Outline

Overview

Toni Morrison once said of William Faulkner, 鈥渉e had a gaze that was鈥ort of staring, a refusal-to-look-away.鈥� In this unit, we consider the way Faulkner, arguably one of the most important writers of the twentieth century, confronts across his astonishing writings of the 1930s and 1940s the so-called 鈥減roblem South,鈥� especially in terms of the global plantation and its legacies. Alongside his works we will read other important U.S. southern texts鈥攊ncluding by Black and Native American southern authors鈥攖hat variously engage the racial matter of Faulkner鈥檚 opus. What happens to Faulkner鈥檚 South鈥攁nd indeed to Faulkner鈥攚hen we read him through the work of more recent southern authors?

Unit details and rules

Academic unit	English and Writing
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Gleeson-White, sarah.gleeson-white@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Presentation Presentation	25%	Multiple weeks Due date: 17 May 2024 at 23:59	750 words
Outcomes assessed:
Assignment	Reading Journal Reading journal	25%	Multiple weeks Due date: 17 May 2024 at 23:59	750 words
Outcomes assessed:
Assignment	Essay Essay	50%	Week 13 Due date: 24 May 2024 at 23:59	4500 words
Outcomes assessed:

Assessment summary

Presentation: students will select a passage from that week's set reading, and in a 5-minute presentation to the class, explain their choice, and pose a discussion question.
Reading Journal: students will keep a journal that consists of three entries and totals 750 words, and reflects on three of the set readings.
Essay: students are required to write on听two听set texts in relation to the concerns of the unit as a whole. They will formulate their own topic听in consultation with the unit coordinator.听MES students have the option of exploring the way/s in which听two听of the set texts might be best taught in the classroom or meaningfully integrated within a larger topic/theme/module they are teaching in class.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	听
Distinction	75 - 84	听
Credit	65 - 74	听
Pass	50 - 64	听
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The marker is not required to, provide feedback on such work. For work submitted more than ten calendar days after the due date, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the .

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the .

Outside assessment tasks, generative AI tools may be used to support your learning. The contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy听reflects the University鈥檚 commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Seminar (2 hr)
Week 02	Faulkner, _Absalom, Absalom!_ (1936)	Seminar (2 hr)
Week 03	Faulkner, _Absalom, Absalom!_ (1936)	Seminar (2 hr)
Week 04	Morrison, _Jazz_ (1992)	Seminar (2 hr)
Week 05	Black Writers on Faulkner	Seminar (2 hr)
Week 06	Wright, _Uncle Tom's Children_ (1938)	Seminar (2 hr)
Week 07	Faulkner, _Go Down, Moses_ (1942): "Was," "The Fire and the Hearth," "Pantaloon in Black," "The Old People"	Seminar (2 hr)
Week 08	Faulkner, _Go Down, Moses_ (1942): "The Bear," "Delta Autumn," "Go Down, Moses"	Seminar (2 hr)
Week 09	Afropessimism in the Wake (readings to be provided)	Seminar (2 hr)
Week 10	Faulkner, _As I Lay Dying_ (1930)	Seminar (2 hr)
Week 11	Faulkner, _As I Lay Dying_ (1930)	Seminar (2 hr)
Week 12	Ward, _Sing, Unburied, Sing_ (2017)	Seminar (2 hr)
Week 13	Conclusion	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner鈥檚 Board. The Examiner鈥檚 Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Preparation: Students should commit to spending approximately 3 hours鈥� preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Set texts, in the order in which we will study them:

William Faulkner, Absalom, Absalom! (Vintage edition)

Toni Morrison, Jazz (Random House or Vintage)

Richard Wright, Uncle Tom鈥檚 Children (Random House or Perennial)

William Faulkner, Go Down, Moses (Vintage)

William Faulkner, As I Lay Dying (Vintage)

Jesmyn Ward, Sing, Unburied, Sing (Bloomsbury or Scribner)

听

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a sound understanding of the interrelated fields of southern, African American and Faulkner studies.
LO2. evaluate and demonstrate an understanding of theoretical debates within southern studies, particularly to do with African American literature, and Faulkner.
LO3. demonstrate the ability to develop arguments and ideas effectively and articulately both in writing and to others
LO4. demonstrate skills in research through the competent use of the library and electronic resources that are particular to the study of the US South.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The secondary readings have been updated, and two new assessment tasks have been introduced: the presentation and the reading journal.

Additional information

All 3 assessment tasks must be completed in order to be eligible to pass the unit.

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

ENGL4128: The Idea of the South: Faulkner's Legacy

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Additional information

Disclaimer

On this page

Useful links