analyzing how interpretations of a work or genre have changed over time; introducing major themes, image patterns, or issues in a given work or genre; or a topic of your own invention. We will arrange for a mandatory group conference on your presentation topic before spring break. Click here for a list of suggested topics. With my permission, you may opt out of the group project requirement by writing a second critical response essay; if you choose this option, you must consult with me on a topic and due date for your paper.

Final Paper or Project (30%). Later in the semester, I will provide detailed information on the 8-to-10-page final paper or the 20-to-30-minute final presentation or the creation of a web information/research site related to a specific author, genre, event, or issue. Possibilities include analyzing a literary work from a later period of American literature in relation to one of the theories of the "routes to American literature" we considered during the semester (or in relation to one of the works we read in the course); giving a presentation on how you'd organize a high school class period devoted to one of the works we read in the course and the reasons for developing that structure; comparing and contrasting the Jehlen/Warner anthology with the Norton or Heath anthologies; or a topic of your own invention. We will arrange for a mandatory individual conference on your final paper/project topic after spring break. Click here for more information.

Schedule of Assignments

Roots of American Literature?

M 1/24 Introduction: Routes to American Literature.
W 1/26 American Literature? 1803: Fisher Ames, "American Literature" (ELA 1000-1009); 1806: Charles Brockden Brown, "Remarks on Reading" (ELA 994-999). Familiarize yourself with The English Literatures of America, 1500-1800 by studying the table of contents and reading Myra Jehlen and Michael Warner, "General Introduction" (ELA xvii-xxiii).

Related Reading: Fernand Braudel, Civilization and Capitalism, Fifteenth to Eighteenth Century (3 v.); Jack Forbes, Africans and Native Americans (2nd ed.); D.W. Meinig, Atlantic America, 1492-1800; Gary Nash, Red, White and Black: The People of Early America; David Stannard, American Holocaust; Carla Mulford, ed., Teaching the Literatures of Early America.

Puritan Origins I: Jeremiads

Su 1/30 DISCUSSION QUESTIONS due before 6 pm.
M 1/31 Covenant and Charter. 1630: John Winthrop, from "A Modell of Christian Charity" (ELA 151-159), John Cotton, from Gods Promise to His Plantations (ELA 160-161); Jehlen and Warner, "Seventeenth-Century Anglo-America: New England and Canada" (ELA 305-307).
W 2/2 1630: William Bradford, from Of Plymouth Plantation (ELA 176-191); 1642: Anon., "New England's Annoyances" (ELA 538-540); Jehlen and Warner, "Seventeenth-Century Anglo-America: The Trials of Puritanism" (ELA 429-433).
Su 2/6 DISCUSSION QUESTIONS due before 6 pm.
M 2/7 Declension and Revival. 1660: Richard Pinder, from A Loving Invitation to Repentance and Amendment of Life (ELA 219-221); 1662: Michael Wigglesworth, "God's Controversy with New-England" (ELA 563-575); 1660s: Anne Bradstreet, "To My Dear Children" (ELA 322-325); 1671: Samuel Danforth, A Brief Recognition of New-Englands Errand into the Wilderness (ELA 461-474).
W 2/9 1739/1741: Jonathan Edwards, "Personal Narrative," "Sinners in the Hands of an Angry God" (ELA 605-627); Jehlen and Warner, "Religion in the Enlightenment" (ELA 597-600).

Related Reading: Perry Miller, Errand into the Wilderness, The New England Mind: The Seventeenth Century, The New England Mind: From Colony to Province; Sacvan Bercovitch, The American Jeremiad, The Puritan Origins of the American Self, The Rites of Assent; Sacvan Bercovitch, ed., The American Puritan Imagination: Essays in Revaluation; Emery Elliott, ed., Puritan Influences on American Literature; Lawrence Buell, New England Literary Culture: From Revolution through Renaissance; Michael Colacurcio, Doctrine and Difference: Essays in the Literature of New England (all on reserve); Peter Carroll, Puritanism and the Wilderness: The Intellectual Significance of the New England Frontier, 1629-1700; Patricia Caldwell, The Puritan Conversion Narrative: The Beginnings of American Expression; Philip Gura, A Glimpse of Sion's Glory: Puritan Radicalism in New England, 1620-1660; David Hall, Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England; Alan Heimert, Religion and the American Mind: From the Great Awakening to the Revolution; Jon Butler, Awash in a Sea of Faith: Christianizing the American People.

