Course coordinator
Dr Christian Long
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Humanities, Arts and Social Sciences
How does American culture continue to make epic and epic-like modes relevant? Epic is traditionally defined as a long narrative poem, evoking Homer, Virgil, Dante, and Medieval sagas and epics such as Beowulf. However, epic can be understood more broadly as a long narrative with an ambitious scope, concerned with key issues such as crossing boundaries, challenging the wilderness, embarking on major quests, and heroically defining the self against larger social forces. Over time, and especially since the Civil War, artists and writers of all identities have found themselves drawn to epic's potential, and have made epic one of the most central modes of American culture. In this course, you will study American texts from a very diverse range of voices across the forms of literature, theatre, film, and music to learn how these different texts engage with the idea and the mode of epic to define, reify, and challenge existing concepts of what it means to be American.
WCIV2200 is a two-unit (#2) course designed to introduce students to the key works of literature and thought from and about the United States. The course is delivered through a combination of a one-hour lecture and a two-hour intensive reading and discussion group. Regular attendance, reading and participation in all components of the course is vital.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
WCIV1000 or 4 units of HUMN courses.
Restrictions
BAdvHum(Hons) and BHum/LLB(Hons) students only. BAdvHum(Hons) students taking this course as an elective please email westernciv@uq.edu.au.The maximum enrolment quota is 40.
Course contact
Lecturer
Dr Christian Long
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
WCIV2200 aims to:
1. Introduce students to the society and culture of the United States.
2. Explore key texts and genres produced or influenced by this culture.
3. Introduce students to methods of critical analysis of the epic mode, across a range of forms.
4. Contribute to the acquisition of a range of graduate attributes, including the synthesis of ideas, the capacity to solve problems and to engage in teamwork, and the ability to communicate successfully both orally and in print.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand how social conditions facilitate the production of texts.
LO2.
Understand how texts reflect the concerns and anxieties of the period in which they were written.
LO3.
Be able to position key ideas and texts in relation to broader cultural and political conversations.
LO4.
Appreciate the ability of creative works to interrogate questions central to the human condition.
LO5.
Understand how texts produced in and about the U.S. have been deployed in the construction of ideas of the West; Western culture; and the individual.
LO6.
Appreciate the extent to which literary, dramatic, musical, cinematic, and other artistic and historical works of a given period influenced subsequent cultural developments.
LO7.
Be able to evaluate competing interpretations of a text.
LO8.
Be able to use evidence to construct arguments.
LO9.
Work in a group to develop skills and attributes of a collaborative team.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Participation + Responses | 15% |
24/02/2025 - 19/05/2025 |
| Presentation | Group Presentation | 15% |
28/04/2025 - 29/04/2025 |
| Essay/ Critique | Comparative Research Essay | 30% |
11/04/2025 2:00 pm |
| Reflection | Final Exam | 40% |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
Assessment details
Participation + Responses
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 15%
- Due date
24/02/2025 - 19/05/2025
Task description
Students will be evaluated on their contribution to class discussion as well as contribution to the module discussion boards on Blackboard. Students are expected to post and reply at least five times during the semester.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
You will write a total of SIX one-paragraph responses that provide a close reading of a key section of the assigned reading for the week - you will use one of the "founding"/government document as a critical lens for your analysis.
Your participation will be assessed according to the following criteria:
1. Evidence of participation in discussions - you can read directly off of the paragraph you have written for class as a starting point
2. Evidence of preparation for class, most notably through completing the set readings and postings on the course discussion board - the paragraph you write and submit provides evidence of your careful reading.
3. Quality of contributions to discussions - you can read directly off of the paragraph you have written for class as a starting point
4. Fostering of group discussions - the paragraph you have written for class can serve as a jumping off point
5. Attendance is necessary to fulfill the above criteria, as per the course requirements.
To achieve a grade of 7 (85-100%), your attendance and participation will be excellent. This grade indicates excellent levels of preparation, and very high quality contributions to, and fostering of, group discussions. This means directing your discussion towards your classmates, not only to the lecturer.
To achieve a grade of 6 (75-84%), your attendance and participation will be very good. This grade indicates very good levels of preparation, and high quality contributions to, and fostering of, group discussions.
