61656 Intr 404.01, 1 cr., graded, 3:30-4:20 p.m. Tues. TLC 241 Spring 2007 Stephan Flores

Honors Vacation Reading.  This class explores several acclaimed novels and a work of nonfiction that explore "coming of age" within and beyond "families."  The coursework for one graded credit includes a focused journal entry (350 words) and four critical responses (700 words each), and evaluation also based on attendance and class participation.  Open to seniors, juniors, sophomores (and freshmen by permission).  Students wishing to earn credit in Honors Vacation Reading should contact me to let me know of your interest in participating in the course (this also helps keep tabs on enrollment), start reading the following books when you can manage it (you can also read them during the semester as we go along), and take some informal notes (just to remind yourself of passages of interest, turning points, issues/topics that you think we might discuss--these notes are for your purposes, not for submitting to me) to prepare for class discussion and for the required short writing assignments.  Limit 12. Enrollment limited to members of the University Honors Program.

Required texts:

Sittenfeld, Curtis.  Prep: A Novel. Random House, 2005. NY Times 10
Best Books of 2005.

Murakami, Haruki.  Kafka on the Shore. Vintage (pbk.), 2006. NY Times
10 Best Books of 2005

LeBlanc, Adrian Nicole.  Random Family: Love, Drugs, Trouble, and Coming of Age in the Bronx. Scribner, 2004. National Book Critics Circle Award Finalist.

Atkinson, Kate.  Behind the Scenes at the Museum: A Novel.  Picador, 1999.  Whitbread Prize.

Requirements:

1. One focused journal entry, (350 words, titled)—select a passage/section, or issue (figure/character, relationship, problem, idea) and begin to explore its importance/significance and your sense of the effects on your reading and interpretation.  You might begin by writing a thesis-driven statement (one sentence) or perspective that is understood to be posed in response to an interpretative question or problem, or a question related to the material and course, a question/problem that is either stated explicitly or clearly implied. On days that these are due, please bring an extra copy to class, one for me and one that you might read aloud.

2. Four critical responses (separate response on each work, each response 700 words, double-spaced, titled) that prompt you to identify and to address interpretive and critical issues that these texts present.  Your observations and analyses should be succinct and clearly focused, with potential for substantial further development.  On days that these are due, please bring an extra copy to class, one for me and one that you might refer to for our discussion.

The Critical Response should present your sense of a particular topic/question/interpretative problem via your understanding of the book's rhetorical and narrative strategies and premises, and the effectiveness and significance of its account and argument. This understanding serves as a basis for composing and developing your perspective and your contribution to the implied or explicit narrative and 'conversation.' You may also choose to extend the book's perspectives by explaining its potential relevance to related issues, or you may also read "against-the-grain" of the original argument to present a different or opposing perspective and argument based on your research or other critical perspectives, and on your own understanding and reasoning. Your response can be both reflective and persuasive in its emphases and aims, and our discussions and reading may inform your views. You may find it effective to compose a thesis for your response that maps out for readers the challenging, engaging, important points that you want to develop and to discuss.

3. Participation in class discussion (including informal weekly writing in the form of brief Discussion Starter Questions and Comments).  Please take advantage of the opportunity our small class provides to discuss your reactions, share your insights and research, and to listen and reply to others' ideas.  I hope that these strategies will enable you to move the class in directions you find most helpful, give you opportunities to develop critical skills through collaborative interaction, and provide for a productive, interesting exchange of perspectives and participation among the class—in sum, to help to establish a mutual responsibility to engage productively with the class texts and with one another while also enabling me to share my perspectives with you.

4. Due dates: All required work is due at the beginning of class on the due date. Work more than a week late will not be accepted; a grade point penalty that is approximately one third of a grade is assessed for each day an assignment is late.  I will grant short extensions for medical and family emergencies--but talk with me as soon as possible to request an extension. ALWAYS KEEP EXTRA COPIES OF YOUR WORK.

5. Attendance is required--your participation is a crucial part of a collective learning experience. Because we meet once a week, your ability to pass the class will be jeopardized if you miss more than two class meetings. Almost all absences will be counted--excused or not--if something extraordinary occurs, talk to me.

6. Grades: Journal entry (25 pts); Critical Responses (50 pts each); The required journal entry and four critical responses add up to a maximum of 225 points. Thus 202-225 points equals an A, 179-201 equals a B, 157-178 equals a C, 135-156 equals a D, and anything below 135 merits an F.  I shall also reserve bonus points based on my perceptions of the strength of your participation and efforts over the semester (up to a maximum of 5 pts.)

7. Office hours. I encourage you to confer with me--especially before assignments are due--to talk about your interests, intentions, and writing strategies. If you cannot make my regular hours, we can usually arrange another time. I also welcome communicating with you by e-mail (sflores@uidaho.edu).

Semester Schedule

1/16 Sittenfeld, Prep

1/23 Prep (3-166)

1/30 Prep (167-284)

2/6 Prep (285-420); Critical Response due

2/13 Murakami, Kafka on the Shore (3-117)

2/20 Kafka on the Shore (118-240)

2/27 Kafka on the Shore (241-355); Journal entry due

3/6 Kafka on the Shore (356-467) ; Critical Response due

3/20 LeBlanc, Random Family(3-102)

3/27 Random Family (103-212)

4/3 Random Family (215-316); Journal entry due

4/10 Random Family (317-406); Critical Response due

4/17 Atkinson, Behind the Scenes at the Museum (11-122

4/24 Behind the Scenes at the Museum (123-234)

5/1 Behind the Scenes at the Museum (235-333); Critical Response due