Colonial Contests I: Travel Narratives

Su 2/13 DISCUSSION QUESTIONS due before 6 pm.
M 2/14 "First" Contacts. 1356: Sir John Mandeville, from The Travels of Sir John Mandeville (ELA 8-9); 1493: Christopher Columbus, letter to the King and Queen of Castile (ELA 11-17); 1502: from The Great Chronicle of London (ELA 42); 1504: Amerigo Vespucci, letter to Pier Soderini (ELA 17-28); 1511: the first printed account of America in English (ELA 43-44); 1528-: Nahuatl accounts of the Spanish conquest of Mexico (ELA 30-35); Jehlen and Warner, "The Expansion of Europe" (ELA 3-6).
W 2/16 1580: Michel de Montaigne, from "Of the Cannibals" and "Of Coaches" (ELA 95-96); 1583: Edward Hayes (ELA 60-61), Sir George Peckham (ELA 62-63); 1586: Lopez Vaz, the English in New Spain, from Hakluyt's Principal Navigations (ELA 52-54); 1587: William Lightfoot, from The Complaint of England (ELA 63-64); Jehlen and Warner, "Learning to Say 'America' in English" (ELA 39-41).
Su 2/20 DISCUSSION QUESTIONS due before 6 pm.
M 2/21 The Idea of Plantation. 1525: Niccolo Machiavelli, from History of Florence (ELA 10-11); 1555: Richard Eden, from translation of Peter Martyr (ELA 49-51); 1578-1583, four views on plantation (ELA 58-63); 1616: John Smith, from A Description of New England (ELA 116-122); 1625: Francis Bacon, "Of Plantations" (ELA 97-99); 1630: Anon., from The Planter's Plea (ELA 100); 1633: George Herbert, from "The Church Militant" (ELA 535-536); 1722: John Trenchard and Thomas Gordon, Cato's Letters, no. 106, "Of plantations and colonies" (ELA 825-830); 1726: Jonathan Swift, from Gulliver's Travels (ELA 698); 1752: George Berkeley, "On the Prospect of Planting Arts and Learning in America" (ELA 1060-1061); Jehlen and Warner, "The English Diaspora" (ELA 101-103).

Related Reading: Bartolomé de las Casas, A Short Account of the Destruction of the Indies; Wayne Franklin, Discoverers, Explorers, Settlers: The Diligent Writers of Early America; Stephen Greenblatt, Marvelous Possessions; Richard Drinnon, Facing West: The Metaphysics of Indian-Hating and Empire-Building (all on reserve). John Mohawk, Utopian Legacies: A History of Conquest and Oppression in the Western World; Angus Calder, The Revolutionary Empires; Francis Jennings, The Invasion of America: Indians, Colonialism, and the Cant of Conquest; Steve Stern, Peru's Indian Peoples and the Challenge of Spanish Conquest; Serge Gruzinski, The Conquest of Mexico; Miguel Leon-Portilla, ed., The Broken Spears: The Aztec Account of the Conquest of Mexico; Nathan Wachtel, The Vision of the Vanquished: The Spanish Conquest through Indian Eyes, 1530-1570; James Lockhart, ed., We People: Nahuatl Accounts of the Conquest of Mexico; Ramon Gutierrez, When Jesus Came, the Corn Mothers Went Away: Marriage, Sexuality, and Power in New Mexico, 1500-1846; Daniel Richter, The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization; James Axtell, The Invasion Within: The Contest of Cultures in Colonial North America; Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815; David Weber, The Spanish Frontier in North America; David Beers Quinn, North America from Earliest Discovery to First Settlements, England and the Discovery of America, 1481-1620; Howard Mumford Jones, O Strange New World; Samuel Eliot Morison, The European Discovery of America.

