Ravages, Revels, and Retreats:  The Great War and Modern (Un)Consciousness

“We are not youth any longer.  We don’t want to take the world by storm.  We are fleeing.  We fly from ourselves. From our life. 

We were eighteen and had begun to love life and the world; and we had to shoot it to pieces. The first bomb, the first explosion,

burst in our hearts.  We are cut off from activity, from striving, from progress. We believe in such things no longer, we believe in the war.”

--Erich Maria Remarque, All Quiet on the Western Front

Contact Information:

Dr. A. Insenga

Office number: TLC 2245

Office hours:  MW 10-12 and by appointment

Office phone: 678-839-4864

Website: http://www.westga.edu/~ainsenga/

E-mail:  ainsenga@westga.edu

XIDS 2100 Course Description:

It ravaged the European landscape.  It obliterated the soldier’s body.  It blew to bits his psyche.  Its technologies changed forever our capabilities for destruction. World War One—the purported “war to end all wars”—will be the focus of this course.  To investigate this behemoth properly, we will attack it from several contextual angles:  historical, artistic, sociological, and psychological.  We will read texts, both fiction and non-fiction, both prose and poetry, both painted and filmic, that chart the soldier’s experience as a warring body in conflict with the physical terrain, his enemies, and, at times, himself.  The ravages of this body at odds will give way to our study of that body as it revels in victory and then, finally, retreats back into civilian life. Of importance as well will be the lasting legacy of World War One as we examine temporal, cultural reverberations.

General Learning Outcomes for All XIDS Classes:

• To establish an understanding of the interrelationships among the arts and ideas.
• To give the student a framework inclusive of the historical settings, cultural forces, and philosophical wellsprings that contribute to the production of artistic works.
• To experience participating in the performance of a creative, collaborative work of art.  

Required Texts:

Books you will need to buy:

• F. Scott Fitzgerald.  The Great Gatsby
• Erich Maria Remarque. All Quiet on the Western Front
• George Walter, Ed.  The Penguin Book of First World War Poetry
• Rebecca West. The Return of the Soldier

Texts that are on electronic reserve at the library (nothing to buy, only to download and print out):

• Bill Harris.  The Hellfighters of Harlem: African-American Soldiers Who Fought for the Right to Fight for Their Country (book selection)
• Dorothy Parker. “Big Blonde”  (short story)
• Ernest Hemingway. “Soldier’s Home” (short story)

Directions to get into Docutek, the electronic reserve system:

1. Click on this library link
2. Click on the blue “Course Reserves” tab
3. Enter the information requested (XIDS 2100 or instructor name—Insenga)
4. Click on course number (XIDS 2100, Insenga) when the list of options appears
5. Enter requested password: read
6. Click on  “accept”
7. Find the required reading on the list
8. Click to open the document, print it out, and read it

Major Assignments/Percentage Breakdown:

• Daily reading quizzes (15%)—five, plot-based questions at the beginning of almost every class period. I drop the two lowest quiz grades at the end of the semester before I average. We will not have quizzes on Roundtable Discussion days. See your syllabus below for quiz days.
• Four Roundtable Discussions (5%, 10%, 10%, and 15%)—before each of the four Roundtable Discussions, each student will be assigned a particular person, idea, event, or art object (painting, sculpture, short story). Students will read, annotate, and research their assigned text and come prepared to discuss via questions. On Roundtable Discussion days, the professor will ask general and specific questions of students, and students will engage in discussion with each other and with the professor about what they have read and researched. Students are the experts in the room on Roundtable Discussion days, so planning responsibly is a must. Students will turn in all of their preparation (notes, articles from research, questions they prepared, etc.) at the end of each Roundtable Discussion. A list of suggestions for preparation will be provided before the first Roundtable Discussion day.
• Two sixty-minute tests: one at mid-term, another during the final examination period (15% and 20%)—students can expect a combination of multiple choice, text and term identifications, and three questions that each require a paragraph or two as an answer. See the daily syllabus for examination dates. 
• Class participation (10%)—coming prepared with texts and/or print outs, talking in class, paying attention to your fellow classmates and to me, being an active group participant during collaborative exercises and Roundtable Discussions, and generally being right here with us instead of somewhere else inside of your head all define the concept of “participation” in this course. I also look at student attendance as I consider this portion of your grade.

Attendance:

We have a big job to do this month, and a large portion of our job depends on your prompt attendance and readiness to work with me during class discussion and in collaborative exercises Roundtable Discussions. The fact that our class meets for four weeks every day complicates our workload and makes attendance incredibly important. For these reasons, attendance is mandatory.

