Engl 20923, Literature and Civilization II, sec. 674
Fall 2012, MW, 3:30-4:50 PM, Scharbauer 1011
What So Funny?
Literature and Civilization II is a course intended to explore the role of literary, rhetorical, and dramatic expression in the development of cultural ideas, institutions, and roles. As it is vetted for global awareness credit (GA), the course is intended to help students develop a critical awareness of global perspectives. As it is also vetted for Humanities credit (Hum), the course is intended to help students analyze texts, examine the nature and value of human life, and construct relevant arguments.
08/20, M
introduction
08/22, W
What is literature? What is civilization?
08/27, M
What is humor? What makes people laugh?
08/29, W
Comic Relief, 2-39
09/03, M
Labor Day
09/05, W
Comic Relief, 41-89
09/10, M
Comic Relief, 91-145
09/12, W
The 50 Funniest American Writers, Twain, 3-5; O. Henry, 11-26; Loos, 49-51; Mencken, 56-62; Barry, 323-334
09/17, M
The 50 Funniest American Writers, Thurber, 63-70; Parker, 71-77; White, 102-106; DeVries, 107-113; The Onion, 335-338
09/19, W
Jokes, Cartoons, and Funny Videos
09/24, M
The 50 Funniest American Writers, Thompson, 150-176; Allen, 177-182
09/26, W
The 50 Funniest American Writers, Ephron, 201-213; Barthelme, 253-255; Ivins, 313-318, Blount, 343-350
10/01, M
The Greatest Comedy Film?
10/03, W
in-class midterm
10/08, M
Fall Break
10/10, W
The Funniest 50 American Writers, Hughes, 259-285; Carlin, 351-357
10/15 M
The 50 Funniest American Writers, Keillor, 289-307; Sedaris, 372-385
10/17, W
Vonnegut, Cat’s Cradle
10/22, M
Vonnegut, Cat’s Cradle
10/24, W
Hokum, 19-36
10/29, M
Hokum, 107-139
10/31 W
Halloween Mystery Class
11/05, M
Hokum, 169-170, 191-200,
11/07, W
Hokum, 301-320, 429-439
11/12, M
Tales of Juha, 1-41
11/14, W
Tales of Juha, 45-92
11/19, M
Tales of Juha, 95-144
11/21, W
Thanksgiving Break
11/26, M
The Wit and Wisdom of Mark Twain
11/30, W
Poetry and Humor
11/28, M
Jokes, Cartoons, and Funny Videos
12/03, W
Final Presentations
12/05
Final Presentations
Requirements:
1) Service Learning: Service learning is one of the primary course components and is required of all students. The basic assumption behind service learning is that, by performing some type of community-engaged service, students can gain significant experience in their specific subject areas—and into their own lives. Together we will take on a class project tutoring international ESL students. At the beginning of the semester you will be paired with an ESL student as a conversation partner. You will be required to meet with you conversation partner a minimum of 8 times during the semester.
2) Blogging: To document your service-learning experiences, and as well to comment on your reading, you are required to keep an online journal or weblog. With the help of technology at Blogger (http://www.blogger.com), you will build your own web log, or “blog,” and keep an electronic journal of your experiences as a conversation partner, as a reader, and more generally as an individual living in a complex world. You will be expected to write 8 one- to two-page reflections of your meetings with your conversation partner. These reflections should not only describe what you did but also your thoughts and reactions. Since tutoring is always a two-way street, you will learn a lot about your partners as they learn from you, and you are asked to write about this learning and sharing process in your blogs. Also, since one of the best ways to learn about a subject is to have to teach it, you will—hopefully—gain insight and sensitivity into English rhetorical practices, and you will be expected to comment on these insights. You are also asked to write 6 one- to two-page reflections commenting on your reading experiences. Obviously, you do not have to comment on each of the assigned class readings. I encourage you to choose the readings that somehow moved you (or irritated you). What you write is up to you. You do not have to write a literary analysis, critically analyzing the relationships of plot, character, and setting. I would prefer that you examine your reading experience. What happened when you read the text[s]? How—and why--did you respond to what you read? You are also welcome to use your blog to reflect on your experiences throughout the semester, commenting on whatever moves you to write. In fact, I would encourage you to use your blogs to consider what makes you laugh—and why. But please remember that a blog is not a personal—and private—diary.
Blogging is a less formal form of writing than an essay, and thus blogs are a good forum to reflect, analyze, vent, explore, and consider. But blogs are also a more public form of writing and, because of the technology, an excellent way of sharing, collaborating, and responding. In addition to posting your own blog entries, you will also be required to post brief responses of around 50 to 75 words to a minimum of 8 other course blogs throughout the semester. You are welcome to comment on any of the other course blogs, but please vary the blogs you respond to. Please do not respond to the same blog (and person).
