English 329

Graphic Literature

Online, Summer 2009

Susan Spanger, Instructor

Welcome to English 329, Graphic Literature.  According to the course description this course will explore “the evolution, subject matters, forms, and conventions of graphic texts with emphasis on their literary form.”  While that sounds quite weighty, it basically means that we’ll do a lot of reading, writing, and talking about graphic texts.  I hope you’re enthusiastic about the learning opportunities that this course holds for you.

I.                    Course Description

Exploration of the evolution, subject matters, forms, and conventions of graphic texts with emphasis on their literary form.

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 and P. Craig Russell. Coraline :  The Graphic Novel.  NY:  Harper Collins, 2009.

Jacobson, Sid and Ernie Colon.  The 911 Report:  A Graphic Adaptation. NY:  Hill and Wang, 2006.

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

Moore, Alan and David Lloyd.  V for Vendetta.  NY:  DC Comics, 2005.

Tan, Shaun.  The Arrival.  NY:  Levine, 2007.

Whitehead, Dan, ed.  Nevermore:  A Graphic Novel Anthology of Edgar Allan Poe’s Short Stories.  SelfMadeHero, 2007.

Yang, Gene Luen.  American Born Chinese.  SquareFish, 2008.

·         An FSU email account that you check regularly. 

·         Internet access

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.     to read attentively, closely, and critically.

E.      to write thoughtfully, coherently, and persuasively.

F.     to develop and challenge their 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 (on ANGEL), which will contain all your work for the semester, including:

·         Reading/discussion 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.  You will be assessed with a course rubric, which is available on ANGEL.

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.  You are expected to contribute to class regularly.

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. 

·         Reading response entries posted throughout the semester

·         “Final answer” for posts

·         A Culminating Paper/Project

General Policies

In the event of an emergency absence, it is your responsibility to check for any missed assignments.  See the office hours above and check with classmates or the web board for work missed.  Of course, the information you receive from these sources will be less complete than if you were actually in class.  Just avoid the whole mess and be here.  You’ll find as an effective teacher that it’s just easier to go to school than to miss, and that attitude should be evident here.

I hate grades.  There, I said it.  See the FAQ's for more details.  I try to do as little grading as possible, but I DO love reading your writing.  Basically, I'll assign a grade for your portfolio, which counts for 100% of your grade, at the end of the semester, but I’ll look at drafts of your work throughout the semester to give you feedback.  Any other time you want to talk about your progress in class, come and talk to me.  We won't necessarily talk about your grade, but we will talk about what you are learning in class.

Sadly, computers don’t always work the way we want them to.  It’s an unfortunate fact of life.  You are ultimately responsible for your work, even if the computer fails.   Please avoid saying things like, “My disk broke,” “I couldn’t get online,” “I swear I e-mailed it to you” to me.  Ways to avoid computer problems include 1) printing everything, 2) backing up on disk/jump drive, at home, in cyberspace.

Which leads me to a long discussion of professionalism.  I will expect you to act in a professional manner.   Such behavior means, among other things, always doing your best work, remaining positive in the face of adversity, showing integrity in your actions, joining professional organizations, and reflecting on your teaching (sometimes before the fact).  A question I’ve always found helpful is this:  “Would I do/say this/act this way if my principal/grandmother were standing right here/able to see this?”  You should always be able to be proud of your actions as a professional.  This includes any public forums in which you choose to represent yourself:  Facebook, MySpace, or other venues.

Being a professional also means solely taking responsibility for your actions.  While your parents may be an integral part of your personal life, they should not be part of your professional life.  That is, they may rejoice with you or grieve with you in your professional successes or disappointments, but they should not take an active role in discussing these events with your colleagues or supervisors. 

Acting in a professional manner also means being academically honest (i.e. not plagiarizing anything).  The lines are often blurry, but in general, when you adapt a lesson for use, it’s a good idea to acknowledge or cite the source of the lesson or idea.  It’s professional courtesy, really.  When in doubt of whether or not you are plagiarizing something, either ask me or cite it.

If you are having problems with the class, PLEASE see me.  That’s what learning is about, people helping people.  I would LOVE to have you visit me during my office hours.  You can be sure I will not hesitate to see you if you are having problems.   Other sources of help to consider:
 

SUNY Fredonia complies with Section 504 of the Rehabilitation Act of 1973, which mandates reasonable accommodations be provided to students with documented disabilities.  Any student needing to arrange a reasonable accommodation for a documented disability should contact Adam Hino at 673-3270 (Voice) or 673-4763 (TTY) or disability.services@fredonia.edu early in the semester so that you can be provided with accommodations you may need.  If you have not already done so, you will need to register with the office of Disability Support Services for Students, the designated office on campus to provide services for students with disabilities.  The office is located in the Learning Center on the 4th Floor of the Reed Library.