The term “adaptation” describes the translation of a text from one form into another. For some readers, texts lose much in the transition, with adaptations failing to equal their sources’ quality. However, in a Darwinian sense, adaptation allows organisms to endure environmental shifts. This alternate view suggests that, in the words of Robert Stam, adaptations “help their source[s] . . . ‘survive’ . . . changing environments and changing tastes . . .” (3). This class examines the theory and practice of adaptation. Our investigation will move beyond limited comparisons of “good” originals and “bad adaptations.” Instead, we will focus on the dialogue between multiple versions of the same story, asking how and why adaptations modify their sources in a particular manner. We will devote the first three quarters of the term to case studies of Ghost World, Hamlet, Frankenstein, and Star Wars to consider how stories adapt to the aesthetic and commercial demands of multiple genres—novels, films, comic books, games and music. In the process, we will read adaptation theory and study the cultural contexts surrounding the source text and its various adaptations. During the last quarter of the term, students will develop their own web-based adaptation projects.

English 497/98G is computer-integrated, with students moving between a wired seminar room and a computer lab during most class meetings. The lab setting allows students to view and offer feedback on their peers' writing, collaborate on group activities, and conduct research. However, computer savvy is not a course prerequisite; students will receive instruction in all technical tools used in the classroom, including web-authoring software.

Students in the course work toward several goals: expanding existing textual analysis skills to the study of new genres; drawing on theoretical concepts to explore the dialogue among multiple iterations of a single story; recognizing gaps in current adaptation theory; using research to shape interpretations of texts and contexts; and developing as critical thinkers and writers. Course activities promote active learning, with most class sessions incorporating a mix of discussion, mini-lectures, and group work. The course design—which includes frequent non-graded and graded writing—reflects the importance of writing as a means of learning. Students will write to think through particular questions as well as to articulate what they already know. My role is to provide the tools and resources you will need to advance your own thinking and writing. I will pose questions, design activities to help you think through these questions, and respond to your ideas. Your role is to do the hard work—the critical reading, discussion, and writing. You will analyze texts, generate ideas via writing as well as electronic and face-to-face discussions, develop presentations with your peers, construct written arguments, and use feedback to revise those arguments.

Last Update: 3/28/06