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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
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