English 256—Literary Theory & Criticism
Fall 2025
Meetings:  Tuesday and Thursday, 1-2:15 Argyros Forum 207
Professor Richard Ruppel (ruppel@chapman.edu)
Office & Office Hours: 8:30-10:00, Mondays & Tuesday & by appointment. 
Updated July 31, 2025

Assignments
Useful Links
Canvas

Course Description & Purpose:

 

ENG 256 introduces many of the basic ideas, questions, and thinkers in recent (twentieth- and twenty-first century) literary theory. We will read a selection of theoretical essays in the Norton Anthology of Theory and Criticism and apply what we learn to short stories.

 

Why should we study literary theory?  Isn’t it enough to read stories, novels, plays, and poetry closely and carefully?  You have been learning to read more closely and accurately since you started to read, and you are probably pretty good at it, but studying these different theories will open literature for you in new ways.  When you apply queer theory to “Dr. Jekyll and Mr. Hyde,” for example, you gain not only a better understanding of the story itself, of a subtext that explores the seamy side of London life in the late 19th century, you also gain knowledge about that late-19th century world.  When you apply post-colonial, feminist, new historical, and cognitive literary theories to Joseph Conrad’s “Heart of Darkness,” you see how different theories lead to different readings, and you understand some of the dark consequences of colonialism, both for the colonizers and the colonized.  Studying theory helps you to think critically – a multifaceted skill that can be applied to virtually every challenge you will face at Chapman and in the world beyond.   Theory helps you understand cultural and historical contexts, enriching your understanding of various histories and cultures.  And, I hope, the study of theory can increase our empathy by helping us see the world of fiction, theater, and poetry from a variety of different, human perspectives. 


Required Text:


English Literature Program Learning Objectives: English 256 is required before students may take upper-level English literature courses, and it is a requirement for the English Literature major, as well as one of the electives for English BFA majors and for English minors.  In the discussion board responses, formal essays, and essay exams, you will have the opportunity to develop and demonstrate the English Literature Program Learning Objectives listed below: 

1.  Skill in critical reading, or the practice of identifying and interpreting the formal, rhetorical, and stylistic features of a text

 2.  Ability to identify and compare key literary movements and genres

 3.  Ability to explain and apply significant theoretical and critical approaches in the field of English studies

 4.  Skill in writing grammatically, coherently, and persuasively

 5.  Skill in finding, analyzing, and utilizing secondary sources (including the appropriate methods of citation)

 6.  Skill in crafting a compelling thesis-driven essay, with substantiating evidence

Course Student Learning Outcomes:

 

On completion of this course, you will be able to


Chapman University Academic Integrity Policy

 

Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith.  Students are responsible for doing their own work, and academic dishonesty of any kind will be subject to sanction by the instructor and referral to the university's Academic Integrity Committee, which may impose additional sanctions up to and including dismissal.  (See the "Undergraduate Catalog" for the full policy.)  Though I am not requiring you to submit your essays via Turnitin, I am an expert at finding online and other sources, so I will notice if you make unacknowledged use of someone else’s work or make improper use of an LLM.  If I have doubts, I will submit your work to Turnitin myself or use an AI detector to confirm my suspicion.  So please save both of us from trauma and write your Canvas Discussion posts and essays yourself

 

ChatGPT and other Large Language Model (LLM) chatbots:

 

1. Typing a prompt into an LLM chatbot, copying the response, and then submitting that response for an assignment is an obvious form of academic misconduct.  Don’t do it. 

2.  Chatbots are often inaccurate.  When I asked ChatGPT for a biography of Richard Ruppel, a Chapman English professor, two years ago, I found that I was born in Fairview (false), had been an expert on the Holocaust (mostly false), had graduated from Yale and Harvard (false), and was now dead (demonstrably, I hope, false).  People in the field describe these errors as “hallucinations,” but they are presented with supreme self-confidence. Hallucinations are not uncommon. ChatGPT has improved – a more recent search provided more accurate information, but all LLMs continue to hallucinate.   If I suspect that you have pasted in a response produced by an LLM, I will check the various services designed to detect this.  If those services confirm my suspicion, I will call you in for a conference.  If I am convinced you made improper use of an LLM, I am required to report the case to our Academic Integrity Committee. 

3. Chatbots can be inaccurate, but they do offer clear, useful information which users should check.  These are early times, but through this semester (and through your academic career) we will all discover ways to help you use them to enhance your learning. 

 

The following discussion of the use of LLMs in academic settings was developed by Dr. Nora Rivera, a former professor in Chapman’s English department: 

 

Acceptable Uses of LLMs

Not Acceptable Uses of LLMs

·       To improve your work

·       To brainstorm

·       To explore potential counterarguments

·       To fine-tune research questions

·       To draft an outline to organize your thoughts

·       To check grammar and style

·       To check format

·       To translate words and phrases

·       To replace your work

·       To cheat on the writing & research process

·       To obtain answers to assessments

·       To generate a full draft of your work

·       To generate large chunks of text with little or no input from you as an author

 

·       Students must cite AI technologies when appropriate (e.g., when using images generated by AI technologies, when referencing an answer provided by AI technologies, etc.)

