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This course will explore ethnic American literature in its cultural and
historical context AND develop our close reading skills. I see this class partly as preparation for
the critical thinking and communication skills you'll need after college, as
well as an exploration of enormously valuable and imaginative literature that
will contribute to your understanding of America and your own self. We'll
begin by reading a novel by a Native American author, James Welch. It is
important to note that American Indians are not an
ethnic group: their literatures constitute national literatures because of
the tribes' unique legal status as "nations within a nation." I
believe it is important that you experience American Indian literature in this
course. In addition,
we'll explore examples of four ethnic American literatures: Latina/o, African American, Japanese
American and Vietnamese American.
We'll consider how concepts such as identity, assimilation,
language, hybridity, and political resistance are essential to the
formation of this literature. We'll ask if an author identifies as a
member of an ethnic group, does that make his or her writing "ethnic"? What is
the relationship between personal and group identity and literature? Other Important questions we'll consider:
* what is the role of race
and ethnicity in the American experience?
*
How are non-white "ethnic" peoples
at times construed as alien "Others" by American culture?
*
How do these writers resist this "Othering"?
*
How do these writers manipulate the language of the dominant culture
(English) in ways that allow them to reconcile their own cultural values and
needs with the dominant society?
Specific Objectives
This course will enable students
1. To become familiar with important works by U.S. ethnic writers
2. To understand how historical processes influenced the production of
these literary texts
3. To comprehend how difference, ethnicity, and race influence the writer's
artistic vision
4. To discuss how topics such as identity, assimilation, language, hybridity,
and political resistance are essential to the formation of this literature
5. To recognize what makes these texts "ethnic"
6. To study and analyze the conflicts inherent in living in "two worlds"
7. To observe how these writers represent the components of their
respective cultures textually
8. To learn the main issues and concerns of ethnic women
9. To read and analyze texts critically
10. To communicate effectively in written and spoken English
11. To develop critical thinking skills
Required Texts:
The Brief Wondrous Life of Oscar Wao, Junot Diaz
I Am Not Sidney Poitier, Percival Everett
The Gangster We Are All Looking For, Le Thi Diem Thuy
The Madonnas of Echo Park, Brando
Skyhorse
The Heartsong of Charging Elk, James Welch
Seventeen Syllables, Hisaye Yamamoto
Attendance and Participation: 20% of grade
Attendance is required in this course, as much of the course is based on students'
engagement with the texts and discussion of them. You are allowed 3
unexcused absences, no questions asked. After that, each absence will cause your
grade to drop a letter grade. Only serious medical or personal circumstances
will alter this policy. Try to let me know in advance if you know you will have
to miss a class. You are expected to be on time for class and to turn off your cell phones
and leave them off until you leave the classroom.
Consistent lateness will count as an absence. You may use a laptop to take
notes or read, but you should stay engaged in discussion as you do this.
Active participation is also required in a discussion-based course
like ours. You are expected to speak at each class and to ask questions of
students who give reports. Come to class prepared for discussion and always
bring your text with you. All assigned readings
must be done in advance of class, and you should come to class each day
with both a comment and a question about some aspect of the reading for the day.
Get in the habit of reading closely and responding to what you read. What images
are striking? Which words are confusing? What theoretical concept we've
discussed seems appropriate to the passage you're reading. Circle words on the
page, mark the text, write questions in the margins. If you don't have questions
you aren't reading closely enough. Asking questions while you read, noting
patterns and details that strike you as interesting will help you read much more deeply and retain
more. Note your responses and reactions. This
will prepare you for class discussion. I will often use free-writing exercises
and reading quizzes to make sure you are doing the reading and are ready to
discuss the material. Lively discussions and debates are encouraged. We won't
necessarily agree with each other but I expect us to always treat each
other with respect and civility.
Reports: 15% of grade
Working in pairs, students will give a report on
either an author, text, or historical or cultural context. The reports are
intended to increase your comfort in working with secondary materials. You will
locate and read a critical article on a text or a cultural or historical
context. Reports will be 10 minutes in length and will present material
contextual to our primary text or will summarize and critique secondary material
on the primary text. Both students must speak during the presentation and be
prepared to answer questions following the reports. Your report will be graded
on organization, subject knowledge, eye contact, elocution, and use of a visual
aid/image to illustrate your topic. You will be graded on organization,
knowledge, eye contact and elocution, and the visual/graphic you use. Be creative and have fun! I encourage you to
use PowerPoint and/or Prezi in order to increase your technology skills and the
impact of your report. I will soon provide a list of report topics.
Exams: 30% of grade
You will take three exams over the assigned readings.
These will be identification of author and work in short passages, and a
short essay questions discussing the context, importance and meaning of the passage.
