ENG 340: MULTICULTURAL AMERICAN LITERATURE
|Instructor: Jake Jakaitis||Classroom: Root Hall A-110|
|Office: Root Hall A-209||Meeting Time: 12:30-1:45|
|Office Phone: 237-3269||
Office Hours: 1-3 W & 2-3 Tu & Th & by appointment
|E-mail: firstname.lastname@example.org||Web Page: http://isu.indstate.edu/jakaitis|
Course Policies and Syllabus [Microsoft Word]
Multicultural American Literature addresses cultural diversity through the reading and discussion of writings by Chicano/a, Native American, Asian American, and African-American authors. Content varies from semester to semester, so we do not cover each of these groups every semester. Assigned readings include poetry, drama, short fiction, novels, autobiographical essays, and aesthetic and political manifestos. Treating these objects as cultural texts exposes students to the similarities and differences (that is, to cultural diversity) of the aesthetic, political, and social values and experiences of writers belonging to various ethnic and racial groups. Multicultural American Literature is a Foundational Studies course satisfying the Global Perspectives and Cultural Diversity requirement. It also earns elective credit in the African and African-American Studies and Women's Studies Programs. The course is required for English teaching majors, while English liberal arts majors earn credit for the diversity requirement in the major.
To provide an introduction to the breadth and quality of the literature produced by cultural groups who have contributed to American history and culture and to encourage an appreciation of their contributions.
To present strategies for engaging this literature within its own historical and cultural contexts and for gauging its aesthetic, cultural, political, and social dimensions.
To foreground and examine issues of race, gender, class, sexuality, and nationality as they arise in these works, to consider the roles played by these issues in the establishing of our national identity, and to promote comparative analysis of the literary works and their cultural and historical contexts.
To encourage critical sophistication and lifelong readership of different literary genres (i.e. poetry, fiction, drama, essays).
(Years in parentheses identify the original date of publication.)
Butler, Octavia E. Kindred. (1979) Boston: Beacon Press, 2004. ISBN: 0-8070-8369-0
Lajiri, Jhumpa. The Namesake. (2003) New York: Houghton Miflin, 2004. ISBN: 0-618-73396-5
Ozeki, Ruth. My Year of Meats. (1998) New York: Penguin, 1998. ISBN: 0-14-028046-4
Professor's Pack [Available at Goetz Printing, Northwest Corner of Spruce and 13th Streets. Telephone: 812-232-6504.]
COURSE REQUIREMENTS AND POLICIES:
Because of the course's multiple emphases described above under the heading, "Course Description," the reading and class preparation load in English 340 will be rather intense at times. While we will often read only a short work [story or novella] for a single class meeting, in some weeks we will be covering a complete novel of 300 or more pages. You will be expected to read carefully, take notes, and come to class prepared to write short answe rresponses to quiz questions about the assigned reading. Study questions to focus your reading will appear as links in the on-line syllabus [below] in advance of the assignment due dates. It is your responsibility to check our web syllabus regularly, for I will sometimes withhold posting of study questions for later assignments so that I can tailor the questions to address issues and concerns raised in discussion of previously covered works. The study questions and quizzes will sustain the expectation that you have carefully read and thought about the assigned readings and that you are prepared to participate in meaningful discussion and interpretive analysis of the assigned literary works. Familiarity with the literature will, of course, prepare you for interpretive analysis and discussion in quizzes, in the mid-term examination, in assigned papers, and in the final examination. You are responsible for all of the assigned readings, even aspects of them not discussed in class.
Attendance (5%): Full attendance is expected. Because we will open some class sessions with a quiz, punctuality is crucial to your success. If you arrive late, it will be impossible to give you additional time to complete the assignment and, since the class discussion following each quiz will rely on students' responses to the quiz, completing work after class is not an acceptable option. If you accumulate 6 unexcused absences, you will fail the course. Of course, all absences, excused or unexcused, affect your grade because each absence causes you to miss class discussion and reduces your chances to score well on examinations. If you have an excused absence for medical or other University approved reasons, it is your responsibility to make up missed work by appointment with me before the next class meeting if possible.
Participation (5%): Much of our time will be spent discussing the assigned readings. Exemplary performance in these activities will demonstrate that you are effectively preparing and thinking about the material and will significantly increase your participation score. After each class meeting, I will assign participation points to students who actively comment on the readings and promote meaningful discussion related to the goals of the course. At semester's end, I will assign you a letter grade for participation based on your accumulated point total. It is in your best interest to take notes and come to class prepared to ask questions or provoke discussion. These practices will also prepare you to perform well on the short essays and the examinations. Conferences are not required but are encouraged. If you wish to meet with me but cannot attend my office hours, please arrange a conference with me at a more convenient time. If you do intend to meet with me during one of my office hours, it is best to let me know that you are coming so that I can reserve the time for you. A semester goes by rather quickly; please see me immediatley if you begin having difficulty with any of the course materials.
