ENGL 762 Literary and Historical Approaches to Children's Literature

NEW COURSE PROPOSAL NCP USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses

INSTRUCTIONS: This form is used to add a new course to the University course database. This form is available online at www. sc. edulprovostlacadprog. Date: 3/16/12 Campus: ---=C...::.o=-=Iu=m=-=b=-=i=-a______College/School: Arts & Sciences Department (if applicable): ___E!!_g_I=is=h'------D Undergraduate ~ Graduate PROPOSED COURSE INFORMATION Course Designation: ENGL 762 4-letter Designator Prefix Course Number Suffix #Credit Hours: 3 D Variable ~Fixed #Times Course Can Be Taken: ---1 Course Title (24 character limit): -==C'-"'b~il'-=de!...re:=:!n,_'::...s.=:::L:=..:it'""'e,_,ra=-=t-=-u _,_,re=------Cross-listed with which course? 4-letter Designator Prefix Course Number Suffix

Course Description: (50-word limit) ~ritical approaches to literature written for children in a variety of historical periods and geographical regions.

Course Prerequisites/Corequisites: I

~------~ Course Delivery Location: ~ USC Campus D Off-Campus site (If off-campus delivery is being requested, attach a completed Off-Campus Delivery (OCO) form.)

Course Delivery Method: ~ Traditional Delivery D Distance Technology Delivery (streaming video, web-based, CD/DVD) (If distance technology delivery is being requested for the first time, attach a completed Distance Education Delivery (OED) form.) Proposed Effective Term -Change to database/bulletin effective no sooner than: Year: 2012 ~ Fall D Spring D May Session D Summer I D Summer II Required Resources: Does this course require additional faculty, facilities, library resources or funding? D Yes ~ No (If yes, attach letters of commitment from appropriate official(s).)

Grading System: ~ Standard D Pass/Fail Only 0 Not Auditable Rationale for grading system other than standard:

Enrollment Restrictions: Restricted to: ------Excluded: Special Permissions required? 0 Department 0 Instructor NCP-Page 2

IMPACT ON OTHER ACADEMIC UNITS & CAMPUSES Does the proposed course affect the curriculum, students or academic interest of any other unit at USC Columbia or on a USC Regional Campus? DYes 18] No

Identify which unit(s)/campus(es) (If yes, please attach letters of concurrence from relevant units and/or the Office of System Affairs.)

REQUIRED ATTACHMENTS (The following documents as appropriate must be attached to this form before submission) 181 Course syllabus (see http://www.sc.edu/provost/acadprog/courses/index.shtml for syllabus component guidelines and template syllabus) 181 Basic bibliography (list of required texts and readings) 181 Justification Form (JUS) 0 Letters of concurrence (if appropriate) 0 Letter(s) committing resources (if appropriate) 0 Related course forms (if appropriate) All forms are available at www.sc.edu/provosUacadprog 0 Distance Education Delivery (OED) Form (initial approval enabling course to be offered via distance technology)

CONTACT INFORMATION Contact Person: Sara L. Schwebel Asst. Professor of English Print name Title [email protected] 803-777-4204

Signature

REQUIRED APPROVALS

Department Chair: William Rivers Print name [email protected] Email Address

Academic Dean: Print name Signature Date

Email Address Phone Number FacSenate Cours&Curric/ Dean of the Graduate Print name Signature Date School (as appropriate): Email Address Phone Number

0 Graduate Council 0 Faculty Senate Date of Faculty Governance Approval (if appropriate)

University of South Carolina I Provost Office I NCP Form Oct 2010 v4 JUSTIFICATION FORM JUS USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses

INSTRUCTIONS: Please attach a statement explaining the justification for the proposed program or course action. This form is available online at www.sc.edu/provost/acadprog. Date: 3/16/12 Campus: Columbia College/School: Arts & Sciences Department (if applicable): English Degree Program (if applicable): Undergraduate Graduate

The English department currently has two full-time faculty members whose expertise is in children's and young adult literature and additional faculty members who regularly teach children's and young adult texts. During each of the previous four years, moreover, a number of prospective and current graduate students have indicated that children's and young adult literature is a primary or secondary field of research interest. There is currently no place within the graduate course offerings in English to teach children's or young adult literature at the 700 or 800 level. This curricular gap prevents M.A., MFA, and Ph.D. students from developing fields in children's and young adult literature, which makes it more difficult for them to write theses that engage this growing field of scholarship.