To achieve a grade of 5 (65-74%), your attendance and participation will be good. This grade reflects good levels of preparation, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (50-64%), your attendance and participation will be satisfactory only. This grade reflects some level of preparation, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1-3 (less than 50%), your attendance and participation will be unsatisfactory. These grades reflect irregular attendance and/or participation, low levels of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Group Presentation
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 15%
- Due date
28/04/2025 - 29/04/2025
Task description
Group presentation on critical-contextual + fictional text:
Your group presentation will:
1. Explain at least one key idea from a founding document. For instance: The Second Amendment.
2 Analyse a literary text in relation to that idea/those ideas -- with extended reference to the formal aspects of the literary text (in other words, not simply events, but their literary (or filmic) representation). For instance, the role that the Second Amendment plays in the ongoing conflicts described throughout Bury My Heart at Wounded Knee
3 Explain how the text engages with the key idea/ideas to develop a sense of American identity/belonging. For instance, the way in which the untold-history approach in Bury My Heart at Wounded Knee situates self-defense, the Second Amendment, and the continued conflicts between US settlers and military and the Cheyenne in light of the Second Amendment.
For a 2-person presentation = 15 minutes. For a 3-person presentation = 20 minutes.
Written component will be a 1,000 word outline as well as any slideshow presentation.
The presentation will be presented in class, but will be recorded on the day for moderation purposes only.
The University has a collection of resources to assist students with group work. It is recommended you access the following to help prepare you for this assessment item, or to assist with overcoming any problems that may arise:
· Making groups work (https://www.uq.edu.au/student-services/learning/making-groups-work)
· Problems associated with group work (https://www.uq.edu.au/student-services/learning/problems-associated-group-work)
· Stages of group formation (https://www.uq.edu.au/student-services/learning/stages-group-formation)
If you encounter a problem with your team that you cannot resolve through discussion with your fellow group members contact your Course Coordinator. All reasonable attempts to resolve the matter within the group are expected to have been made prior to contacting the Course Coordinator.
This assessment task is to be completed in-person. The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Groups should discuss any potential requests for extension with the Course Coordinator, Dr Christian Long.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Comparative Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
11/04/2025 2:00 pm
Task description
Use at least two pre-21st century materials from class reading list to understand of a piece of 21st century American culture of your choice as part of a longer process of the formation of American cultural identity.
Teach me about this new thing by using at least one founding document as a critical lens and one of the set texts from pre-21st century America as a comparison text.
How does this 21st century text show continuity or a break from the vision set out in a founding document and an earlier cultural production?
Length: approximately 1,000 words.
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Essay should be submitted via TurnItIn Dropbox on course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 21 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Final Exam
- Mode
- Written
- Category
- Reflection
- Weight
- 40%
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
Task description
The final exam will ask you to synthesize your earlier one-paragraph responses to create an essay.
The "body" of the essay written will be, in large part, in place: your earlier responses will form the basis for the essay, although you can elaborate on your points or change them if you so desire.
Your job will be to create coherence across all of your previous analyses to answer a prompt question given at the exam.
You will write an introduction + a thesis + transitions between your response paragraphs as well as any new analyses you write + a conclusion based on the reading-work you did throughout the semester.
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24.99 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Serious Fail (0-24.99%), is generally awarded in cases where some work has been submitted, but of wholly unsatisfactory standard or quantity.ﾠIn work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. |
| 2 (Fail) | 25 - 44.99 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail (25-44.99%),ﾠis generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. |
| 3 (Marginal Fail) | 45 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Marginal Fail (45-49.99%),ﾠis generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. |
| 4 (Pass) | 50 - 64.99 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass (50-64.99%),ﾠis generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 5 (Credit) | 65 - 74.99 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit (65-74.99%),ﾠis generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. |
| 6 (Distinction) | 75 - 84.99 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction (75-84.99%),ﾠis generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.ﾠ |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%),ﾠis generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct.
Proof of Assessment Submission
Assignments for this course will be submitted electronically via Blackboard and using TurnItIn. Advice for using TurnItIn can be found here - how to submit a TurnItIn assignment.
When assessments are successfully submitted a notice will display, before the Assignment Dashboard will appear.
Students must download a digital receipt from the Assignment Dashboard as evidence of submitting a piece of assessment. The digital receipt must include ‘Submission date’ and ‘Submission ID’ as evidence of assignment submission. Other documentation provided as evidence will not be accepted.
Marks Cannot be Changed After Being Released
Marks are not open to negotiation with course staff. If you wish to discuss the feedback you have received, you should make an appointment to speak with the Course Coordinator.
Assessment Re-mark
Information on requesting an assessment re-mark can be accessed via my.UQ ﾖ https://my.uq.edu.au/information-and-services/manage-my-program/academic-progress-and-final-results/querying-result.
