Engl 20923, Literature and Civilization II, sec. 674

Spring 2013, MW, 3:30-4:50 PM, Scharbauer 1008

Why We Laugh?

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.  This spring we will examine humor and laughter from a number of different perspectives, beginning with the theoretical.

01/14, M

introduction

01/16, W

What is literature?  What is civilization?

01/21, M

Martin Luther King Holiday

01/23, W

What is humor?  What makes people laugh?

01/28, M

Comic Relief, 2-26

Scenes from Charlie Chaplin

01/30, W

Comic Relief, 28-39

Scenes from Buster Keaton and Harold Lloyd

02/04, M

Comic Relief, 41-68

Scenes from The Little Rascals and Laurel and Hardy

02/6, W

Comic Relief, 91-124

Scenes from The Three Stooges and Abbott and Costello

02/11, M

Jokes, Cartoons, and Funny Videos

02/13, W

The 50 Funniest American Writers, O. Henry, 11-26; Thurber, 63-70; for this class, please also read Thurber’s story, “The Secret Life of Walter Mitty,” which can be found online.

02/18, M

The 50 Funniest American Writers, Parker, 71-77; Ephron, 201-213

02/20, W

The 50 Funniest American Writers, Hughes, 259-285

Scenes from National Lampoon’s Vacation

02/25, M

The Funniest 50 American Writers, Barry, 323-334; Sedaris, 372-385 The Onion, 335-338

02/27, W

The Greatest Comedy Film?

03/04, M

The Greatest Comedy Film?

03/06, W

In-class Midterm Exam

03/11 M

Spring Break

03/13, W

Spring Break

03/18, M

Vonnegut, Slaughterhouse-Five

03/20, W

Vonnegut, Slaughterhouse-Five

03/25, M

Vonnegut, Slaughterhouse-Five

03/27 W

Only Joking, 1-34, 61-100

04/01, M

April Fool’s Day!

Jokes, Cartoons, and Funny Videos

Practical Jokes?

04/03, W

Only Joking, 61-100

04/08, M

Tales of Juha, 1-41

04/10, W

Tales of Juha, 45-92

04/15, M

Tales of Juha, 95-144

04/17, W

The Wit and Wisdom of Mark Twain

Funny and Strange Quotations

04/22, M

The Wit and Wisdom of Mark Twain

Funny and Strange Quotations

04/24, W

Final Presentations

04/29, M, Last Class of the Semester

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 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 and research, 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, a researcher of humor and laughter, 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 (one for each meeting). These reflections should not only describe what you did but also your thoughts and reactions. Since dialogue is obviously 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.  Also, since laughter is universal, you are encouraged to discuss humor with your conversation partners, asking them for examples of humor in their cultures.

You are also asked to write 8 one- to two-page reflections commenting on both your reading experiences and your observations and thoughts about humor. For the readings, you do not have to comment on each of the assigned class texts. 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 critical analysis, analyzing the complexities of plot, character, setting, and theme. 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? At 4 different times during the semester you are asked to post your reading reflections on your blog before we discuss the texts in class.  For example, on a class day when we are set to discuss the humor of Mark Twain, you must post your Mark Twain response before our class begins.  Late postings will not be accepted.

You are also asked to use your blog to reflect on your observations and thoughts about humor—about what makes people laugh, and specifically about what has made you laugh.  At 4 different times during the semester you are asked to reflect on something you found humorous—something you observed or experienced.  I would like you to describe what you observed or experienced and then comment on why and how it was humorous.  Since humor is situational, be sure to describe the specific context.  As you learn about the various theories of humor, you can also discuss your observations and thoughts according to these theories.

Finally, you are also encouraged to use your blog to consider any of your experiences throughout the semester, commenting on whatever moves you to write.  But please remember that a blog is not a personal—or 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 II.

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 and Class Exercises. In most classes there will be either short quizzes or interactive class activities. The quiz 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 and class activities. Class Activities that require written responses will also be collected and contribute to your final cumulative score.

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 4 classes 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 February 11 and April 1, 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 February 27 and March 4, 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 our second class discussion we will vote on the best or funniest film (and best overall presentation). 

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 according to one or several of the humor theories.

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—and humorous—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, quizzes, and in-class activities 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: 20% (10% each)

Service Learning and Blogging: 20%

Humor Around the World Presentations 10%

Active Classroom Presentations, Jokes, Cartoons, and Videos: 10%

Active Classroom Presentations, Best Comedy Film: 10%

Quizzes and Class Activities: 10%

Final Presentations 20%

Required Texts:

The 50 Funniest American Writers, ed. Andy Borowitz

Comic Relief: A Comprehensive Philosophy of Humor, John Morreall

The Wit and Wisdom of Mark Twain

Anguished English, Richard Lederer

Slaughterhouse-Five, Kurt Vonnegut

Dan Williams

Reed 414D and TCU Press (3000 Sandage)

817-257-6250 (Reed), 817-257-5907 (TCU Press)

Office Hours: Friday, 10 to 12 AM, and by appointment; please check with me in advance to verify office hour locations.  Most often, I can be located at TCU Press.

d.e.williams@tcu.edu

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.