University of South Carolina / Provost Office / Justification Form Oct 2010 v3 English 762: Children's Literature

Professor: Sara Schwebel Meeting time: Email: [email protected] Classroom: Office: 220 Humanities Bldg Office Hrs:

Description This course provides an introduction to the critical methodologies most commonly used in the study of children's literature and exposes students to a diverse range of literary texts written and published for (and read by) English-speaking children between the nineteenth and twenty-first centuries.

Learning Outcomes By the end of the semester, the successful student will be able to: • Articulate e how, and why, U.S. and British children' s literature has changed over the 1 course of the 18 h -early 21st centuries • Locate and critically evaluate scholarship in the field of children's literature • Navigate the university's special collections in children's literature • Respond to a children' s literature conference's call-for-papers and research, write, and deliver a conference paper that contributes to the field

Required Texts

Scholarly texts Phillip Nel and Lissa Paul, eds., Keywords for Children's Literature (20 11) Beverly Lyon Clark, Kiddie Lit: The Cultural Construction ofChildren 's Literature in America (2003) Lois Rostow Kuznets, When Toys Come Alive: Narratives ofAnimation, Metamorphosis, and Development (1994) Leonard Marcus, ed., Dear Genius: The Letters of Ursula Nordstrom (2000) Anita Clair Fellman, Little House, Long Shadow: Laura Ingalls Wilder 's Impact on American Culture (2008) Molly Bang, Picture This: How Pictures Work (2000) Nathalie op de Beeck, Suspended Animation: Children's Picture Books and the Fairy Tale of Modernity (20 10) M.O. Grenby and Kimberly Reynolds, Children's Literature Studies: A Research Handbook (20 11) (recommended but not required)

Literature Francis Hodgson Burnett, The Secret Garden ( 1911) Charles Dickens, Great Expectations ( 1861) E.B. White, Charlotte 's Web (1952) Margaret Wise Brown, Good Night Moon (1947) Crockett Johnson, Harold and the Purple Crayon (1955) Syd Hoff, Danny and the Dinosaur (1958) Laura Ingalls Wilder, Little House in the Big Woods (1932) Elizabeth George Speare, Calico Captive (1957) Joseph Bruchac, The Winter People (2002) Johnny Gruelle, Raggedy Ann Stories (1918) Lynne Reid Banks, Indian in the Cupboard (1980) Louis Sachar, Holes (1998) Scott O'Dell, Island of the Blue Dolphins (1960) Mildred Taylor, Roll ofThunder, Hear My Cry (1976) Robert Lawson, Ben and Me: An Astonishing Life ofBenjamin Franklin, by His Good Mouse Amos (1939) Jean Fritz, What's the Big Idea, Ben Franklin? (1996) Grace Lin, The Year ofthe Dog (2005) Brian Selznik, The Invention ofHugo Cabret (2007) Else Holmelund Minarik, Little Bear (1957) Arnold Lobel, Frog and Toad are Friends (1970)

Secondary Readings All required reading additional to the texts above (articles and book excerpts) will be available on Blackboard or as PDF files or through USC's online e-journal databases.

Both the Russell House Barnes & Noble and the South Carolina Bookstore have received the class book list. Scholarly texts have also been placed on reserve at Thomas Cooper. Children's novels and picture books are widely available at your local public library. Please note: regardless ofwhere you purchase or borrow your books and in whatever format (print or electronic), you must bring the texts to class.

CLASS SCHEDULE

Week 1: Children's Literature and the Academy: Continuity and Change Reading: Beverly Lyon Clark, Kiddie Lit Grenby and Reynolds, eds., Introduction and Chapter 5 ("Research and Theory") Pursue children's literature textbooks on-reserve at Thomas Cooper

Week 2: Dickens ... and Definitions: What is Children's Literature? Reading: Charles Dickens, Great Expectations and selected essays, Norton Critical edition

Week 3: The Golden Age of Children's Literature Reading: Francis Hodgson Burnett, The Secret Garden Jerry Phillips, "The Mem Sahib, the Worthy, the Raja and His Minions: Some Reflections on the Class Politics of The Secret Garden" The Lion and the Unicorn 17 ( 1993): 168-94 Danielle E. Price, "Cultivating Mary: The Victorian Secret Garden" Children's Literature Association Quarterly 26, l (200 l ): 4-14

Week 4: Archival resources as USC Reading: M.O. Grenby and Kimberly Reynolds, eds., Children 's Literature Studies: A Research Handbook Peter Hunt, ed., Children 's Literature: An Illustrated History (excerpts) Class meets both days in Hollings and Thomas Cooper libraries