The Rise of Anglo-America: Promotional Literature

W 2/23 Virginia. 1588: Thomas Hariot, A Briefe and True Report of the New Found Land of Virginia (ELA 64-89); 1619-1631: five letters from America (ELA 122-129); Jehlen and Warner, "Seventeenth-Century Anglo-America: Virginia and the Indies" (ELA 195-197).
Su 2/27 DISCUSSION QUESTIONS due before 6 pm.
M 2/28 1622: Edward Waterhouse, A Declaration of the State of the Colony in Virginia (ELA 129-146); 1624: John Smith, from The Generall Historie of Virginia (ELA 146-148), The Tragicall Relation of the Virginia Assembly (ELA 149); 1676: two accounts of Bacon's Rebellion (ELA 224-232). CRITICAL RESPONSE PAPER due in class.
W 3/1 1676: Aphra Behn, The Widow Ranter; or the History of Bacon in Virginia (ELA 233-291). Read as far as you can, at least to the end of Act II (260).
Su 3/5 DISCUSSION QUESTIONS due before 6 pm.
M 3/6 Behn, cont.
W 3/8 The Indies. 1596: Sir Walter Ralegh, from The Discovery of the Large, Rich and Bewtiful Empire of Guiana (ELA 91-94); 1610: William Strachey, from A True Repertory of the Wrack and Redemption of Sir Thomas Gates, Knight (ELA 104-107); 1631: Sir Henry Colt, journal of a voyage to the West Indies (ELA 161-164); 1653: Andrew Marvell, "Bermudas" (ELA 544-545); 1657: Richard Ligon, from A True and Exact History of the Island of Barbados (ELA 201-219); 1676: Anon., Great News from the Barbadoes (ELA 222-224); 1698: Ned Ward, from A Trip to Jamaica (ELA 299-303). Guest Lecture. Dr. Malcolm Nelson, English, on Shakespeare's The Tempest (1611) and early exploration/travel narratives.

Related Reading: Dana Nelson, The Word in Black and White: Reading "Race" in American Literature, 1638-1867; John Seelye, Prophetic Waters: The River in Early American Life and Literature (both on reserve). David Shields, Oracles of Empire: Poetry, Politics, and Commerce in British America, 1690-1750; R.C. Simmons, The American Colonies: From Settlement to Independence; Peter Hulme, Caribbean Encounters: Europe and the Native Caribbean, 1492-1797; Richard Dunn, Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1624-1713; Edmund Morgan, American Slavery/American Freedom: The Ordeal of Colonial Virginia; Theodore Allen, The Invention of the White Race, Volume One: Racial Oppression and Social Control, The Invention of the White Race, Volume Two: The Origin of Racial Oppression in Anglo-America; Eric Cheyfitz, The Poetics of Imperialism: Translation and Colonization from The Tempest to Tarzan, 2nd ed; William Hamlin, The Image of America in Montaigne, Spenser, and Shakespeare: Renaissance Ethnography and Literary Reflection; Robert Tilton, Pocahontas: The Evolution of an American Narrative.

Border Zones I: Identity Politics

Su 3/12 DISCUSSION QUESTIONS due before 6 pm.
M 3/13 The Maypole Incident. 1634: Thomas Morton, from New English Canaan (ELA 168-174); William Bradford, another version of the maypole incident (ELA 175); 1836: Nathaniel Hawthorne, "The May-Pole of Merry Mount" (to be handed out).
W 3/15 Praying Indians. 1646: Thomas Shepard, a visit to John Eliot's Indian mission (ELA 316-317); 1652: John Eliot, "Indians and Imps" (ELA 318); 1745: David Brainerd, from the journal (ELA 639-643); 1772: Samson Occom, A Sermon Preached by Samson Occom (ELA 643-659). Note: Please meet at 4 pm in King Concert Hall for a lecture by Dr. John Stinson, English; we will reconvene class in Fenton Hall around 5 pm and relate the ideas in the lecture to the readings for today and for the first half of the semester.

Related Reading: Michael Colacurcio, The Province of Piety; Richard Drinnon, Facing West: The Metaphysics of Indian-Hating and Empire-Building; William Carlos Williams, In the American Grain (all on reserve). Neal Salisbury, Manitou and Providence; Karen Ordahl Kupperman, Settling with the Indians: The Meeting of English and Indian Cultures in America, 1580-1640; Peter Mancall and James Merrell, eds., American Encounters: Natives and Newcomers from European Contact to Indian Removal, 1500-1800; Stephen Greenblatt, ed., New World Encounters; Nicholas Canny and Anthony Pagden, eds., Colonial Identity in the Atlantic World; Stuart Schwartz, ed., Implicit Understandings: Observing, Reporting, and Reflecting on the Encounters between Europeans and Other Peoples in the Early Modern Era.

