Last updated:
April 5, 2005


Site Map:

Back to Home

Courses and Syllabi

Vita

Classroom Policies

Personal

Links of Interest

Student Projects


Dr. Laura L. Runge
Office: CPR 301J
Phone: 813-974-9496


Please
Contact Me
with questions,
comments,
etc.

ENG 6009
Bibliography for English Students


Spring 2005
Time: Tuesday
3:00-5:50 pm
Room: LIB 620A

Instructor: Dr. Laura Runge
Office: CPR 301J
Office Hours: M and W - 1:45-2:45p and by appt.


  • Assignments
  • Related Sites
  • Paper Guidelines

    1. Course Description

      As an introduction to the practice of textual criticism, bibliography and scholarly research, this course will include tutorials, hands-on work in multiple references and databases, and the opportunity to develop individual research interests. Course work will consist of weekly reading assignments, informal writings, library research and both individual and collaborative projects. The class will be run as a seminar with student presentations and lively discussion, and it is divided into the following segments: Part One – Textual Criticism and bibliography; Part Two – Researching references and databases; Part Three – Student work in progress. The course objectives are to introduce graduate students in English to the basic history and facts of textual transmission and to provide the tools for scholarly research necessary for an advanced degree. This course is required.


      Objectives

        This course is designed to meet the following objectives:

        Students will be introduced to the practical and technical aspects of scholarly work in English studies

        Students will gain knowledge of the history of publishing, book making and bibliography.

        Students will receive hands-on instruction in library reference work and on-line reference work.

        Students will gain knowledge of a wide variety of research tools essential to English studies.

        Students will practice research skills in a variety of independent, collaborative and in-class assignments.

        Students will develop an in-depth research project following their own critical interest.


      Required Materials

      Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 2nd edition (New York: MLA, 1998) ISBN 0873526996

      Harner, James L. Literary Research Guide: An Annotated Listing of Reference Sources in English Literary Studies. 4th edition (New York: MLA, 2002) ISBN 0873529839

      Altick, Richard D. and John J. Fenstermaker. The Art of Literary Research 4th edition. (New York: Norton, 1993) ISBN 0393962407

      Greetham, D. C. Textual Scholarship: An Introduction. (New York: Garland Publications, 1994) ISBN 0815317913

      Recommended

      During part three of the class, we will be having weekly readings from The Chronicle of Higher Education It can be read online: for login information, please see the syllabus DOCUMENT on the Blackboard website.

      Electronic Media

      For an general introduction to computing facilities and classes at USF, see USF Academic Computing Home Page.

      This class will be interacting with the Blackboard website for ENG6009.001S05, to be located on your MY USF website. To register and log in, visit https://my.usf.edu .

      You will find the discussion board for your weekly informal postings on this Blackboard site, and I will also post assignments, messages and further information about the class on this site. CHECK IT FREQUENTLY!

      My website: information on class, assignments and links to other important sites on literature, etc.

      Other important websites will be listed in the schedule of reading and following the assignments.


      Schedule

      Please note: Links for each class date will be created throughout the semester. You will find your discussion questions and notes on these pages, linked to the date on the syllabus.

      Jan. 11 Introduction

      TEXTUAL CRITICISM AND BIBLIOGRAPHY

      Jan. 18 Greetham, Intro, Chs. 1, 2, 3

        References: Manuscript/Microform Locators
        Microfilm reading

      Jan. 25 Greetham, Chs. 4, 5, 6
        Special Collections: Paul Camp
        Library Introduction: Jana Martin

      Feb. 1 Greetham, Chs. 7, 8, 9

        Comparison of editions
        References: Primary Period and National Bibliographies

        Presentation: David Palmer

      LIBRARY REFERENCE

      Feb. 8 Altick, Preface and Ch. 1, Gibaldi, Foreword

        Scholarly work
        and Ch. 3, approp. Harner
        References: Literary Handbooks

        Presentation: Carleigh Leffert

      Feb. 15 Gibaldi, Ch. 6 and 7, appropriate Harner

        References: Dictionaries and Encyclopedias (inc. OED)

        Presentation: Nicole Stodard and William Anderson

      Feb. 22 Altick, Ch. 2 and appropriate Harner

        References: Citations, Indexes (inc. MLA Bib, Humanities Abstract, Expanded Academic ASAP, YWES, Essay and Gen. Lit. Index, ABELL)

        Presentation: Anna Beskin and John Nieves

      Mar. 1 Gibaldi, Ch. 8 & Appendix, appropriate Harner

        References: Bibliographical Index, Library of Congress Subject Headings

        Presentation: Ed Janz and Matt Antonio

      Mar. 8 Altick, Ch. 3, Gibaldi, Ch. 1, appropriate Harner

        The Scholar's Trade
        References: On-line databases (inc. Diss Abstracts, OCLC Worldcat, RLG Archival, Arts & Humanties, Books in Print, JSTOR)

        Presentation: Barry Wireman and Sarah Wray

      Mar. 15 Spring Break

      Mar. 29 Altick, Chs. 4 & 5, appropriate Harner

        References: Biographies (inc. Dictionary of National Biography, GaleNet LRC)

        Presentation: Amy Anderson

      Apr 5 Altick, Chs. 6 & 7, Gibaldi, Ch. 2, appropriate Harner

        References: Periodicals (inc. Periodical Contents Index, OCLC Union List of Periodicals, Ulrick's International Periodical Directory, MLA Directory of Periodicals)

        Presentation: Catherine Ratliff

      Apr 12 Altick, Ch. 8, Gibaldi, Chs. 4 & 5, appropriate Harner

        References: Poetry and Film, including the New Princeton Encyclopedia of Poetry and Poetics (available through Criticism and Reference section on LION) and the Internet Movie Database (a commercial site).

