English 209

Novels and Tales

Summer 2010

Welcome to English 209, Novels and Tales.  According to the course description this course will study “long and short fiction of several kinds, including myth, fable, and realistic narrative, from a variety of places and times, and their relation to their different cultures.”  While that sounds quite weighty, it basically means that we’ll do a lot of reading, writing, and discussing about literature, and we’ll be focusing on graphic texts.  I hope you’re enthusiastic about the learning opportunities that this course holds for you.

I.                    Course Description

Study of long and short fiction of several kinds, including myth, fable, and realistic narrative, from a variety of places and times, and their relation to their different cultures.

II.                Rationale

A substantial, expanding body of evidence asserts that using graphic literature in the classroom produces effective learning opportunities over a wide range of subjects and benefits various student populations.  In recent years, graphic literature has gained attention as a growing literary form even though the form remains largely marginalized and is considered of lesser literary merit than traditional literature.  With increasing understanding of the importance of critical literacy, visual literacy, and other types of literacy that were once considered “alternate,” both readers and scholars have paid more attention to graphic literature.  A recent National Council of Teachers of English statement on multimodal literacies seems likely to encourage the growing presence of graphic literature in the classroom.  This course addresses that growing popularity and embraces the multimodal literacy skills needed to read such texts.

III.               Required Texts and Materials:

Gaiman, Neil.  Coraline.  NY:  Harper Collins, 2009. [Note that this is the graphic version of the Gaiman novel, not the prose version by Gaiman].

Hinds, Gareth.  Beowulf.   Cambridge, MA:  Candlewick, 2007.

Moore, Alan and David Lloyd.  V for Vendetta.  NY:  Vertigo, 1995.

Poe, Edgar Allan et al.  Nevermore:  A Graphic Adaptation of Edgar Allan Poe’s Short Stories.  NY: Sterling, 2008.

Woodring, Jim.  The Portable Frank.  NY:  Fantagraphics, 2007.

·         Your FSU email account. 

·         Internet access outside of class.

IV.             Course Objectives and Outcomes

A.    to develop an appreciation and understanding of graphic literature

B.      to study the principles, components, and values involved in the production and perception of graphic literature, especially the changes in their conception and expression over time.

C.     to develop the ability to respond to verbal and visual arts in meaningful ways

D.    read attentively and critically

E.      write thoughtfully, coherently, persuasively

F.      develop and challenge your own thinking through scholarly research

V.                Instructional Methods and Activities

Throughout the semester, we will experience a variety of instructional methods and activities that employ multimodal literacies and multiple intelligences.  The latter includes verbal/linguistic intelligence (demonstrated through class discussion and verbalizing graphic artwork), visual/spatial intelligence (trying our hand at graphic artwork), and musical/rhythmic intelligence (using music to complement texts). 

VI.            Course Evaluation

CLASS PORTFOLIO.  Your grade for the class will be based on the completion of a course portfolio, which will contain all your work for the semester (already posted on ANGEL), including:

·         Reading responses

·         Analysis/synthesis of texts

·         Text-tapping activities

·         Final project

Do not throw anything you do for class away.  Everything will go into your portfolio (ANGEL), and it is your only grade for this class.  A course assessment rubric will be used to assess student work and is available here.

VII.         Course Requirements

Engagement With Course Material And Activities.  Part of your obligation to this class is to participate vigorously in the ongoing dialogue we will have about graphic literature.  Engagement includes sharing the work that you produce this semester as well as commenting on others' work. 

Course Portfolio.  Your grade for the class will be based on a course portfolio containing the following documents.  We’ll discuss these items as well as appropriate assessment of them throughout the semester. 

·         A Portfolio Introduction

·         Evidence of Engagement

·         Reading journal entries posted throughout the semester

·         A Culminating Paper/Project (with presentation to the class).

Course Schedule--See ANGEL

VIII.      Bibliography

Carter, James Bucky, ed.  Building Literacy Connections with Graphic Novels:  Page by Page, Panel by Panel.  Champaign, IL:  National Council of Teachers of English, 2007.

Gravette, Paul.  Graphic Novels:  Everything You Need to Know.  NY:  Collins Design, 2005. 

Eisner, Will.  Comics and Sequential Art.  NY:  Poorhouse, 1985

---.  Graphic Storytelling and Visual Narrative.  NY:  Norton, 2008.

McCloud, Scott.  Understanding Comics:  The Invisible Art.  NY:  HarperPerennial, 1994.

Schwartz, Gretchen.  “Expanding literacies through graphic novels.  English Journal 95.6 ( July 2006):  58-64.