M 3/20-F 3/24 NO CLASSES: Spring Break.

Puritan Origins II: Poetry

Su 3/26 DISCUSSION QUESTIONS due before 6 pm.
M 3/27 1650: Anne Bradstreet (ELA 548-563); ca. 1680s: Edward Taylor (ELA 581-591); Jehlen and Warner, "Poetry: The Seventeenth-Century" (ELA 527-530).
W 3/29 1725-1800, three versions of Psalm 137 (ELA 1040-1043) [contrast with 1640 version on ELA 542]; 1767-1772: Phillis Wheatley (ELA 1076-1081); Jehlen and Warner, "Poetry: The Eighteenth Century" (ELA 1011-1013).

Related Reading: Jeffrey Hammond, Sinful Self, Saintly Self: The Puritan Experience of Poetry; Louis Martz, The Poetry of Meditation: A Study of English Literature in the Seventeenth Century; William Scheick, Design in Puritan American Literature; Peter White, ed., Puritan Poets and Poetics: Seventeenth-Century American Poetry in Theory and Practice.

Colonial Contests II: Slavery and Race

Su 4/2 DISCUSSION QUESTIONS due before 6 pm.
M 4/3 1700: Samuel Sewall, The Selling of Joseph (ELA 817-820); 1701: John Saffin, A Brief and Candid Answer (ELA 821-825); 1741: Daniel Horsmanden, from Journal of the Proceedings Against the Conspirators (ELA 712-715); 1764: James Grainger, from The Sugar-Cane (ELA 1064-1069); 1770: Ukawsaw Gronniosaw, from A Narrative of the Most Remarkable Particulars (ELA 719-725); 1775: Samuel Johnson, from Taxation no Tyranny (ELA 849); 1787: Ottobah Cuguano, from Thoughts and Sentiments on the Evil and Wicked Traffic (ELA 880-883); 1788: George Mason and James Madison, from the Virginia ratification debate (ELA 883-885); 1790: Benjamin Franklin, "Sidi Mehemet Ibrahim on the Slave Trade" (ELA 891-893).
W 4/5 1765: Henry Timberlake, "A Translation of the War Song" (ELA 1070-1072); 1783: Benjamin Franklin, "Remarks Concerning the Savages of North America" (ELA 981-985); 1787: Thomas Jefferson, from Notes on the State of Virginia (ELA 931-938); Jehlen and Warner, "The Literature of Politics" (ELA 813-816).
F 4/7 REWRITES on first CRITICAL RESPONSE ESSAY due

Related Reading: William Andrews, To Tell a Free Story: The First Century of Afro-American Autobiography, 1760-1865; Frances Smith Foster, Written by Herself: Literary Production of Early African American Women Writers; Dana Nelson, The Word in Black and White: Reading "Race" in American Literature, 1638-1867 (all on reserve). Robin Blackburn, The Making of New World Slavery; Edmund Morgan, American Slavery/American Freedom: The Ordeal of Colonial Virginia; Theodore Allen, The Invention of the White Race, Volume One: Racial Oppression and Social Control, The Invention of the White Race, Volume Two: The Origin of Racial Oppression in Anglo-America; Mechal Sobel, The World They Made Together: Black and White Values in Eighteenth-Century Virginia; Larry Tise, Proslavery: A History of the Defense of Slavery in America, 1701-1840; Richard Dunn, Sugar and Slaves: The Rise of the Planter Class in the English West Indies, 1624-1713; Michael Craton, Testing the Chains: Resistance to Slavery in the British West Indies; Mavis Campbell, The Maroons of Jamaica, 1655-1796: A History of Resistance, Collaboration, and Betrayal.

The Fall of Anglo-America: Perspectives on Revolution

Su 4/9 DISCUSSION QUESTIONS due before 6 pm.
M 4/10 1758: Nathaniel Ames II, "A Thought Upon the Past, Present, and Future of British America" (ELA 716-718); 1764: Thomas Pownall, from The Administration of the Colonies of America (ELA 836-841); 1775: Edmund Burke, from Speech of Edmund Burke, Esq. On Moving His Resolutions for Conciliation with the Colonies (ELA 850-852); 1776: Peter Oliver, from Origin and Progress of the American Revolution (ELA 771-778); 1777: William Robertson, from The History of America (ELA 779-781).
W 4/12 1776: Thomas Jefferson, A Declaration by the Representatives of the United States of America (ELA 858-862); Thomas Paine, The American Crisis, #1 (ELA 868-873); Abigail Adams, letter to John Adams (ELA 852-854).