You may have no more than three absences. Upon the fourth, I will deduct one half of a letter grade per absence from your final grade. Students who leave or arrive at the break will receive a full absence. I usually do not differentiate between excused and unexcused absences, and when you are absent it is not necessary for you to call, e-mail, or inform me. The only absences I will excuse up front are university-documented trips and court dates with documentation.  Three tardies equal one unexcused absence.  You are tardy if we have begun the quiz or Roundtable Discussion.  I take attendance by grading the daily reading quizzes.  Make sure, then, that you turn in a quiz every class period at the designated time.  If you arrive late and we are still quizzing, jump in at the number we are on; however, do not expect to have the quiz repeated for your benefit.

Disruptive Behavior:

Students may be dismissed from any class meeting at which they exhibit behavior that disrupts the learning environment of others.  Such behavior includes—but is not limited to—arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or video devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance requirements policy above.

Make-Up Work:

I can give no make-up quizzes.  Those who participate in group work will turn it in at the end of class, and there is no way to make up group work. In-class writing assignments/tests cannot be made up except under dire circumstances.  If you feel you have an extenuating circumstance, you must see me to discuss your problem.

Late Work:

You must see me in conference if you wish to discuss extenuating circumstances surrounding late work. As a general rule, I do not accept late work. Do not place late work outside of my office door without consulting me; I will not accept the work.

My UWG Policy:

As the result of university policy, the only e-mail addresses students and faculty can use to communicate with one another are West Georgia e-mail addresses.  Please know that I will not return e-mails to any other address, and I will only respond using my own West Georgia e-mail account.

Special Needs:

Any student who requires special accommodations should bring the appropriate paperwork to my office during office hours in the first week of the semester so that we can devise a plan for success.

Workload:

This course, like most others you will take while in at university, is reading-intensive.  Your reading quizzes are designed to keep you on track with the non-fiction and fiction reading assignments. If you are a slow reader, examine each reading assignment on your daily syllabus below, and chart your course wisely so that you have enough time to complete all assignments in the time provided.  Below, you have all daily assignments and due dates, so you can plan accordingly. When at all possible, I have assigned the heaviest reading/viewing assignments over the weekend to give you more time.

Plagiarism and Collusion Policy:

From the English Department’s website:  “The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth. Plagiarism is grounds for failing the course.  The University policies for handling Academic Dishonesty are found at the following internet URLs: The Faculty Handbook and Student Uncatalogue: "Rights and Responsibilities"

Please note:  “excessive collaboration” includes having family members, friends, or significant others edit or proofread your work.  This sort of behavior is cheating and will be treated as such.  We’ll participate in Peer Review and will collaborate in class, and you have the Writing Center as well as my input should you need extra advice about your writing.  Should you hire a personal tutor or use an athletic tutor, realize that excessive collaboration with that person can also result in plagiarism charges.  In short, do your own work.  Should you cheat in this class, it is an automatic “F” for the course, and I will recommend that you be sent before a disciplinary committee. 

My policy is a zero tolerance one. 

NOTE:  I realize that, occasionally, “life happens” and problems beyond your control can crop up once in a while.  Never hesitate to discuss problems or issues with me if you feel that your circumstance is dire.  With honest communication, most issues can be resolved.

Administrivia:

• I reserve the right to amend this document with further handouts.
• You may e-mail me, make appointments, come by during office hours, or contact me at the office to ask questions.  Make sure you have read the assignments carefully and/or have consulted this document before calling or coming by to ask me a question that you might could answer yourself.
• From time to time, I may utilize an e-mail listserv to contact the entire class.  Please make use of your UWG account daily for this and other university-related information.
• Please turn off or silence all cell phones, smart phones, Ipads, and Ipods upon entering our classroom.
• If you attend class without your text, know that it is an automatic absence.  You will be free to stay in class, but without a text, you are officially “not here.”

Detailed Syllabus:

Below is the daily syllabus for the semester.  All reading assignments, due dates, test dates, and class activities are listed.  Please examine this syllabus every day and complete all tasks and assignments for the class periods indicated.

July 2

In class:

Course Introduction

Modernity and Modernism: Central Questions for Study

For next class:

-Read All Quiet on the Western Front, chapters 1-4

July 5: Fourth of July Holiday—no office hours or class

July 6

In class:

It Started With a Sandwich?: World War One

Discuss All Quiet on the Western Front

Discussion of Rupert Brooke’s “The Soldier” and May Herschel-Clark’s “The Mother”

View portions of the film adaptation of All Quiet on the Western Front

For next class:

-Read All Quiet on the Western Front, chapters 5 and 6

July 7

In class:

Quiz 1

Discuss All Quiet on the Western Front

View portions of the film adaptation of All Quiet on the Western Front

Roundtable Discussion One topics assigned; review of Roundtable Discussion Assignment requirements and suggestions for preparation

For next class:

-Read and research your assigned Roundtable Discussion topic—remember to use the suggestions found on the class resource page!

