ENG 201 AND ENG 436/COM 270:
Lara Whelan, English
Brian Carroll, Communication
phone: 706-238-5876 (LW)
706- 368-6944 (BC)
email: email@example.com | firstname.lastname@example.org
$1500 deposit deadline Jan. 15 (total trip cost: $4,500; balance due March 15)
Think Ireland is all about shamrocks, leprechauns and Guinness? Why can't Protestants and Catholics in Northern Ireland get along? What are all those marches about every July? Join Dr. Lara Whelan (English) and Dr. Brian Carroll (Communication) to learn more about how we construct our own identities, both individually and as members of various groups, by studying the history of the conflict between England and Ireland in the 20th century.
Course purposeThis course is designed to give students an understanding of the development of a tradition of literature in Ireland separate from yet inevitably related to British literature in general. This course is only open to students who are participating in the 2012 Summer International Program in England and Ireland.
Assigned reading for this course will consist of novels, poetry, plays, historical accounts and essays produced by Irish and Anglo-Irish authors. The works under consideration focus on issues of Irish identity, specifically ways in which that identity has been constructed in or defined against or in collaboration with a variety of colonizing influences.
A multimedia digital storytelling practicum is also offered, particularly for COM students, to teach students how to leverage digital media to tell a meaningful, engaging, relevant stories, and to document some of the people, places and stories we encounter on the trip.
For COM majors, register for Visual Rhetoric COM 270, a core course (required of all majors).
Student Learning Outcomes
Students will gain:
Methods of instruction
Assigned readings, class discussion, response papers, and travel in England and Ireland in Summer 2012.
Texts and readings
Reading: You are expected to come to class having read the assigned material for that day. You should come to class with questions that your reading of the assignment raised for you, and be prepared to discuss what you did and did not understand.
Response papers: You will write a total of 10 one-page response papers. See page 3 for further guidelines on response papers. Song and Film: This course has a significant multimedia component, reflecting the many modes Irish writing has taken over the century. Almost all weeks have an associated film, which you are responsible for viewing outside of class time.
Final project: More information will be provided to you about this assignment at the appropriate time.
Professionalism, Participation and Citizenship: Your participation in both the class meetings and the trip makes up a sizeable portion of your course grade (see percentage breakdown below). In addition, our travel abroad is considered a professional context, thus the following are expectations of each student:
While abroad, students will be interrupting to some degree the regular life of the immediate community (or communities). As guests in a foreign country, each student must be respectful of the lifestyles and customs of our hosts. Students who compromise our welcome in the host community will be asked to return home. Students are also subject to British and Irish laws and justice. Behavioral standards by which students are therefore expected to abide:
There will be several parts, separately graded, that make up the final project. More details about the components and weights of the final project will be provided to you at the appropriate time.
You are allowed one unexcused absence. Absences are only excused by a note from your dean or a doctor. Students who miss more than one class without an appropriate excuse will have a lower participation grade and may even fail the course. You must attend at least 2/3 of the Spring 2012 class meetings to pass the SIP course.
It is YOUR responsibility to find out what you missed in class if you are absent. You must find a classmate and learn both what went on in class and what is expected of you for the next class. Handouts and other course materials provided by me will typically be available on Viking Web.
Response Paper Guidelines
You will be responsible for 10 response papers over the course of the semester; you may only turn in one per week. Response papers are single-spaced, two-page typed or word processed responses to a work or works you have read. Response papers may not run longer than two pages. A response paper will typically focus its attention on a question provided the previous week.
Response papers should offer your own insights, develop a line of your own thinking, investigate a question or problem you have about the work(s) in question, or in some other way give an indication of your thoughtful response to the given question, expressed in standard written English with good spelling and grammar.
Response papers should NOT summarize a previous class discussion or any printed introductory material, or summarize the plot or narrative of the work in question. The response paper will develop the reasons for your response, rather than simply offer unsupported opinions. Also, response papers should not be longer than two pages and do not need a formal introduction, conclusion or thesis.
Plagiarism is cheating and will not be tolerated. Any partially or fully plagiarized work submitted for a grade will be failed with no recourse for a second chance. Plagiarism may also cause you to fail the course entirely. Do your own work. If you have any questions at all as to what constitutes plagiarism or intellectual property right infringement, please ask one of the instructors.
Americans with Disabilities Act Statement
If you have any kind of disability that necessitates special accommodation, such as extra time on essays or a special testing environment, you must contact Ms. Martha VanCise in the Academic Support Center in Memorial Library to coordinate those accommodations. Any requests for accommodation that do not originate from Ms. VanCise's office may not be honored.
