Wendy Moffat                                                                                     M, TH 1:30-2:45

EC 408                                                                                           EC 102

Hours: M 11:30-12:30, W, TH 4:30-5:30                                             Fall 2006

and by appointment

phone: x 1499; moffat@dickinson.edu

English 364: James Joyce’s Ulysses

Texts:

Harry Blamires,  The New Bloomsday Book (Routledge)

Richard Ellmann, James Joyce (Oxford)

Don Gifford, Ulysses Annotated (U Cal P)

James Joyce, A Portrait of the Artist as a Young Man (Penguin)

James Joyce, Dubliners (Norton)

James Joyce, Ulysses (ed. Gabler) (Random House)

Mark Wollaeger, James Joyce’s Portrait of the Artist as a Young Man: A Casebook (Oxford)

Suggested texts:

Derek Attridge, Semicolonial Joyce (Cambridge)

Homer, The Odyssey (Trans. Robert Fagles) (Penguin)

Declan Kiberd,  Inventing Ireland (Harvard)

Edna O’Brien,  James Joyce (Penguin)

Course goals:

Ulysses comprehends. Virtually everything seems relevant to it. Joyce’s great work invites grandiose claims: to view a single day as the microcosm of human psychology, history, politics, and literary history. It also rewards attention to the small detail, and to quotidian experience. Readers have found the novel to be both demanding and remarkably open to interpretation. As such it is an ideal occasion for demonstrating the pleasures of literary research. In this course we will explore the single extraordinary novel from multiple critical perspectives. Writing assignments will emphasize research skills to prepare you for English 403-404.

Written work:

Students will write an annotated bibliography and an 8-10 page research paper, on different texts, each accommodating a different set of methods and questions. The Annotated Bibliography, due Oct. 5, will use Refworks or Endnote (training available in the Library; see Chris Bombaro, English Department Library Liaison), and will treat either Portrait or Dubliners from a discernable cultural context. The research for the Ulysses research paper will begin with Kiberd and Attridge, and will apply a different critical method. I will not accept late papers; all written work must be submitted on time to pass the course. These exercises will emphasize clarity of focus on literary questions and methods, sharp argument, and depth.

The final exam, on Fri, Dec. 15 at 2 pm, will emphasize connections between the texts, close reading of selected passages, and the breadth of your reading and critical understanding. Virtue will be rewarded, to quote Samuel Richardson.

Because these texts are enriched by cultural, historical, and biographical context, each student will present a ten-minute “class” with appropriate materials once during the semester, as part of class time. Students who will lead this class discussion must meet me during office hours with a prototype plan at least one week before their presentation. As our department staff associate Kelly Winters-Fazio says, PLAN ACCORDINGLY.

Participation:

Students are expected to come to class with questions about the reading and notes from Gifford’s Ulysses Annotated and other secondary sources. Thoughtful class discussion is a necessary condition of a successful class. I will use Blackboard to shape and ground discussion throughout the term.

Grading:

I will assess your work in the following proportions:

Class participation, including discussion leader, and Blackboard: 20%

Annotated bibliography: 20%

Research Paper: 20%

Final Exam: 40%

Reading Schedule:

    Aug. 28 Introduction and Logistics

31        Ulysses,  chs.1 and 2

(Using Blamires and Fagels, read along in the Odyssey as we progress through Joyce’s novel. Finish the Odyssey at the latest, over Thanksgiving Break.)

Sept. 4 Portrait of the Artist as a Young Man, sections 1 and 2

Leader: ___________________

TH 7      Problems in Joyce Biography

Leader: ___________________

M 11        Portrait of the Artist as a Young Man, sections 3 and 4

TH 14       Preliminary work for Problems in Culture/History

M 18 Ulysses, ch. 3

Leader: ____________________

TH 21        Portrait of the Artist as a Young Man, section 5

Leader: ____________________

M 25        Ulysses, ch. 4

Leader: ____________________

TH  28 Dubliners to “Counterparts”

Leader: ____________________

Oct. 2 Ulysses, chs. 5 and 6

Leader: _____________________

TH 5         Dubliners to “The Dead”; ANNOTATED BIBLIOGRAPHY DUE

M 9 Ulysses,  ch. 7

Leader:_______________________

TH 12  “The Dead”

Leader: _______________________

Fall Pause

Oct. 19 NO CLASS; MSA TULSA [Look it up]

M   23      Ulysses ch. 8

Leader:_______________________

TH  26 More Problems in Culture/ History

M 30 Ulysses, ch. 9

Leader: _______________________

Nov. 2 Ulysses,  ch. 10

Leader: _______________________

M  Nov.    6 Ulysses,  ch. 11

Leader: _______________________

TH 9         Ulysses,  ch. 12

Leader: _______________________

M 13       Ulysses,  ch. 13

Leader: _______________________

TH 16 Ulysses,  ch. 14

Leader: _______________________

M 20 Ulysses,  ch. 15

THANKSGIVING BREAK

27        Ulysses,  ch. 15

30 Ulysses,  ch. 16

Dec. 4          Ulysses, ch. 17         

7          Ulysses, ch. 18; class evaluations

Final Exam Fri. Dec. 15, 2 pm