Professional Courtesy: You will be expected to behave professionally in this college classroom. Turn off cell phonesbefore entering the classroom. From the moment that you enter the classroom, you should be focused on the materials and assignments in this course. Reading of newspapers or other material not directly related to work in this course will not be allowed in the classroom--neither before the class has started, nor during our formal class session. If you are interested in reading newspapers or other materials unrelated to this course as you wait for the class meeting to begin, do so outside the classroom. Students who behave rudely, or who have to be asked to put down newspapers or other reading materials unrelated to this course will lose participation points. Under extreme circumstances, such students will be removed from the classroom or dropped from this course. Laptops may be used for note taking and for review of course materials posted in our on-line syllabus or for searches during class to support our discussions. However, this privilege will be revoked for anyone using a laptop for any purpose not related to our ongoing class discussions. If laptop use becomes a problem, I reserve the right to demand that an individual immediately turn the display toward me for inspection. Any student viewing material irrelevant to this course will be removed from the class. The ISU Code of Student Conduct can be found at www.indstate.edu/sci
Class meetings will often open with a quiz. These short examinations will either ask you to respond briefly to a few factual questions [usually 10] about the assigned reading, or require short essay responses that analyze and interpret assigned readings. These latter responses must begin with topic sentences that directly answer the question and then supply specific story details to support the topic. Simply quickly reading the assigned readings will not prepare you to score well on these quizzes. Instead, you must actively consider study questions, literary techniques, plot structures and conflicts, thematic concerns, or the relation of the assigned reading to material presented in lectures and discussions of assigned works. Missed quizzes cannot be made up unless you have a family or medical emergency, or ISU program excuse.
You will write two 4-5 page [1,200-1,500 word], typed analytical papers: one on Jhumpa Lahiri's The Namesake and one on Octavia Butler's Kindred. Essay topics will be distributed in advance of our discussions of the novels. The paper will be double-spaced with one inch margins on all four sides of the page. Use Times New Roman or Cambria 12 font size. The due dates are specified in the following schedule of readings and assignments. Essays will be submitted by e-mail attachment and will be returned in the same manner. Specific instructions for essay submissions will appear in the essay assignments. Each essay will count 15% of the course grade.
During week eight, you will write a mid-term examination including both short answer questions about concepts, terms, and assigned works discussed in class and a slightly longer essay response asking you to compare and contrast two characters or stories. This examination will cover the short readings as well as broad issues in multicultural American literature discussed over the first seven weeks of the semester. On Thursday, October 3, part of our class meeting will be devoted to mid-term review; it is crucial that you attend this class meeting.
You will complete a final examination covering material assigned from week eight through the end of the semester, except for Butler's Kindred, which will be covered by the out-of-class paper. Like the mid-term, the final will include both short answer questions and an essay component. The final will be written during our final examination class meeting on Tuesday, December 10, at 1:00 p.m. in Root Hall A-110.
I award extra credit points for written discussions and analyses that you submit after attending any event on or off campus that addresses issues in multicultural American literature. Extra credit opportunities will be announced over the course of the semester; some of these will involve reading additional stories or novels or discussing a film adaptation of a literary work. Over the course of the semester, you may submit a maximum of five extra credit assignments and earn a maximum of up to 50 extra credit points [equal to 5% of the course grade] for attending events or doing additional reading and film watching, and writing three page, double-spaced, typed analyses that directly relate your experience to multicultural themes and issues raised in this course. You must relate the experience directly to texts assigned and discussed in the course. Typically, each extra credit submission can earn a maximum of 10 points. Occasionally, however, a longer assignment will be designated as offering up to 20 points and will be counted as two submissions. Submissions will be evaluated and partial credit will be awarded based on the quality of the work. I will announce upcoming events in class and invite all of you to do the same. Extra credit will be available only for events approved in advance by me. No extra credit assignments will be accepted after Thursday, November 21. The idea is to demonstrate your commitment to the study of multicultural issues over the course of the semester; I will not accept a flurry of extra credit submissions near the end of the semester from a single student who is trying to compensate for poor performance in the class, nor will I ever accept more than one submission from a single student in any single week of the semester. Extra Credit Opportunities.
The following percentages are tentative guidelines and are subject to change based, for example, on the number of quizzes actually given during the semester. I reserve the right to alter assignments and percentage values as the semester progresses. If changes become necessary, I will inform the class and post all changes on this site.