Please keep in mind that blogs are a public forum, accessible to anyone who has internet access, so please do not post anything that you would not share with the classroom and internet communities.
We will use our course blogs as an open dialogue to reflect on our experiences in Literature and Civilization.
3) Midterm and Final Exams: There will be both midterm and final essay exams, and both exams will have two parts, a take-home essay and an in-class short answer exam. These exams will not simply test for familiarity with course content, but will also be used to reflect on your learning experiences. My intention is not to assess your specific knowledge of texts and authors, but to encourage you to examine your experiences as a student, both in my course and in all your courses.
4) Quizzes. In most classes there will be short quizzes. The questions will serve as a reading check, but they will also be used to generate discussion. The quizzes will be graded on a point scale, with 3 for excellent, 2 for good, and 1 for acceptable. At the end of the semester you will receive a cumulative score for your quizzes. Quizzes will be collected and returned.
5) Student Presentations: Humor Around the World. Throughout the semester we will examine the cultural differences in humor around the world. Students will be asked to help lead our discussions, and these presentations may be undertaken individually or in small groups (maximum of 3). Each individual or group will choose a specific class day and will be expected to make a presentation to the class on a type of cultural or national humor (English humor, Italian humor, German humor, Swedish humor, Brazilian humor, African humor, Australian humor, Chinese humor, Japanese humor, Indian humor, Arab humor, Russian humor, Romanian humor, Icelandic humor . . .). These presentations should include a brief discussion of what the individual (or group) thinks are the relevant characteristics of their subject’s humor (What is French humor and how is it different than English or American humor?). These presentations should be informative and provocative. Yet at the same time they should also be enjoyable! I encourage you to consider creative suggestions for stimulating interest and arousing attention. Dramatizations may be videotaped, parts of texts acted out, and character roles performed. Multimedia presentations are always welcome. Students are responsible for choosing what to present and when to present.
A brief handout summarizing key points and pertinent information is required.
6 Student Presentations: Active Classrooms: During the semester four days have been set aside for students to locate and research material for class discussions. Students will be asked to bring to class, and then present, humorous materials that they think are especially interesting for cultural, social, political, or artistic reasons. These presentations may be undertaken individually or in small groups (maximum of three).
On September 19 and November 28, we will consider “Jokes, Cartoons, and Funny Videos.” For these two classes, you are asked to share and discuss a series of jokes, cartoons, or funny videos, specifically analyzing what kind of kind of humor is being used.
On October 1, we will consider possibilities for “the greatest comedy film.” Individually or in groups, you are asked to research films that have been listed as one of the greatest comedy films ever, and then choose the one that you think the best or funniest overall. In class you must present short clips from the film and then discuss why you think it’s the best or funniest overall. At the end of class we will vote on the best or funniest film (and best overall presentation).
On November 30, we will consider humorous poetry, and you are asked to bring a poems, or short series of poems, to share with the class that you think are especially humorous.
Please note: for each presentation, two things are required. First, I will not for a second tolerate anything obscene, racist, or offensive. Second, you must offer some critical insight into what you are presenting. It’s not enough to say, “this is funny,” or “this made me laugh.” You must analyze and critique what you found humorous, and, if possible, classify it.
7) Final Presentations: For your final assignment, I would like you to put together a multimodal project that presents a reflection of your thoughts, observations, and experiences throughout the semester. Consider what you have learned that was interesting, striking, or memorable. These projects may include photographs, videos, sketches, recordings, music, prose, and poetry. You may use Power Point or present a video, or use other forms of multimodal presentation. Please be as creative as you like. As with the previous presentations, please consider how to engage your audience’s attention. Along with your presentation, you must submit a 2 to 4 page justification of your presentation. These projects may be done individually or in small groups (maximum of 3). If done as a group project, each person's individual contributions must be apparent.
What you do in your final presentations is up to you, and part of the assignment is figuring out what to do. You can focus on a specific text, or on a combination of texts, or even on an entire series or theme that you found informative and interesting. This should be an opportunity to assess what you have learned.
9) Participation and Attendance: I am not formally setting an attendance policy, and you are responsible for your own attendance. I caution you, however, to keep in mind that the blog entries and quizzes cannot be made up or turned in late. Also, please keep in mind that active participation is a course requirement and weak participation will lower your final grade. Both written and verbal contributions will count towards participation.
10) Sense of Humor and An Appreciation of Irony: Given the course’s subject matter, a willingness to laugh is essential. I also ask for your patience, understanding, and good humor. I sincerely wish that all of us enjoy our work together this semester, and I ask for your help in making this course a success.