How to Write a Literary Analysis
Events: 10% of grade
You are required to attend two events outside of class that are related to
the course. I will compile an Events list, to include Martin Luther King Day
activities, Black History Month events, the UI Tutxinmipu Pow Wow, and other
events. You will attend and then write about your experience: what did you see,
think, and how did the event connect to our class? What theoretical or
historical concepts we've discussed in class come up in the event? These reports
will be 2-3 pages (typed, double-spaced) in length. Please turn them in within 2
weeks after the event. Write about the event while your memory of it is fresh.
Researched Essay (7-9 pages, MLA format): 25% of grade
This paper will include some research into historical or cultural contexts
of the literary works we are reading. I'll provide a list of topics, or you may
devise a topic of your own (with consultation and approval of instructor).
The paper should include an analysis of literature in its
historical/cultural context. You must include at least two secondary
sources--one about the literary text/author you're writing about, and one
about the cultural/historical context of the text(s) you're writing
about. Good databases for articles are JSTOR and Project Muse. Go to uidaho.edu/library
and click on "Articles" to find these databases. Reference librarians can help
you with your research. Paper must be in PERFECT MLA format with a Works
Cited page (NOT a "References" or any other designation).
Sample Researched
Literary Essay (with secondary sources)
Proposal for final paper (see due date on
syllabus):
Submit a formal,
typed (double-spaced, no more than 3 pages) paper proposal in which you tell me
your topic and idea for your researched essay: what problem or issue(s) do you plan to
write about and in what text/literature? In your proposal,
*
Include a summary of an article you've read on this author/text/issue, that includes:
Name of author
Title of article
Source (journal title)
3 major ideas from
the article
the potential specific usefulness of this article for the
researched essay. Exactly how do the ideas in the article link to the class
and/or your topic?
You do not need a specific thesis at this time, but rather an idea or a "burning
question" you want to answer regarding some element of American ethnic
literature and life. The clearer you are, the more helpful the feedback I can
give you. Examples of "burning questions" are, "How did Japanese Americans
respond to their forced internment during World War II?" "What are some major
differences in world views of American Indians and Euroamericans as illustrated
in the literature we've read?" Your Proposal allows me to help you create a
strong project.
Possible topics:
*
compare and contrast 2 ethnic groups'/experience
* analyze the
struggle for identity
* analyze the
struggle for justice and resistance to injustice
* analyze key motifs, such as music, religion, and the role they play in
characters' and groups' experience
*
demonstrate how ethnic creative writers include history in their works; what
historical processes/events influenced the literature?
*
explore a character or theme in one or more of the works we read
*
focus on gender in an ethnic group or across ethnic groups
Service Learning Component (Optional)
"Service learning is a form of experiential education in which students
engage in activities that address human and community needs (defined by the
community) together with structured opportunities intentionally designed to
promote student learning and development. Reflection and reciprocity are key
concepts of service-learning." Barbara Jacoby, 1996.
This class gives you the opportunity to do Service
Learning by 1) tutoring studentsl on the Coeur d'Alene Indian Reservation, 2) assisting in the UI Native
American Student Center's Pow Wow, 3) helping to produce the UI Jazz Festival. Students who participate
in SL will have a Service Learning credit appear on their transcripts. Service
Learning requires a commitment of approximately 15 - 20 hours. You will also
produce a Reflective Essay illustrating what meaning you gained from the
experience as connected to our course (guidelines to come). If you participate in the SL
component of the course your Final Project Paper will be 5-6 pages in length, rather
than 9-10 pages (including Works Cited page). See SL button at above left for more details.
Academic Honesty/Plagiarism Statement
Cheating and plagiarizing constitute academic dishonesty and are serious
offenses. Always credit sources whether quoting or paraphrasing them. Do not use
the work of others and try to pass it off as your own--this is always obvious to
your instructor. Plagiarism can be intentional or unintentional but is still
a serious offense--you are responsible for NOT plagiarizing. A plagiarized paper will cause you to fail the course.
Disabilities Support Services Reasonable Accommodations Statement
Reasonable accommodations are available for students who have documented
temporary or permanent disabilities. Please notify your instructor during the
first week of class regarding accommodations needed for the course. All
accommodations must be approved through Disability Support Services located in
the Idaho Commons Building, Room 306. 885-5307 or
dds@uidaho.edu. website:
www.access.uidaho.edu
My Teaching Philosophy/My Pledge to You
I strive to teach in a way that fosters active
student participation (instead of passive consumption), critical thinking
(questioning, looking from multiple perspectives), self reflection, and
transformation, in a democratic setting where authority and power are shared by
students and teacher. I will challenge myseIf and my students to recognize the
injustice of the status quo, and to try to find solutions to the problems of
inequality in American society, even though this will at times cause discomfort and
conflict. My courses strive to help students attain UI Learning Outcome #4:
"Clarify purpose and perspective--Explore one's life purpose and meaning through
transformational experiences that foster an understanding of self,
relationships, and diverse global perspectives."
I pledge to treat all students with respect and expect you to treat your
fellow students and me with respect. In this course we will strive to form a
relevant and effective learning community that will have a lasting and positive impact on
you.
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