Deferred Examinations (if applicable)
The University recognises that on occasion a medical condition or other exceptional circumstances may impair a studentﾒs ability to attend an examination at the scheduled date and time. Depending on the circumstances, a deferred examination may be approved, and the student permitted to sit the in-semester or end of semester examination at a later scheduled time. Information on eligibility and application instructions can be accessed via my.UQ ﾖ https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/deferring-exam.
Integrity Pledge
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments, students must ensure to have completed UQ's compulsory online Academic Integrity Tutorial ﾖ https://www.uq.edu.au/integrity/Login.aspx?ReturnUrl=%252fintegrity.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
Withholding marks prior to finalisation of grades
In accordance with the Assessment Judgements section of the Assessment Procedures, results for all summative assessment items are made available to individual students through the eLearning Management System on completion of marking, with the exception of the final assessment item which is to be released only after the final grade for the course has been released.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Own copy required
You'll need to have your own copy of the following reading resources. We've indicated below if you need a personal copy of the reading materials or your own item.
| Item | Description |
|---|---|
| Book |
Incidents in the life of a slave girl
by Jacobs; Harriet A. - 1861 |
| Book |
The American scene
by James; Henry - 1907 Publisher: Harper |
| Book |
Uncle Tom's Cabin
by Stowe; Harriet Beecher - 2006 Publisher: Project Gutenberg |
| Book |
The grapes of wrath
by Steinbeck; John - 1967 Publisher: Viking Press ISBN: 9780143039433; 9781440637124 |
| Book |
Moby-Dick, or, The whale
by Melville; Herman; Quirk; Tom - 2003 Publisher: Penguin Books ISBN: 9788491051442; 9781101666333; 9780142437247 |
| Book |
Bury my heart at Wounded Knee: an Indian history of the American West
by Brown; Dee - 1991 Publisher: Holt ISBN: 9780805017304; 9780805066340; 9780805066692; 9780099526407 |
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
American founding documents vs American founding myths in literature and culture. Constitution + John Winthrop “City on a hill” sermon 1630 |
Seminar |
What’s in the Bill of Rights? Activity: Rank the Rights. ED Hirsch’s Cultural Literacy as a diagnostic game |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
Common Sense 1776, Notes on the State of Virginia |
Seminar |
Common Sense, Langston Hughes “Let America Be America Again” 1938 |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Missouri Compromise 1820, What to the slave is the fourth of July? (1852), Fugitive Slave Act (1850), Lincoln’s second inaugural (1865), Dred Scott (1856), Confession of Nat Turner (1831) |
Seminar |
Missouri Compromise 1820, What to the slave is the fourth of July? (1852), Fugitive Slave Act (1850), Lincoln’s second inaugural (1865), writing session |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Uncle Tom’s Cabin Harriet Beecher Stowe (1852) + “Everyone’s Protest Novel” James Baldwin |
Seminar |
Uncle Tom’s Cabin Harriet Beecher Stowe (1852) + “Everyone’s Protest Novel” James Baldwin |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Incidents in the Life of a Slave Girl Harriet Jacobs (1861), What to the slave is the fourth of July? (1852), Fugitive Slave Act (1850), Confession of Nat Turner (1831) |
Seminar |
Incidents in the Life of a Slave Girl Harriet Jacobs (1861) |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Bury My Heart at Wounded Knee Dee Brown, Indian Reorganization Act (1934) |
Seminar |
Bury My Heart at Wounded Knee Dee Brown |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
The American Scene Henry James |
Seminar |
The American Scene Henry James (focus on Washington DC and Boston) |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
The Grapes of Wrath John Steinbeck, FDR’s Four Freedoms speech (1941) |
Seminar |
The Grapes of Wrath John Steinbeck |
|
Week 9 (28 Apr - 04 May) |
Lecture |
The Equal Rights Amendment 1923-2024, FDR’s Four Freedoms speech (1941), Chinese Exclusion Act (1882) + Immigration and Nationality Act of 1965 |
Seminar |
Presentations during seminar |
|
Week 10 (05 May - 11 May) |
Lecture |
Mastodon, Leviathan (2004) |
Seminar |
Mastodon, Leviathan (2004) |
|
Week 11 (12 May - 18 May) |
Lecture |
The Godfather Francis Ford Coppola (1972) + WOP! (1973), Immigration and Nationality Act of 1965 |
Seminar |
The Godfather Francis Ford Coppola (1972) |
|
Week 12 (19 May - 25 May) |
Lecture |
Moby Dick Herman Melville (1851) |
Seminar |
Moby Dick Herman Melville (1851) |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.