        Presentations: Rob Brown and Greg Glofak

      WORKS IN PROGRESS

      April 19 Student Presentations

      April 26 Student Presentations


      Graded Assignments


      This syllabus is subject to change.

      ** Students who anticipate the necessity of being absent from class due to a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.


      Description of Graded Assignments

      Attendance and Participation

      Attendance and participation in class constitute twenty percent of your final grade. You are expected to attend every class. You are expected to attend the full class, unless otherwise directed. If you miss part of or all of a class, or if you are unprepared to participate in the class, your grade will be reduced in direct proportion. For example, if you miss one class and are unprepared for another and need to leave early for a third, your attendance will be calculated as B-. (You will have fully attended 11.5 of 14 classes or .82%.) The One-Extension policy may apply for one class only. See class policies.

      Weekly Posts:

      For general description and specific requirements of this assignment, see my webpage on weekly posts. Weekly informal writings will be due to be posted to the class discussion board on the Blackboard website. You are automatically registered for this site with your class registration. You can access this site by visiting https://my.usf.edu, logging in and clicking on the tab for “Courses.” Click on the link for ENG6009.001S05 Bibliography for English Stu. Click on the link for “Class Discussions” located on the left side bar, and click on “Weekly Posting.” Follow directions for reading and submitting posts from there.

      Read the posts of your classmates before composing your post (obviously, not everyone will be able to do this in entirety.) Contribute something original to the discussion, even if it is only a relevant question. As you will discover, I believe the key to learning is asking the right questions.

      You can use the questions and notes that I post to the website, linked to the date on the schedule, as a resource for your writing; i.e. you can choose to write in response to a question I ask, if there is no other assignment.

      While the posts are informal, you will be expected to practice the MLA style that we will be studying. The posts will be graded on content. Using a scale of 1-3, each post will be graded as weak, adequate, or strong. If you do not hear from me specifically about your post, you can assume that you received full credit.

      You will be responsible for reading ALL the posts before class discussion, even if (especially if) you posted early.

      ** Technical difficulties do not constitute an excuse for missing a posting; always bring a hardcopy of your post to class.

      Introduction to Reference/Database:

      While all of the students will be expected to examine each reference assigned and to create an essential source data sheet for their own use, each student will ALSO be responsible for at least one in-depth introduction to a reference to be presented orally in class. Approximately fifteen minutes will be allotted for the presentation, which ought to include general information as well as specific information drawn from extensive familiarity with the reference. Because we will be holding class in the library in a computer classroom, I will expect you to bring the references to class and/or demonstrate their use during your presentation. Examples, visual aids, handouts are important parts of a successful presentation. You may use alternative forms of presentation, like powerpoint or websites of your own construction.

      Work in Progress:

      Each student is responsible for an in-depth research project: an annotated bibliography. Three weeks at the end of the semester are set aside for oral presentation of these works-in-progress. These should be organized presentations of the research completed, the methods used, any discoveries or questions raised, and the work remaining to be done. Although presented orally to the class, this organized summary of your work should also be submitted in written form, including a list of works cited in MLA format. Scholarship generally benefits from collaboration and discussion, as each of our texts acknowledges. These presentations are designed to meet two very important objectives: assurance that substantial work is complete before the end of the semester and benefit from insights, advice and resources of other class members. Consequently, it is VERY important that all students take the time allotted in our syllabus to produce their best work.

      Annotated Bibliography:

      Early on in the semester, each student should identify a particular critical subject he or she wants to investigate in-depth. The assigned readings will help identify the scope of scholarly activities in our field, and you can draw on your own personal interests to decide on a topic. The annotated bibliography is a substantial research project that can stand alone or form the foundation for major writings – editions, articles and books. Your job is not to produce the edition, article or book, but to practice the skills of bibliography and research in preparation of a thoroughly documented subject. For example, you might want to learn more about the crossover between abolition and temperance among nineteenth-century New England female authors, or what Toni Morrison's Jazz owes to African-American musical traditions. In such cases, you could develop an annotated bibliography to suit your subject.

      These projects are as much about the process as the product, and so I will encourage you to use the in-class assignments to further your individual projects whenever possible, and I will ask you to comment on your progress from time to time. The in-class presentation during the final weeks of class provides an opportunity for the organization of a semester-long journey in various references, databases, primary and secondary texts. The earlier you define your subject, the better off you will be. Feel free to discuss this in-class, on the discussion board or outside of class.

      Final expectations: although more information on the details of these projects will be forthcoming, you should know from the start that this will involve many resources. The final bibliography should have between 15 and 30 entries, as well as a 3-5 page narrative describing the significance of your findings and methodology.


      Related Sites

      Physical Bibliography:

    1. Hand Bookbindings An online exhibition of unique bookbindings from the Princeton University library.

      Other

    2. SHARP website: Society for the History of Authorship, Reading and Publishing

    3. USF Library Reference Resources Extensive list of reference tools and strategies from the online library.

    4. Students may contact me at any time by email: runge@chuma1.cas.usf.edu

      Back to Top of Page