Time Schedule:
Marianne T Stecher Hansen
SCAND 312
Seattle Campus
Major works of Scandinavian literature by selected authors.
Class description
This course offers the opportunity to study great novels, dramas, and literary tales by influential 19th and 20th-century Scandinavian writers. The reading consists of literary masterpieces by Danish, Finnish, Norwegian, and Swedish writers in English translation. This quarter the course will focus on representations of “Passion and Transgression." Students will spend time discussing and developing the questions around these central class concerns. The lectures will offer the literary, historical and cultural context for the selected works. Students will be encouraged to develop their own readings of texts based on a discussion questions and short writing assignments. Assigned works (Fall 2009) 1. Søren Kierkegaard, The Diary of a Seducer 2. H.C. Andersen, “The Little Mermaid,” 3. Henrik Ibsen, “Hedda Gabler" 4.. Knut Hamsun, Pan 6. Hjalmar Söderberg, Dr. Glas 8. Aino Kallas, The Wolf’s Bride 9. Karen Blixen, Selected tales 10. P.O. Enquist, The Royal Physician’s Visit
Student learning goals
1. To gain an understanding of Scandinavian literature in a broad context, including a basic knowledge of literary movements and historical contexts. 2. To exercise tools for literary analysis and to improve interpretative skills for discussing and writing about literary works. To acquire the ability to identify the structure and some of the techniques of specific literary genres, such as the novel, drama, and the tale.
General method of instruction
Lecture and small group discussion. Short response papers (or "letters") about each assigned work.
Recommended preparation
Advanced undergraduates with some background in History, Comparative Literature, English, History, Cultural Studies, European Studies, Scandinavian Studies or Women Studies are well prepared for this course. An interest in the study of literature is most helpful. The assigned reading requires time so students should be prepared for a lengthly weekly reading assignment. Advanced preparation is also an alternative. Students may read (some of) the works listed below in preparation for the course:
Class assignments and grading
Grades will be based on the completion of a number of integrated writing assignments. The principle assignment is the development of a longer, interpretative essay which relates in an original way to the overriding concerns of the course.
Criteria for evaluation of Interpretative Essays:
THE BASICS: a. Responsive. Does the essay respond to the topic presented in your “abstract proposal’? Does the essay relate in a meaningful and original way to the central class concerns, which are articulated in the course syllabus and developed in class discussions?.
b. Well-structured. A well organized essay should have a clear conceptual center, a thesis. It needs to be clear both to you and your reader why you are writing the essay. You need to articulate your claim clearly. Is your thesis identifiable? A paper with a strong center keeps the reader’s attention focused on your main idea, offers enough “road signs” (transitions, connections) to tell the reader where you are going, and avoids confusing “detours” or digressions. All the different parts of your paper should help support your claim or thesis.
c. Presentable. A good essay is written in language which is grammatically correct and stylistically clear. Edit your work carefully, run your spell-checker, check your grammar and punctuation. If there is trouble here, please let me know. Help is available on campus.
WHAT REALLY MATTERS: CONTENT! A. Passion and Imagination: This criterion has to do with tackling your topic with interest, imagination, and ‘passion.’ Have you developed an interpretative argument that really takes on the topic and explores it in a way that is interesting to you? Does your paper deal with an important dimension of the topic which you developed and presented in your abstract? Do you care about your argument? Will your readers care?
B. Evidence and Examples: This criterion has to do with whether you have really studied and noticed what is going on in the literary text and whether you demonstrate this to your reader. Have you located enough “textual evidence” to prove your point? Have you made specific observations about the text? Have you noticed nuances and subtleties in the language of the text? Have you shared those observations in your essay in a way that supports your overall claim?
C. Case and Context: This criterion evaluates whether you presented your “case” convincingly. Did you explore your main points thoroughly and analytically ? Did the paper deal fully and convincingly with its proposed topic? Does your essay offer sufficient context (literary, historical, or cultural?) to support your claim? Did you reach beyond the material presented in the lectures and class discussions? Have you offered an original and coherent reading of the texts?