|Dates||Topics and Readings||Resources and Films|
Meet in Laughlin 113
UNIT I: Irish Mythologies
Introduction to Early Irish Mythology – Tuatha de Danaan, the Children of Lir, Finn Mac Cool, Oisin In-class reading: Lady Gregory on the Gods; Yeats on Fairies; Amergin; Hinkson, "The Children of Lir," 167; Ni Dhomhnaill, "Parthanogenesis," 409-11
Listen: Bono's column on Ireland's New Year
Meet in Laughlin 113
The Ulster and Fenian Cycles: ILR, pp. 4-15; Gregory, pp. 151-5 Handout: more Lady Gregory on Cuchulain
Christianity Comes to Ireland: [In-class: ILR, The Bird Crib, p. 26] Handout: St. Patrick's poems ILR: Pangur Ban, 21; Columcille's Poems, 24-26
Lady Gregory's re-telling of the story of Oisin, who returns from a visit to Tir na n'Og (the land of the young, or Faery) to find that hundreds of years have passed and all his companions (Finn and the Fianna) are long dead. Oisin is discovered by St. Patrick, who attempts to convert him to Christianity:
View:Secret of Roan Inish
Mythologies of National Heroes and Anti-Heroes: Brian Boru; Rory, Dermot, Aoife and Strongbow; Hugh O'Neill and the Flight of the Earls; Plantation and penal laws; Cromwell; Battle of the Boyne; United Irishmen and the Rebellion of 1798
ILR: O'Rathaille, "Valentine Brown," 41; "The Rising of the Moon," 78; "The Wearin' o' the Green," 79 Handout: Lyrics of Additional Ballads
View:Into the West
British Mythologies about the Irish: Handout: Spenser, Swift, Mayhew
View: The Quiet Man
UNIT II: Ireland in Transition: From Colony to Nation
What makes a nation?
Handout: Benedict Anderson, Imagined Communities ILR: Davis, "Our National Language," 127-30; Hyde, "The Necessity of De-Anglicizing Ireland," 139-48; Proclamation, 221-222; Pearse, "The Rebel," 223-5; Pearse, "At the Grave of O'Donovan Rossa," 225-7
Irish Literary Revival
MID: Yeats, Cathleen Ni Houlihan; Gregory, The Rising of the Moon ILR: Synge, Riders to the Sea, pp. 175-184 In-class: Yeats, "Easter, 1916"; finish Benedict Anderson's Imagined Communities
View: Michael Collins
Joyce Responds: Ulysses
Read episodes 1, 9 and 12 (at right)
Read: Hyde, “The Necessity for De-Anglicizing Ireland”; Yeats, “Cathleen Ni Houlihan”; Lady Gregory, “The Marriage”;
View: The Dead
MID: Shaw, John Bull's Other Island
Read: Brian Friel's "Freedom in the City"; Brian Friel's "Translations"; Wilson, Eureka Street, chapter 11
View: The Wind That Shakes the Barley
|March 9||SPRING BREAK||>>Happy St. Patrick's Day! (March 17)|
UNIT III: The Troubles
Devlin, Ourselves Alone
COM 429 budget meeting: story ideas
View: Some Mother's Sons
Handout: Friel, The Freedom of the City
COM 429 budget meeting: story assignment(s)
|View: Bloody Sunday|
Responses to The Troubles
ILR: Hewitt, "An Irishman in Coventry," 283; Carson, all poems, 387-8
Handout: Heaney's essay COM 429 budget meeting: media choices
|View: In the Name of the Father|
Handout: Eureka Street
MID: Friel, Translations ILR: Montague, "A Grafted Tongue," 345; Heaney, "Traditions," 350
COM 429 budget meeting: equipment needs & training
UNIT IV: Modern Ireland
Doyle, The Commitments
COM 429 budget meeting: blog assignments
|View: The Commitments|
Doyle, The Commitments
COM 429 budget meeting: wrapping up loose ends
|View: The Snapper|
ILR: Montague, "Like Dolmens…," 343; Heaney, "Digging," 349; Heaney, "Act of Union," 351; Boland, "After a Childhood…," 384; Fallon, "The Lost Field," 394; O Searcaigh, "The Well," 419
|View: Waking Ned Devine|
|Between April 27 and departure||Fun Fact: "The Troubles" comes from an old Irish expression used when visiting someone who has lost a loved one: "I am sorry for your trouble." For Ireland's sectarian strife, it was first used as a euphemism during the Anglo-Irish or Black & Tan war.||
|Jan. 15||Official sign-up deadline and $1500 deposit due (sign up with either Dr. Whelan OR Dr. Carroll; pay Business Office, using account number 317947)|
|mid-March||Register for the class (ENG 201 AND ENG 436 OR COM 429)|
|March 15||Balance due ($3000)|
|April 26-28||Registration Cleanup Days (another chance to register for the course)|
|Register during Spring advising for this course, which will be listed under Summer A block|
|June 29||Arrive London from Atlanta|
|June 30||Guided tour of London landmarks: West End, Piccadilly Circus, Trafalgar Square, St. Paul's Cathedral, Tower of London. Drive by House of Parliament, Westminster Abbey, Big Ben.|
River cruise to Greenwich from Westminster bridge. Guided tour of city. Lunch. Riverboat back to Westminster. Tour Westminster Abbey. Evening free.
|July 2||Full day of educational programming. Evening performance at The Globe.|
|July 3||Transfer to Holyhead, ferryboat to Dublin, bus to Belfast. Hotel check-in. Evening theater performance in Belfast (tentative).|
|July 4||City tour of Belfast. Drive to Armagh, spiritual capital of Ireland for 1,500 years, seat of both Catholic and Protestant archbishops.|
|July 5||To Derry/Londonderry along scenic coastal route. mountain views. Hotel check-in.|
|July 6||Full day of educational programming|
|July 7||To Sligo|
|July 9||Full day of educational programming|
Visit Aran Islands. Overnight on Inishmore.
Return to Galway
Afternoon, evening free time.
|July 12||To Dublin. Hotel check-in.|
Full day of activities, including walking tour of Dublin.
Return Dublin to Atlanta
questions or comments?
bc at berry.edu
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