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Syllabus for English 346
(Studies in Modern Prose): Ulysses

Tuesday, January 21

[Preparations for the first day]


Thursday, January 23

First day: introduction, course overview, ranking of obsessions, injunction to curiosity

  • Joyce, "Ivy Day in the Committee Room" and "The Dead" from Dubliners

Everyone: by 9:00 Wednesday evening, make a brief post to the blog pointing to a passage or problem you'd like to be sure we discuss on Thursday. This assignment will serve to structure our discussion and to check that everyone is using the blog smoothly.


Tuesday, January 28

  • Episodes 1-3 (The Telemechiad): Telemachus, Nestor, and Proteus
  • Web resources:

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, January 30

  • The Oxford English Dictionary entry (or entries) for your first lexicon term: print the entry and read it carefully, then bring it/them to class and be ready to talk about it/them.

  • The Telemachus comic and anything else you want to look at in Ulysses "seen"

Write and post to the wiki a draft entry for your lexicon word, imagining that you are doing so based on Episodes 1-3 alone. Use the OED information and quote Joyce’s usage from Ulysses. Otherwise, do your best to imagine what would be useful to a reader of Ulysses and write that piece.


Tuesday, February 4

You have a collective mission today: create the kernel of the lexicon project. Using the comments you have received from readers, each of you should finish the first version of your lexicon entry. During class time, you should talk together about what is working best in the entries so far and come up with a set of guidelines for lexicon entries. For example, you might say roughly how long they should be, how they should use Ulysses and the OED, and what you imagine them lexicon doing for its audience. These guidelines do not need to be elaborate, but you need collectively to commit to them.


Thursday, February 6

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession up to this point in the novel.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Tuesday, February 11

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, February 13

  • Henry Staten, "The Decomposing Form of Joyce's Ulysses

You have two assignments for class today.

First, follow through on your lexicon entries. You gave yourselves a direction to go with this assignment, and now you can complete the first set of entries-in-progress according to the principles you have developed. You will also find a new "Statement of Principles" page on our lexicon's wiki that you can use to capture your collective thoughts on the shape of the project so far. Please do.

Second, read Staten's article and take good notes on your answers to the following questions:

  1. Where (specifically) do you think the thesis is located?
  2. What are the piece's major transitions, and how do they reveal the structure of the argument?
  3. What are the key quotations from Ulysses?
  4. What would you include in a short list of the obsession-style major themes of the piece?
  5. What critical or theoretical works are most important to the piece?

We will draw on these notes in class, so be ready to share them.


Tuesday, February 18

  • Episodes 9 (Scylla and Charybdis) and 10 (Wandering Rocks)

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, February 20

  • Vincent J. Cheng, "Authenticity and Identity: Catching the Irish Spirit"
  • Gregory Schneider's PhoDi

Read Cheng's article and take good notes on your answers to the following questions:

  1. Where (specifically) do you think the thesis is located?
  2. What are the piece's major transitions, and how do they reveal the structure of the argument?
  3. What are the key quotations from Ulysses?
  4. What would you include in a short list of the obsession-style major themes of the piece?
  5. What critical or theoretical works are most important to the piece?

We will draw on these notes in class, so be ready to share them.

Also, spend a bit of time with PhoDi, and take a note or two about things you can imagine doing with it to find patterns in Ulysses.


Tuesday, February 25

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, February 27

  • Joseph Valente, "'Neither fish nor flesh'; Or How 'Cyclops' Stages the Double-bind of Irish Manhood"

Read Valente's article and take good notes on your answers to the following questions:

  1. Where (specifically) do you think the thesis is located?
  2. What are the piece's major transitions, and how do they reveal the structure of the argument?
  3. What are the key quotations from Ulysses?
  4. What would you include in a short list of the obsession-style major themes of the piece?
  5. What critical or theoretical works are most important to the piece?

We will draw on these notes in class, so be ready to share them.

Also, we will spend some time in class today looking at the Ashplant site and considering potential project ideas.


Tuesday, March 4

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, March 6
  • Vicki Mahaffey, "Ulysses and the End of Gender."

For class, read Mahaffey's piece well and come prepared to discuss it. In addition, do a full version-in-progress of LEXICON ENTRY #2.


Tuesday, March 11
  • Episode 15 (Circe), part 1 (through line 2741)

Everyone: you'll do a full blog update for Wednesday. For now, post some notes on how your obsession develops in the first part of the episode. In class today, you will meet in groups, and we'll do the usual whole-class discussion of the week's readings on Thursday, when you'll be all the way through the episode.


Thursday, March 13

  • Episode 15 (Circe), part 2 (lines 2742-end)

Everyone: update your blog and consolidate your thoughts in the light of this climactic episode.


SPRING BREAK

Tuesday, April 1

Groups 1 and 2: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 3 and 4: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, April 3
  • Jennifer Levine, "James Joyce, Tattoo Artist"
  • The Ashplant Bookshelf Project

For class, read Levine's piece well and come prepared to discuss it. In addition, find one critical and theoretical source that helps you think through your obsession and prepare to share a short summary of that work with your classmates.


Tuesday, April 8

Groups 3 and 4: Do a blog post describing the key developments and passages relating to your obsession in today's reading.

Groups 1 and 2: Take good notes on the development of your obsession. You'll need the notes for your blog post next week.


Thursday, April 10

  • Derek Attridge, "Molly's Flow: The Writing of 'Penelope' and the Question of Women's Language"

For class, read Levine's piece well and come prepared to discuss it. Also, write a full version of LEXICON ENTRY #3. In class, we will have a workshop of sample annotations for the bibliography.


Tuesday, April 15

[No reading for today]

Write for the blog a consolidation post: a first shot at wrapping up your thoughts on your obsession and the novel. This may function as a sketch of your shorter paper.


Thursday, April 17

Today we will use class time to meet in groups in the CCL. Bring to this meeting (in hard copy) a brief project proposal for your shorter paper. This proposal should explain which track you are on in terms of the assignment and what you plan to do. Come prepared to give a concise (2- or 3-minute) explanation of your plan for the paper, so we can spend some time giving each of you feedback.


Tuesday, April 22

Today you will prepare for an in-class peer review of shorter papers. After this peer review, you may choose to revise your paper; the final version is due to my office by Friday at noon.


Thursday, April 24

Today you will prepare for an in-class peer review of annotated bibliography entries.


Friday, April 25

SHORTER PAPER DUE TO MY OFFICE BY NOON


Tuesday, April 29

Today we will meet in small groups in the JRC grill area to discuss your bibliographies on this schedule. Come prepared to give a concise (2- or 3-minute) explanation of your plan for the bibliography, so we can spend some time giving each of you feedback.


Thursday, May 1

We will meet in the classroom at the usual time to discuss the bibliographies and cover essays, especially the latter, as well as your developing project ideas.

After that discussion, I will remain in the classroom for the rest of the period for individual consultations about the bibliographies and projects.


Friday, May 2

ANNOTATED BIBIOLGRAPHY AND LEXICON ENTRIES DUE AT NOON


Tuesday, May 6

I will be traveling for the College today, so we will not hold our regular meeting. Continue working on your projects and prepare to describe them in class on Thursday.


Thursday, May 8


Tuesday, May 13

FINAL PROJECT DUE BY 2:00 P.M.

Note: anyone taking the extension for this paper by the normal procedure will have a deadline of 2:00 p.m. on Thursday, May 15.

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