We will work on a 1,000 point system. In accord with the University's grading policy, which includes minus grades, the following scale will be used: 920 points or higher = A; 900 = A-; 850 = B+; 820 = B; 800 = B-; 750 = C+; 720 = C; 700 = C-; 650 = D+; 620 = D; 600 = D-; less than 600 = F.
Retain this policy statement and all graded assignments until you receive your final grade. You will have little chance for grade review unless you are able to re-submit all of your graded work, including quizzes.
ADDITIONAL INFORMATION: For additional information about the Foundational Studies Program--specifically the Sycamore Standard, academic freedom, and the rights and responsibilities of students with disabilities--consult the Foundational Studies website: www.indstate.edu/fs
ENG 340: Multicultural American Literature Fall 2013 Syllabus
WEEK ONE: Course Introduction
WEEK TWO:What is an American?
WEEK THREE: First Generation American Identity
9-5 [Th] Continue The Namesake: Chs. 5-6 [Pages 97-158]; SQ for Chs. 5-7
WEEK FOUR: First Generation American Identity
9-10 [Tu] Continue The Namesake: Chs. 7-9 [Pages 159-245]; SQ for Chs. 8-9
9-12 [Th] Finish The Namesake: Chs. 10-12 [Pages 246-291]; SQ for Chs. 10-12
WEEK FIVE: History and Identity
Angel Island Picture Brides Hiroshige Prints Notes on Japanese Immigration
9-19 [Th] Excerpts from And Justice for All: Mayr Tsukomoto; Emi Somekawa; Tom Watanabe [PP: 3-15; 146-151; 95-99] SQ
WEEK SIX: Legend, Gender, Identity
9-24 [Tu] La Llorona Website; "La Llorona, Malinche, and Guadalupe" [PP: 20-33]; "Woman Hollering Creek" by Sandra Cisneros [PP: 596-605] SQ
9-26 [Th] Yellow Woman Stories: Cochiti and Laguna Pueblo [PP: 210-218] & "Yellow Woman" by Leslie Marmon Silko [PP: 219-228] SQ
9-27 [F] ESSAY #1 DUE [No Later Than 11:59 p.m]
WEEK SEVEN: Legend, Gender, Identity
10-1 [Tu] Joy Harjo Interview and Poems [PP: 159-172] SQ; Mary TallMountain Interview and Poems [PP: 403-412]
WEEK EIGHT: Mid-Term Examination
10-10 [Th] "The Lesson" by Toni Cade Bambara [PP: 69-75] SQ; Begin Kindred by Octavia Butler ["Prologue" and "The River": 9-17]
Alex Haley's Roots and Butler's Motives in Writing Kindred ESSAY ASSIGNMENT #2
WEEK NINE: Slavery and Identity
10-15 [Tu] Continue Kindred: ["The Fire": 18-51]
10-17 [Th] Continue Kindred: ["The Fall": 52-107]
WEEK TEN: What Makes One A Slave?
10-24 [Th] Finish Kindred: [""The Rope" & "Epilogue": 240-265]; Reader's Guide: 265-284 SQ
WEEK ELEVEN: Race and Class Identity
11-3 [Sun] ESSAY #2 DUE [No Later Than 11:59 p.m.]
WEEK TWELVE: Media, Culture, Identity
11-5 [Tu] Begin My Year of Meats by Ruth Ozeki [Prologue-Ch. 4: Pages 1-83] SQ
11-7 [Th] Continue My Year of Meats: [Chs. 5-7: Pages 85-167]
WEEK THIRTEEN: Media, Culture, Identity
11-12 [Tu] Continue My Year of Meats [Chs. 8-11: Pages 169-321]
11-14 [Th] Finish My Year of Meats [Ch. 12-"Epilogue": 323-361]
WEEK FOURTEEN: Chinese American Identity
11-19 [Tu] "No Name Woman" & "White Tigers" by Maxine Hong Kingston [PP: 1-53] MuLan Poem
11-21 [Th] "The Joy Luck Club" by Amy Tan [Handout: 5-32 ]Mahjong
WEEK FIFTEEN: THANKSGIVING
NO CLASSES 11-25 THROUGH 11-29
WEEK SIXTEEN: Final Things
12-3 [Tu] "Two Kinds," "Best Quality," and "A Pair of Tickets" by Amy Tan [Handout:141-155, 221-236, & 306-332]
FINAL EXAMINATIONS: DECEMBER 9-13
Our Examination is Tuesday, December 10 @ 1:00 in Root A-110