Week 5: Ursula Nordstrom: The Influence of an Editor Leonard Marcus, ed., Dear Genius: The Letters of Ursula Nordstrom E.B. White, Charlotte's Web Syd Hoff, Danny and the Dinosaur Crockett Johnson, Harold and the Purple Crayon Margaret Wise Brown, Good Night Moon Karen Coats, "Lacan with Runt Pigs," Children 's Literature 27 (1999): l 05-28

Week 6: The Influence of a Classic Reading: Laura Ingalls Wilder, Little House in the Big Woods Anita Clair Fellman, Little House, Long Shadow: Laura Ingalls Wilder 's Impact on American Culture

Week 7: Political Tugs-of-War Reading: Julia L. Mickenberg, Learning from the Left, chapters 1, 2 Michelle Ann Abate, Raising your Kids Right, chapters TBA Sara L. Schwebel, Child-Sized History, introduction & chapter 1

Week 8: Writing Against the Classics Excerpts, A Narrative of the Captivity of Mrs. Johnson ( 1841) Excerpts, Kenneth Roberts, Northwest Passage Elizabeth George Speare, Calico Captive Joseph Bruchac, The Winter People Simon J. Ortiz, "Towards a National Indian Literature: Cultural Authenticity in Nationalism," MELUS 8, 2 (1981): 7-12 Joseph Bruchac, "Notes of a Translator's Son," I Tell You Now: Autobiographical Essays by Native American Writers, eds. Brian Swann and Arnold Krupat (Lincoln: University ofNebraska Press, 1987), 196-205

Week 9: Children's Books, Children's Play, and Race Lois Rostow Kuznets, When Toys Come Alive Robin Bernstein, Racial Innocence, Chapter 4 Johnny Gruelle, Raggedy Ann Stories Lynne Reid Banks, Indian in the Cupboard Week 10: Publishing Trends and the Newbery Kenneth Kidd, "Prizing Children's Literature: The Case ofNewbery Gold," Children 's Literature 35 (2007): 166-90 Louis Sachar, Holes Scott O'Dell, Island ofthe Blue Dolphins Mildred Taylor, Roll a/Thunder, Hear My Cry

Week 11: Nonfiction (Focus: American History) Reading: Robert Lawson, Ben and Me Jean Fritz, What 's the Big Idea, Ben Franklin? Choose 2-3 picture books about Rosa Parks from the public library (and bring to class!) Ruth Hubbard, "Who's Helen Keller: Do Children's Books Distort the Truth of Helen Keller's Life?" Teaching Tolerance (Fall 2003): 27-32. Sam Wineburg and Chauncey Monte-Sano, '"Famous Americans': The Changing Pantheon of American Heroes" Journal ofAmerican History (March 2008): 1186-1202. Anne Scott MacLeod, "Writing Backwards: Modem Models in Historical Fiction" Horn Book Magazine (Jan/Feb 1998). Online

Week 12: Beginning Readers Reading: Thomas E. Wartenberg, Big Ideas for Little Kids, chapter 8 Grace Lin, The Year ofthe Dog Excerpts, Carolyn Haywood, B isfor Betsy Maurice Sendak, Little Bear Arnold Lobel, Frog and Toad are Friends

Week 13: Picture books: The Mechanics Reading: Molly Bang, Picture This: How Pictures Work Maria Nikolajeva and Carole Scott, How Picturebooks Work, "introduction" Ellen Handler Spitz, Inside Picture Books, Chapter 2 ("It's time for bed") Brian Selznik, The Invention ofHugo Cabret Selection of picture books to be studied in class

Week 14: Picture books: A Historical Look Reading: Nathalie op de Beeck, Suspended Animation Selection of picture books to be studied in class

COURSE POLICIES, REQUIREMENTS & EVALUATION Students are expected to attend all class meetings and submit written assignments at the time and place indicated. Late papers will be penalized 113 a letter grade per day and may not be turned in more than 1 week late. Course Requirements and Evaluation Four critical response papers (2-3 double-spaced pages) 25% Class leadership (prepare and post discussion questions) 10% Active, informed participation 25% Paper prospectus and annotated bibliography 10% Conference paper, including proposal (approx 10-12 pages) 30%

A (90-100) = excellent writing style, analytical rigor, and use of primary source material B+ (89-87) =very good writing style, adequate analytical reach, skillful use of primary sources B (86-80) = good writing style, acceptable analytical reach, proficient use of primary sources C+ (79-77) = deficits in writing style, analytical competence, and use of evidence C (76-70) = serious deficits in writing style, analytical competence, and use of evidence D+ (69-67) =deficiencies in writing style and/or analytical competence and use of evidence D (66-60) = serious deficiencies in writing style and/or analytical competence and use of evidence F (59 and below) = failure to complete course requirements

Response Papers Response papers are writing assignments that provide students with the opportunity to practice asking analytical questions about literary texts; "speak back" to scholarly writing; and develop independent arguments about what is read. They are "informal" in the sense that they need not develop an idea to its fullest limit; frequently, a strong response paper will raise questions and serve as a springboard into further research and a full -length paper. Despite the informal nature of the writing, however, students should push themselves to craft response papers that reflect their very best thinking about the collection of texts assigned in a given week. Response papers must be completed before the midpoint of the semester. Every response paper should engage both primary texts and secondary scholarship.

