English 215
Click here for
links page
Catalog Description
This course will introduce the student to the literature of minority writers in the United States. There is a dual purpose to this course: to familiarize the student with ethnic art; and to acquaint her/him with ideas that may be foreign to her/his experience and polar to those which s/he now holds. In the course the student studies novels, short stories, poetry, films, plays, and essays as they further ethnic understanding. The course will address the sociological as well as aesthetic implications of the works.
Texts
Alexie, Sherman. The Lone Ranger and Tonto Fistfight
in Heaven.
Anaya, Rudolfo. Bless Me, Ultima.
Cisneros, Sandra. The House on Mango Street.
Hurston, Zora Neale. Their Eyes Were Watching
God.
Jacobs, Harriet. Incidents in the Life
of a Slave Girl.
Vizenor, Gerold. Native American Literature.
Wong, Shawn. Asian American Literature.
General Objective
The course will introduce the student to various ethnocentric writers in (U. S.) America in such a way that the student can appreciate the Americanization process unique to each of the separate minority groups.
Specific Learning Objectives
1. Students will read a variety of works by
writers and view a variety of works by film makers who speak to the
experiences of minority members of (U. S.) American society.
2. Students will demonstrate understanding
of the various forms literature takes and how minorities use these forms
to explore and reveal the minority experience in the United States.
3. Students will be presented with the viewpoints
of a wider spectrum of (U. S.) Americans and discuss how they respond
to these viewpoints.
4. Students will write three short and one
long response papers centering on works discussed during the semester.
5. Students will keep journals relating to
their reading, discussion, small group work, and personal thoughts.
Course Guidelines and Policies
1. All cell phones and pagers will be turned
off during class.
2. Late papers and /or journals will drop
one full grade for each day late.
3. Regular attendance is necessary to pass
the class. Attendance will be taken daily. For each absence after 4 your
final grade will be lowered by 3%.
4. Any form of plagiarism will be dealt with
in the most severe manner allowed by school policy.
5. Movie days: On days when we are watching
one of the fiction films, if you are going to be more than 5 minutes
late, don’t come. It is rude to cause a disruption of class at any
time, but during the presentation of a film it is especially egregious.
It is expected that if you miss any film or any part of a film, for
whatever reason, that you will rent the film or otherwise procure it.
Evaluation
3 short response papers @ 15%
= 45%
1 long response paper
=
25%
Journals
= 15%
Oral presentation
= 15%
100%
Short Papers: Not less than three pages in length,
these should reflect a good knowledge of the texts and discussions
that make up the various sections. Demonstrate through synthesis of
the various class materials (written texts, lectures, discussions,
movies, handouts) that you have grasped the major issues presented about
each minority group. You will probably want to pick only three or four
of the assigned readings and then thoroughly analyze them and show how
they are connected. You may choose to use either the documentary movie
or the fiction film for the section as a substitute for one of the readings.
Long paper and oral presentation: These papers will be not less
than seven pages in length. You will choose one of the sections (minority
groups) of the class and write an extended synthesis paper during that
section. This will be, in essence, a typical research paper, though it
is shorter than most research papers. You must format it according to
MLA guidelines, to include proper in-text citations, proper quoting and
paraphrasing techniques, and a properly formatted Works Cited page. This
paper must have an arguable thesis. It is not just an informational research
paper. It will deal with some aspect of the group being discussed and
will bring fresh insight on the group. The material from the paper will
be presented to the class during the second and third weeks of that section
and this will be your oral presentation; therefore, it will be necessary
for you to start the paper well ahead of when we are studying that particular
group. It is expected that the oral presentation will serve as the starting
point for class discussion on the day you present; hence, it will be necessary
for you to inform the class at least one class period prior to your presentation
day what materials we should read to prepare us for the discussion. If
these materials are not available via the web, you must provide copies
of the material to the class so we can be prepared. It will be up to you
to lead the discussion on that day.
Service Learning Option: As an alternative to doing a typical
research paper, students may choose to become involved on a volunteer
basis with a minority organization here in the Toledo area and report
on her/his activities within that organization. Some organizations that
might be investigated are listed below:
There are other possibilities as well. Please see instructor if interested
in this option.
