Course Syllabus

Course Information

HUSL 6345.001
Early American Literature

Professor Contact Information

Dennis P. Walsh
JO 5.514
Hrs.: R. 3-4 p.m. (by appointment)
Ph.: 972.722.2580
Email: Dennis.Walsh@UTDallas.edu

Course Pre-requisites, Co-requisites, and/or Other Restrictions

See A& H Catalog or Assistant Dean for Graduate Studies. For complete university educational policies,
please see http://go.utdallas.edu/syllabus-policies.

Course Description

“For we must Consider that wee shall be as a City upon a Hill,” John Winthrop, 1630
”Indeed I tremble for my country when I reflect that God is just,” Thomas Jefferson, 1787

Early American Literature explores the richness and variety of literary texts written in and about
America from the early 1500s to 1800. In particular, we will concentrate on Colonial and
Federalist writers from the North and the South as America realizes itself in texts as much as in
works. We will examine a sweep of literary forms-- history, fiction, poetry, sermons, political
tracts, diaries, essays and personal narratives-- that were written by divergent voices over a period
of more than two and half centuries. Moreover, students will confront the principal myths and
historical realities that inform much of the readings about this “brave new world,” America,
which was as much an invention of the European mind as it was a historical reality. We will pay
particular attention to such large issues as God and nation, democracy and slavery, Nature and
man, spiritual and physical journeys, rhetorical construction of identity, and the complex concept
that Americans are a people of the word.

Student Learning Objectives/Outcomes

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The seminar explores the central texts that informed the construction and identity of America as it
transformed itself from a British colony into its own entity, the United States. William Faulkner
once noted that “The past is not dead. In fact, it’s not even past.” Much the same may be said
about the Early American texts: the myths, cultural attitudes, social expectations and ideological
drives underpinning those works resonate with us still.

Required Textbooks and Materials

Lauter, Paul. Heath Anthology of American Literature: Beginnings to 1800. vol A. 6th ed.
Boston: Houghton Mifflin Harcourt Pubs., 2009.

Bremer, Francis J. The Puritan Experiment: New England Society from Bradford to Edwards.
rev. ed. Hanover: Univ. Press of New England, 1995.

Suggested Course Materials

Assignments & Academic Calendar

HUSL 6345.001
Early American Literature

This syllabus is tentative and may be adjusted to better suit the seminar’s needs.

I. 8. 19. Introduction. Requirements. Pedagogy. Literary Eras. Critical

Approaches. Ideology. Myth. Reformation. Religion.

II. 8. 26. Cluster, 127-30; Aristotle, 135; Cluster, 152-56. New Mexico:
Pueblo Revolt/Response/Reconquest, 214-231.

III. 9. 2. Virginia: John Smith, 276-81 and 285-87; Frethorne, 288-91;

Tragical Relation (handout); Revel, Unhappy Felon 300-06.

IV. 9. 9. New England Puritanism: Bradford, Of Plimoth Plantation, 350-70;

Morton, New Canaan, 322-31; Bremer (Experiment) Chs. 1-4.

V. 9. 16. John Winthrop, Modell of Christian Charity, 151-60; John Cotton, God’s
Promise (handout); Bremer (Experiment), Chs. 6, 7, 9.

VI. 9. 23. The Jeremiad: Mather, Day of Doom (handout); Rowlandson, Captivity
Narrative, 463-92. Bremer, Chs. 11, 12, 14.

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 VII. 9. 30. Rowlandson (cont.), Diaries: Wigglesworth, 439-43; Sewell, 522-25.
Sewell, Selling of Joseph, 525-30. Saffin, Negroes Character, 576.

VIII. 10. 7. Witches: Cotton Mather: 533-38; Magnalia, 538-40; Dustan, 548-50.
Bonifacius, 556-57. (Paper 1 due)

IX. 10.14. Poetry: Anne Bradstreet, 420-21/430-34; Michael Wigglesworth, 563-75;

Edward Taylor, 496-98/506-10. Bay Psalm Book , Cotton, 447;
Psalm 23/455; and New England Primer, 458-61.

X. 10. 21. Enlightenment. Cluster, 657-67. Bremer, Ch. 16. Scottish Common Sense.
First Great Awakening Awakening. Jonathan Edwards, 680-90; Sinners,
690-701; Images, 672-73.

XI. 10. 28. Tom Paine: Age of Reason, 1003; American Crisis,998-1003.

XII. 11. 4 Ben Franklin, Autobiography, 861-916.

XIII. 11. 11. Thomas Jefferson: Declaration, 1089-95; Notes, 1035-42; Coles, 1048-50.
J.S. Murray, Equality of Sexes,1253-59.

XIV. 11. 18. Poetry: Freneau, Wild, 1278-79; Red Apple, 1280-82, Burying, 1280-83.

XV. 12. 2. Sentimental: Charlotte Temple, 1415-27. ( Final Paper due)

Grading Policy

Students will be required to write two 10-page formal papers (or one 20-page paper with
instructor's approval) that will be evaluated for research, reflection, conceptual
realization, organization, grammatical and syntactical correctness and overall
gracefulness. Quality research is essential. Students also will be required to offer a 15-
minute oral report for the seminar's consideration or respond in a formal written format to
a series of questions posed by the instructor over the course of the seminar. The report
or (if chosen) the written responses will amount to 20 percent of the final grade. The two
10-page formal papers or the one 20-page paper will be valued at 80 percent of final
grade.

Course & Instructor Policies

Please keep current with the readings. The seminar will explore the texts of more than 30 authors
spanning nearly three centuries, making it easy for one to fall quickly behind.

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It essential that students contribute to the seminar. It is to your advantage to challenge the texts,
ask questions, pose alternative views, critique the writings and offer differing interpretations.

Please attend all sessions. There are no unexcused absences. Please let me know if you are
unable to attend the evening seminar. Unexcused or repeated absences will have an impact on
your final grade.

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