·       Copying works entirely generated by AI technologies and submitting them as original content is considered an academic integrity violation

·       Always revise your work before submitting it. You are responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or an AI model.

 

In-Class use of laptops, tablets, and phones:

 

Laptops and tablets must remain closed, and you may not consult your phone during class. I will give you five minutes at some point during class to check your phones or to leave class. If you have a reason to consult one of these devices during class, you must receive my permission to do so beforehand.  If I see you consulting your phone or using a laptop for any unauthorized reason during class, I will mark you absent. 


Chapman's Students with Disabilities Policy:

 

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. The University, through the Disability Services Office, will work with the appropriate faculty member who is asked to provide the accommodations for a student in determining what accommodations are suitable based on the documentation and the individual student needs. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.

Please see me if you have ANY concerns about completing any of the requirements of this course


Chapman Equity and Diversity Policy:

 

Chapman University is committed to ensuring equality and valuing diversity.  Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy.  Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise reported in accordance with this policy. 


Course Requirements: 

Attendance: Please make every effort to attend our classes.  Missing more than three sessions will adversely affect your grade, if you miss five or more classes you will fail the course unless you provide a compelling reason for excessive absences.

Communication: Whether online or in class, please be courteous and constructive.  I receive a large number of emails, so when emailing, please identify the course (256), your last name, and the subject in the subject line.  I will respond promptly to your emails; please respond promptly to mine. 

Grades

             *Participation: 15%
                 Group Project: 15%
                 Exams:  45% (15% each)
                 Final: 25%

The *Participation grade is primarily your grade on responses to the Canvas Discussion assignments.  Here are my criteria for evaluating your responses:

1. The response should respond as specifically as possible to the prompt (or you should indicate why you’re modifying the prompt).

2. The response should reveal close engagement with the work(s) under discussion.

 

3. The posting should contribute to the discussion, so later postings should not simply repeat earlier postings, and they should reflect some engagement with earlier postings. 

4. Responses should be substantive. 

One final note on grades: I will post grades in Canvas, but I keep the official grades in my gradebook and average your grades based on a four-point scale (A= 4.0, A- = 3.7, B+ = 3.3, etc.). I calculate your final grades; the Canvas final grades are not official grades. If you have any questions about your grades, don’t hesitate to ask me. 


Course Outline*:

Week 1: August 26-28 – Course business, an introduction to literary theory, and “Heart of Darkness” (1899). 
Week 2: September 2-4 – “Heart of Darkness,” Chinua Achebe and Edward Said (postcolonial theory) essays. 
Week 3: September 9-11 – Discussion of Stephen Greenblatt (new historicism) and Richard Ruppel (cognitive literary studies) essays. Exam Thursday. 
Week 4: September 16-18 – No Class Tuesday, group Discussion Board work Thursday. 
Week 5: September 23-25 - “A White Heron,” Sarah Orne Jewett (1886).  Simone de Beauvoir, Judith Butler (feminism).  
Week 6: September 30-October 2 –Susan Bordo (feminism) Sigmund Freud, Jacques Lacan (psychoanalytical) 
Week 7: October 7-9 – Timothy Morton (eco-criticism). Exam Thursday. 
Week 8: October 14-16 – “Bartleby, the Scrivener,” Herman Melville (1853). Jacques Derrida (deconstruction).  
Week 9: October 21-23:  Wolfgang Iser (reader-response), Roland Barthes (post-structuralism).
Week 10: October 28-30– Michel Foucault (post-structuralism) Exam Thursday. 
Week 11: November 4-6 – Group Projects. 
Week 12: November 11-13 – Group Projects.  
Week 13: November 18-20 – Group Projects. 

THANKSGIVING BREAK!

Week 14:  December 2-4 – Wrap-up and preparation for final. 
Week 15: Final Exam: December 10, 1:30-4pm. 

*We may decide to alter this schedule.  I will make any changes online and give you plenty of notice. 


Assignments

Thursday, August 28: Read over the syllabus and bring questions, comments, and concerns to class. Read 1-17 in the Norton Anthology. Begin reading “Heart of Darkness,” Joseph Conrad (1899). 

Tuesday, September 2: Read 17-33 in the Norton Anthology. Finish “Heart of Darkness,” and respond to the first Discussion Board prompt. 

Thursday, September 4: Read the introduction to Chinua Achebe and his “An Image of Africa,” 1534-46, in the Norton Anthology. 

Tuesday, September 9: Read the introduction to Edward Said and his introduction to Orientalism, 1780-1805, and the introduction to Stephen Greenblatt and the excerpt from “Resonance and Wonder,” 2027-40, in the Norton.  

Thursday, September 11: Read Ruppel’s chapter on “Heart of Darkness,” in the Modules section of Canvas. First exam. 

Tuesday, September 16: No class. 

Thursday, September 18: Work in class with your group to respond to the second Discussion Board prompt. 

Tuesday, September 23:  Read “A White Heron,” Sarah Orne Jewett (1886).

 

 

Return to Ruppel’s Home Page.