Related Reading: Shirley Samuels, Romances of the Republic: Women, the Family, and Violence in the Literature of the Early American Nation; Jared Gardner, Master Plots: Race and the Founding of American Literature, 1787-1845; Edward Watts, Writing and Postcolonialism in the Early Republic; Eric Wertheimer, Imagined Empires: Incas, Aztecs, and the New World of American Literature, 1771-1876 (all on reserve). Lester Langley, The Americas in the Age of Revolution; Bernard Bailyn, The Ideological Origins of the American Revolution; Gordon Wood, The Creation of the American Republic, 1776-1787; Jay Fliegelman, Declaring Independence, Prodigals and Puritans: The American Revolution against Patriarchal Authority, 1750-1800; Emory Elliot, Revolutionary Writers: Literature and Authority in the New Republic, 1725-1810; Robert Ferguson, The American Enlightenment, 1750-1820; Michael Warner, The Letters of the Republic: Publication and the Public Sphere in Eighteenth-Century America; Larzer Ziff, Writing in the New Nation: Prose, Print, and Politics in the Early United States; Everett Emerson, American Literature, 1764-1789: The Revolutionary Years; Frank Shuffelton, ed., The American Enlightenment.

Border Zones II: Early Autobiographical Writing

Su 4/16 DISCUSSION QUESTIONS due before 6 pm.
M 4/17 1682: Mary Rowlandson, The Soveraignty and Goodness of God (ELA 349-382); second CRITICAL RESPONSE ESSAY due
W 4/19 Rowlandson, cont.; GROUP PRESENTATIONS
Su 4/23 DISCUSSION QUESTIONS due before 6 pm
M 4/24 NO CLASS
W 4/26 1704-1705: Sarah Knight, journal (ELA 415-427); 1774: Elizabeth Ashbridge, from Some Account of the Fore-Part of the Life of Elizabeth Ashbridge (ELA 659-667); Jehlen and Warner, "Histories" (ELA 683-685).
Su 4/30 DISCUSSION QUESTIONS due before 6 pm
M 5/1 1771: Benjamin Franklin, Autobiography, Part I (ELA 725-767); 1782: J. Hector St. John de Crèvecoeur, from Letters from an American Farmer (ELA 973-981).
W 5/3 1789: Olaudah Equiano, from The Interesting Narrative of the Life (ELA 792-798); wrap up course.

Related Reading: D.H. Lawrence, Studies in Classic American Literature; Kathryn Zabelle Derounian-Stodola and James Levernier, The Indian Captivity Narrative, 1550-1900; William Andrews, To Tell a Free Story: The First Century of Afro-American Autobiography, 1760-1865; Frances Smith Foster, Written by Herself: Literary Production of Early African American Women Writers (all on reserve). Christopher Looby, Voicing America: Language, Literary Form, and the Origins of the United States; Thomas Cooley, Educated Lives: The Rise of Modern Autobiography in America; Daniel Shea, Spiritual Autobiography in Early America; Richard Slotkin, Regeneration through Violence; John Demos, The Unredeemed Captive: A Family Story from Early America; Mitchell Robert Breitwieser, American Puritanism and the Defense of Mourning: Religion, Grief, and Ethnology in Mary White Rowlandson's Captivity Narrative; June Namias, White Captives: Gender and Ethnicity on the American Frontier; Michelle Burnham, Captivity and Sentiment: Cultural Exchange in American Literature, 1682-1861; Gary Ebersole, Captured by Texts: Puritan to Postmodern Images of Indian Captivity; Christopher Castiglia, Bound and Determined: Captivity, Culture-Crossing, and White Womanhood from Mary Rowlandson to Patty Hearst.

The End

M 5/8 - W 5/10 writing conferences
TH 5/11 informal class meeting, 5-ish - ?, at alternative classroom location
F 5/12 FINAL PAPER due by 5 pm

M A I N * N E W S * L I N K S * R E S E R V E S

EN 331: American Literary Roots, Spring 2000
Created: 1/25/00, 9:27 pm
Last modified: 5/4/00, 2:27 pm