-Read All Quiet on the Western Front, chapters 7-9

July 8

In class:

Roundtable Discussion One: All Quiet on the Western Front

View portions of the film adaptation of The Messenger, Jarhead, Legends of the Fall

The Soldier’s Body: A Site for Conflict

For next class:

- Finish All Quiet on the Western Front

July 9

In class:

Quiz 2

Discuss All Quiet on the Western Front

Listen to Elton John’s “All Quiet on the Western Front”

View portions of the film adaptation of All Quiet on the Western Front

SOAPSTone: A Path Into Poetry

For next class:

-Print out and read Bill Harris’s book excerpt, found on Docutek

-Read and annotate the following poems in The Penguin Book of First World War Poetry—remember to utilize SOAPSTone to help you make sense of what you read: “To Germany,” pg 16; “Dead Man’s Dump,” pg. 254; “Disabled,” pg. 252; “Dulce et Decorum est,” pg. 141; “Strange Hells,” pg. 254; “Hugh Selwyn Mauberley: V,” pg. 248; “The Shell,” pg. 123; and “Bombardment,” pg. 122

July 12

In class:

Quiz 3

Discuss Harris and poetry

For next class:

-Read the following poems in The Penguin Book of First World War Poetry: “It’s A Queer Time,” pg. 127; “The Dancers,” pg. 193, “Picnic,” pg. 197; “Lucky Blighters: ‘They,’” pg. 205; and “The Death-Bed,” pg. 220

-Take a look at propaganda posters from various countries; choose a few that jump out at you as funny, strange, horrifying, etc

-Bring all of your class notes for Mid-Term Examination review

July 13

In class:

Quiz 4

Discuss poetry and posters

Review for Mid-Term Examination

For next class:

-Study for Mid-Term Examination

July 14

In class:

Mid-Term Examination

Roundtable Discussion Two topics assigned

For next class:

-Read and research your Roundtable Discussion Two topic

-Print out and read Dorothy Parker’s “Big Blonde,” found on Docutek

July 15

In class:

Roundtable Discussion Two: Back Home, Coming Home

Discuss “Big Blonde”

View portions of the film adaptation of “Big Blonde”

For next class:

-Examine this entire site on Dada. Click on all of the links at the top of the Dada site’s main page to read all of the introductory material and historical information about the movement.  Take notes as you read.  Examine, in particular, the following artists and their works displayed on the site:  Hans Arp, Otto Dix, and Marcel Duchamp. As you take notes, record your gut reactions to the beliefs of artists and art objects you view.

July 16

In class:

Quiz 5

Doing Dada

View portions of Un Chien Andalou in class

Roundtable Discussion Three topics assigned

For next class:

-Read Ernest Hemingway’s “Soldier’s Home,” found on Docutek

-Read and research your Roundtable Discussion Three topic

July 19

In class:

Roundtable Discussion Three: Art Objects

Doing more Dada

Discuss “Soldier’s Home”

For next class:

-Read Return of the Soldier, pgs. 3-42

July 20

In class:

Quiz 6

Discuss Return of the Soldier

View portions of the film adaptation of Return of the Soldier

For next class:

-Finish Return of the Soldier, pgs. 43-90

July 21

In class:

Quiz 7

Discuss Return of the Soldier

View portions of the film adaptation of Return of the Soldier

For next class:

-Read The Great Gatsby, chapters 1-4

July 22

In class:

Quiz 8

Discuss The Great Gatsby

View portions of the film adaptation of The Great Gatsby

For next class:

-Read The Great Gatsby, chapters 5-7

July 23

In class:

Quiz 9

Discuss The Great Gatsby

View portions of the film adaptation of The Great Gatsby

For next class:

-Finish The Great Gatsby

July 26

In class:

Quiz 10

Discuss The Great Gatsby

View portions of the film adaptation of The Great Gatsby

Roundtable Discussion Four topics assigned (I will hand out a short story to each of you)

For next class:

-Read and research your assigned Roundtable Discussion Four topic

-Bring all of your class notes for Final Examination review

July 27: last day of classes

In class:

Roundtable Discussion Four: Hemingway and Nick Adams

Course Evaluations

Review for Final Examination

For July 29, from 12:30-2:30:

-Final Examination