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ENGL 501: HISTORY OF LITERARY AND CULTURAL THEORY

ENGL 501: HISTORY OF LITERARY AND CULTURAL THEORY

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UNIVERSITY <strong>OF</strong> SOUTHERN CALIFORNIA<br />

DEPARTMENT <strong>OF</strong> <strong>ENGL</strong>ISH<br />

SPRING 2013 COURSE DESCRIPTIONS<br />

<strong>ENGL</strong> 695: GRADUATE FICTION FORM <strong>AND</strong> <strong>THEORY</strong><br />

David Treuer, Thursday, 2:00-4:20 p.m. Course Number 32802D<br />

This course will resemble more a gathering of detectives than a workshop. That is, it will<br />

be our job to peel back the different layers of Pale Fire – from the initial reading of “plot”<br />

and “character” to deeper levels that include a host of literary references. Step 1: Our<br />

first task is to read the novel as it was given—from beginning to end and from cover to<br />

cover. This reading is our first pass. On this pass we will collect as many of the literary<br />

references and clues we recognize immediately and make a master list as we discuss<br />

the plot and characters and story. We will then retreat from Pale Fire in order to read<br />

everything on that master list of obvious references (like Boswell’s Life of Johnson<br />

mentioned in the epigraph, the title Pale Fire drawn from both Hamlet and Timon of<br />

Athens, for example). Then we reread Pale Fire. Step 2: go back to the book and make<br />

a second list of texts/references that might not be so obvious (“The Adventure of the<br />

Empty House” and “Murders at the Rue Morgue” and “Four Quartets”). Step 3 repeat<br />

steps 1 and 2: Pale Fire and make a final list of buried, obscure, cleverly-hidden<br />

references (Egil’s Saga, The Kalevala, Song of Igor’s Campaign). Our final step will be<br />

to reread Pale Fire and reassemble the text using all the texts, clues, and traditions<br />

we’ve collected and collated. In doing so we will come into contact with a rich literary<br />

tradition from which Nabokov has cobbled his novel. Students will be expected to make<br />

regular presentations, engage in creative assignments (map-making, seating charts,<br />

etc), and to write critically.<br />

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