Active Participation Students are collectively responsible for the quality of discussion that emerges each class meeting. Come to class prepared. Students should arrive on time, with all reading in hard copy, and with cell phones and other electronic devices turned off. Students should not only have completed all reading assignments with care, but also have spent time wrestling with and processing those reading assignments. This means that students are prepared to raise provocative questions, point to passages of interest, build on classmates' comments, and make compelling connections between and among readings. It should go without saying that class attendance is expected. As per university policy, more than three absences will be deemed excessive and will adversely affect the final course grade (specifically, the fourth absence will result in a final grade penalty of one letter grade, the 5th absence in a penalty of two full letter grades, etc.).

Class Leadership Every student will serve as the discussion leader for one class meeting. Discussion leaders should be prepared to start class by framing the week' s readings, connecting the primary text to secondary scholarship and to other relevant texts discussed during the term. Discussion leaders are also responsible for opening the class discussion by posing thoughtful questions to the seminar as a whole. Discussion leaders must meet with the instructor during office hours at least two class periods prior to the class they will lead.

Conference Paper Write a final paper that responds to an actual call for papers in the field of children's literature or childhood studies. You may explore a single text we read in class this semester, a collection of texts we read in class, or a book(s) not assigned that could have easily been added to the syllabus. In all cases, you should conduct a thorough literature search and bring additional secondary scholarship to bear on your textual analysis.

The guidelines for the call-for-papers (CFP) will dictate the length of your final submission. Note that page lengths for conference papers are exclusive of endnotes. While the nitty-gritty research undergirding a conference paper is not always read aloud, it is present (and often referred to during the Q&A part of the presentation). The best conference papers are well researched and serve as a springboard for larger projects- published articles, dissertation chapters, or (eventually) books. You should make ample use of endnotes in your paper; discursive notes can point to additional evidence, place your text(s) in a wider context, and situate your argument among that of other scholars. Your final project will consist of three parts: the call for papers, an abstract responding to that call (follow conference word count requirement), and the final conference paper you would deliver after the proposal was accepted. Details about the annotated bibliography and prospectus assignment will be distributed in class.

Special Needs Students with a documented disability who may need accommodations to fully participate in this course should alert the instructor by email and contact the Office of Student Disability Services: 803-777-6142 (TDD 8-3777-6744) or [email protected].

A Note about Academic Integrity All work submitted to meet course requirements must be the student's own and must be prepared specifically for this course. Students should take caution to distinguish between their own ideas and those derived from other sources. Opinions and ideas derived from others must be attributed to the appropriate sources through use of proper citations. While it is a student's responsibility to learn and use proper citation guidelines-a skill that should have been mastered in undergraduate study-students who have any questions about documenting their work are strongly encouraged to meet with the instructor.

Should a student engage in any form of academic misrepresentation, including but not limited to failing to properly cite sources, submitting another person's work as his or her own, or re submitting a paper already turned in for credit in another class, that student will receive an F for the course and may be subjected to other academic penalties and/or disciplinary measures as determined by the Office of Academic Integrity at USC.

"It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this Honor Code or who knowingly assists another to violate this Honor Code shall be subject to discipline."

-Carolina Community: The On-line USC Student Handbook and Policy Guide, avai table at: http://www.sc.edu/academ icintegrity/honorcode.htm I) YI, SOO-JEE

From: ZIMMERMAN, NANCY Sent: Thursday, April 12, 2012 10:58 AM To: HASTINGS, SAM; RICE, T.J.RICE Cc: TU, FEILI; DELTON, CAROLYN Subject: RE: Letter of concurrence request

Thank you all for working this out. I will forward the email of concurrence noting the title changes to Deborah Brosdahl, chair of the committee, and to Soo Jee, who will make the title changes on the course proposals so there is no need for English to submit any paperwork corrections. N.

