April 5, 2005
Courses and Syllabi
Dr. Laura L. Runge
Office: CPR 301J
Bibliography for English Students
Room: LIB 620A
Instructor: Dr. Laura Runge
Office: CPR 301J
Office Hours: M and W - 1:45-2:45p and by appt.
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.
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
Students will gain knowledge of a wide variety of research tools essential to
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
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)
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
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
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
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
Jan. 25 Greetham, Chs. 4, 5, 6
Special Collections: Paul Camp
Library Introduction: Jana Martin
Feb. 1 Greetham, Chs. 7, 8, 9
Feb. 8 Altick, Preface and Ch. 1, Gibaldi, Foreword
Feb. 15 Gibaldi, Ch. 6 and 7, appropriate Harner
Feb. 22 Altick, Ch. 2 and appropriate Harner
Mar. 1 Gibaldi, Ch. 8 & Appendix, appropriate Harner
Mar. 8 Altick, Ch. 3, Gibaldi, Ch. 1, appropriate Harner
Mar. 15 Spring Break
Mar. 29 Altick, Chs. 4 & 5, appropriate Harner
Apr 5 Altick, Chs. 6 & 7, Gibaldi, Ch. 2, appropriate Harner
Apr 12 Altick, Ch. 8, Gibaldi, Chs. 4 & 5, appropriate Harner
WORKS IN PROGRESS
April 19 Student Presentations
April 26 Student Presentations
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
Students may contact me at any time by email: email@example.com
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
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
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
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.
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
An online exhibition of unique bookbindings from the Princeton University library.
SHARP website: Society for the History of Authorship,
Reading and Publishing
USF Library Reference Resources
Extensive list of reference tools and strategies from the online library.
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