The student will still be responsible for a seven page paper
(minimum) on her/his experience and will also be expected to present
this information orally to the class.
Journals: Entries will include responses to readings,
discussions, and movies, and those you add as your responses to web
browsings. All journals will be typed, double spaced, with standard margins
and a font size of either 11 or 12.
***Both journals and papers will be collected on the first class
day following the end of each section. They will be enclosed in a two-pocket
folder (not plastic—never plastic). Loose papers will not be accepted.
Methods of Instruction
The course will be divided into four sections: African American
literature; Asian American literature; Hispanic American literature;
and Native American literature.
The first section covered will be Native American. The instructor
will provide the resource material, such as historical and sociological
background, films, and various handouts. He will also function as a
general source of information regarding the Native American experience
in the U. S. since colonization.
The next three sections will be conducted in a different manner. Students
will be divided into three groups corresponding with the remaining three
sections. As much as possible, group division will be based upon student
preference. Each group, and each individual within each group, will be
responsible for researching and presenting materials to the class that
will enhance our understanding of that particular minority group and our
understanding of the literature of that minority group. The starting point
for finding this material will be the class web site: https://www.angelfire.com/poetry/minoritylit/index.html.
This site contains the course syllabus as well as numerous links. Do
not limit yourself to the links listed. Use them as your starting point
and follow links from the pages you get to from our web site. Start looking
at sites well in advance of when we will be studying the minority group
you have chosen. Be ready in class to tell us of places we should visit
to prepare ourselves for class discussions.
The long synthesis paper will be based on the student’s group
choice. For example, if you do your group work on Asian American literature,
you will do your long paper on Asian American literature. The short
response papers will be based on the other sections.
Support Services
THE WRITING CENTER
The Writing Center works with students
and instructors to address each student's individual writing needs
so s/he can become a more competent and confident writer. In order
to accomplish this goal, the Writing Center offers students one-to-one
conferences with trained writing consultants.
During these sixty-minute conferences, the student and consultant engage in constructive, non-evaluative dialogue about the student's work. Through this "writers' talk," students are encouraged to engage in the critical and creative thinking necessary to produce effective writing. Following the conference, the consultant completes a brief conference report, which the student can have sent to his/her instructor.
In addition to offering one-to-one writing conferences, the Center also offers several computers, style manuals, dictionaries, thesauruses, and handbooks for client use. Training in the use of these resources is also available.
The Writing Center is located in College Hall 156D on the Toledo campus.
DISABILITY SERVICES
If you have a disability, or acquire
one, you may be entitled to receive individualized services and/or accommodations
intended to assure you an equal opportunity to participate in and benefit
from the program. To receive more information, or to apply for
services, please contact the Disability Services Office.
Brief Course Calendar Fall 2004 (subject to revision and addition)
Weeks 1-4 Native American literature
Week 1 – Course introduction. Readings from
Native American Literature anthology as assigned. Historical background
materials on Native North American people.
Week 2 – Readings from the anthology.
Documentary film.
Week 3 -- Readings from The Lone Ranger
and Tonto Fistfight in Heaven
Week 4 – Reading from TLRTFH. Film—Smoke
Signals
Weeks 5-8 African American literature
Week 5—Incidents in the Life of a Slave
Girl
Week 6—Continue Incidents; begin
reading Their Eyes Were Watching God
Week 7—Continue Their Eyes
Week 8—Movie: Amistad
Weeks 9-12 Asian American literature
Week 9—Readings from Asian American Anthology
Week 10—Continue readings from anthology,
and read handouts
Week 11—Continue readings from anthology
and handouts. Documentary film (TBA)
Week 12—Movie: Snow Falling on Cedars
Weeks 13-16 Hispanic American literature
Week 13—Readings from House
on Mango Street (Click on link for assignments)
Week 14—Continue House. Read handouts.
Week15—Yo
Soy Joaquin. (Click on link for assignments) Handouts.
Documentary film (TBA)
Week 16—Fiction film: Mi Familia
Papers and journal for Hispanic section due in my mailbox
by Thurs, Dec. 9, at noon.
Final Exam: Monday December 13, 10-11:45 am.
Click here for
links page
Click here
for journal assignments page