Nancy P. Zimmerman PhD Associate Dean for Academic Affairs The Graduate School University of South Carolina 901 Sumter Street, 3rd Floor Columbia, SC 29208 Voice: 803‐777‐9086 FAX: 803‐777‐8749 E‐mail: [email protected]

From: HASTINGS, SAM Sent: Thursday, April 12, 2012 10:32 AM To: RICE, T.J.RICE Cc: ZIMMERMAN, NANCY; TU, FEILI; DELTON, CAROLYN Subject: Re: Letter of concurrence request

Thank you, Tom. Please let this email serve as a letter of concurrence from the School of Library & Information Science if you change the titles of the courses to reflect that they are different from our courses. With those changes, I think we can give in on adding the language to restrict the courses to students in English.

I look forward to working with you & your new doctoral students.

With best regards, Sam Hastings

On Apr 11, 2012, at 10:14 PM, "RICE, T.J.RICE" wrote:

Dear Sam Hastings, I’m sorry that I wasn’t able to meet with you and Sara this afternoon. I teach my graduate seminar on Wednesday afternoons. Otherwise, I would have enjoyed the opportunity to meet you and to resolve what seem to have been some misunderstandings concerning our modest program ‘action’ and collateral formalization of our children’s and young-adult literature courses that we have heretofore taught as ‘Topics’ classes. In effect, we simply wished to amplify the Bulletin language to acknowledge that PhD students can concentrate on C/Y-A literature in their major fields. Such a concentration has appealed to our students because it makes those PhDs who choose this route a little more marketable: Like our own department here at USC, most English

1 departments nationally have a need for faculty who, in addition to their fields of doctoral expertise, can teach C/Y-A literature to undergraduates seeking educational certification. I should also apologize for not directly contacting you about our proposals (“I am a little dismayed that this is the first time anyone from your department has contacted me directly”). This was probably meant for me, but all I can say is that it never occurred to me that SLIS would consider our literature offerings a potential conflict with—in my understanding—what you do in your college. It would seem to me that our programs appeal to very different constituencies. Whatever. . . I am more than willing to expedite this process by acceding to the suggestions that you offered to Sara in your conversation today. But let me note that I am not exactly certain what to make of your requests. If necessary, I can change the titles for ENGL 762 and 763 to “Literary and Historical Approaches to Children’s Literature” and “Literary and Historical Approaches to Young Adult Literature” respectively, although I must point out that this verbiage is already contained, in effect, in the course descriptions, and that almost every course we offer could be similarly prefaced: “Literary and Historical Approaches to Shakespeare’s Tragedies,” “Literary and Historical Approaches to the Modern American Novel,” etc., etc. I have never served on the Graduate Council’s curriculum committee, but I did put in time on the undergraduate Curriculum and New Courses committee, several years ago. Back then, we would routinely excise this kind of language as self- evident and thus unnecessary. Your second suggestion that we add the phrase that this course is for “English degree program students” is similarly curious to me. Historically we have had few if any SLIS students enroll in our classes, but if the intention is to prevent them from doing so in the future, it would make more sense to me for you to make this clear within your own curriculum: “SLIS students may not take ENGL 616, 762, 763, or 862 for credit toward their degrees” (?). (Conversely, we are happy to allow our students to take any relevant SLIS course, and many have over the years.) From my point of view, what is unwieldy about your suggestion is that we have had a number of students in affiliated programs—Comparative Literature, Linguistics, Film and Media Studies immediately come to mind—who have enrolled in our courses that this stipulation would seem to exclude. Our students also regularly enroll in these affiliated programs’ courses. So maybe we could say that the class is for “English and affiliated degree program students”? But then, what about the students from History who occasionally want to take our courses, and History is not affiliated with the English department? It can go on and on. Generally speaking, I think that setting up such exclusions in course descriptions is (again) unnecessary, when individual unit curricula can take care of the matter. Philosophically, I also have a problem with such exclusions because they work against the kinds of collegiality and cooperation that I consider one of the great assets of a university. I supported Sara and Dianne Johnson when we discussed these proposals over the past several months. All along we have talked about how many great resources we have at USC for cooperation in this field—including SLIS obviously—and it has been and will continue to be our policy to encourage our students to avail themselves of resources both within and beyond our department. We have the opportunity here at USC to be recognized collectively as a leading institution for the study of C/Y-A culture, engaging both the English department and SLIS but other departments as well. It disturbs me, then, to be asked to erect barriers to cooperation. In sum, I am willing to alter the titles of ENGL 762 and 763 as above and add the clause stating that “enrollment in these courses is limited to students in English and affiliated degree programs” to the descriptions, if this is what you require, in return for a letter of concurrence. If you think further and better of this, I would be happier, but I repeat, I will do this if you require it. Cordially, Tom Rice