Grading Scale:
Midterm and Final Exams: 30% (15% each)
Service Learning and Blogging: 20%
Humor Around the World Presentations 15%
Active Classroom Presentations 15%
Final Presentations 15%
Quizzes 5%
Required Texts:
The 50 Funniest American Writers, ed. Andy Borowitz
Comic Relief: A Comprehensive Philosophy of Humor, John Morreall
Hokum: An Anthology of African American Humor, ed. Paul Beatty
The Wit and Wisdom of Mark Twain
Anguished English, Richard Lederer
Dan Williams
Reed 414D and TCU Press (3000 Sandage)
817-257-6250, 817-257-7822
Office Hours: Friday, 10 to 12 AM, and by appointment
Course Outcomes:
--Students will analyze representative texts of significance and practice critical analysis of these texts
--Students will explore texts in terms of multiple cultural heritages, aesthetic approaches, and ideological perspectives
--Students will demonstrate critical awareness that problem solving in the global community requires the integration of a variety of perspectives
--Students will learn how to evaluate sources from a variety of perspectives and to use those sources
--Students will demonstrate through reading responses, informal writing, and class discussion a critical engagement with intellectually challenging texts
--Students will incorporate additional media into the composing products produced
--Students will demonstrate strategies of literary analysis through writing about the assigned texts in class
--Students will identify representative authors and works in a particular literary tradition
--Students will gain an appreciation of the development of the short story in a global perspective
--Students will gain pedagogical experience, and develop greater sensitivity to significant cultural issues, by working closely with an ESL student.
Academic Conduct:
An academic community requires the highest standards of honor and integrity in all of its participants if it is to fulfill its missions. In such a community faculty, students, and staff are expected to maintain high standards of academic conduct. The purpose of this policy is to make all aware of these expectations. Additionally, the policy outlines some, but not all, of the situations which can arise that violate these standards. Further, the policy sets forth a set of procedures, characterized by a "sense of fair play," which will be used when these standards are violated. In this spirit, definitions of academic misconduct are listed below. These are not meant to be exhaustive.
I. ACADEMIC MISCONDUCT
Any act that violates the spirit of the academic conduct policy is considered academic misconduct. Specific examples include, but are not limited to:
A. Cheating. Includes, but is not limited to:
1. Copying from another student's test paper, laboratory report, other report, or computer files and listings.
2. Using in any academic exercise or academic setting, material and/or devices not authorized by the person in charge of the test.
3. Collaborating with or seeking aid from another student during an academic exercise without the permission of the person in charge of the exercise.
4. Knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release.
5. Substituting for another student, or permitting another student to substitute for oneself, in a manner that leads to misrepresentation of either or both students work.
B. Plagiarism. The appropriation, theft, purchase, or obtaining by any means another's work, and the unacknowledged submission or incorporation of that work as one's own offered for credit. Appropriation includes the quoting or paraphrasing of another's work without giving credit therefore.
C. Collusion. The unauthorized collaboration with another in preparing work offered for credit.
D. Abuse of resource materials. Mutilating, destroying, concealing, or stealing such materials.
E. Computer misuse. Unauthorized or illegal use of computer software or hardware through the TCU Computer Center or through any programs, terminals, or freestanding computers owned, leased, or operated by TCU or any of its academic units for the purpose of affecting the academic standing of a student.
F. Fabrication and falsification. Unauthorized alteration or invention of any information or citation in an academic exercise. Falsification involves altering information for use in any academic exercise. Fabrication involves inventing or counterfeiting information for use in any academic exercise.
G. Multiple submission. The submission by the same individual of substantial portions of the same academic work (including oral reports) for credit more than once in the same or another class without authorization.
H. Complicity in academic misconduct. Helping another to commit an act of academic misconduct.
I. Bearing false witness. Knowingly and falsely accusing another student of academic misconduct.
Disabilities Statement:
Texas Christian University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact the Coordinator of Services for Students with Disabilities in the Center for Academic Services located in Sadler Hall, 11. Accommodations are not retroactive, therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from the Center for Academic Services, TCU Box 297710, Fort Worth, TX 76129, or at (817) 257-7486.
Adequate time must be allowed to arrange accommodations and accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the academic term for which they are seeking accommodations. Each eligible student is responsible for presenting relevant, verifiable, professional documentation and/or assessment reports to the Coordinator. Guidelines for documentation may be found at http://www.acs.tcu.edu/DISABILITY.HTM.
Students with emergency medical information or needing special arrangements in case a building must be evacuated should discuss this information with their instructor/professor as soon as possible.
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