ࡱ> {}z` J7bjbj Db"/'D D D D D D D X \\\8,|X \H^"[ [ [ ))))7)B[$]hk_x[D [ [ [ [ [ [D D [3%3%3%[ D D )3%[ )3%3%:'oD D (< m <\W" ( =(d[0\( _k$p_(_D ( 3%[ [ [ [[$X[ [ [ \[ [ [ [ X X X \X X X \X X X D D D D D D   English 169: Ethnicity in American Literature Professor Noelle Brada-WilliamsSections 1 (MW 12-1:15) & 2 (TTH 1:30-2:45)Classroom: DMH 354 Office: FO 110Office Hours: M 2-4 PM & W, 3:30-5 PM Phone: 924-4439(and additional times by appointment) Email:  HYPERLINK "mailto:awilli@email.sjsu.edu" awilli@email.sjsu.eduWebsite: www.sjsu.edu/faculty/awilliams This course examines major issues in American literature that pertain to both the ethnic experience in America as expressed by members of ethnic communities and the way in which American race or ethnicity has been narrated by authors outside those communities. It will examine world-views and strategies of representation by a sampling of Americans with origins in the five different continents that have populated the United States: North and South America, Africa, Asia, and Europe. During the course of the semester, we will explore a variety of literary genres or forms including novels, poetry, oral narrative, critical essay, and short story. You should take heed that the content of this course will not only focus on the difficult subjects of racism and the formation of racial and ethnic identity in the United States for a full semester but will contain themes related to religion, sexuality and other highly charged issues. Some texts may offer alternative or even antagonistic value systems to your own. Course Objectives: 1. To gain an awareness of the range of cultural experiences and productions that make up American literary and cultural history. 2. To explore various literary genres which have shaped (or been reshaped by) representations of ethnicity in America. 3. To strengthen our abilities to engage literary text and to analyze both its form and content as well as its historical contexts. 4. To hone students' reading, writing, researching, and critical thinking skills through the practice of intellectually challenging analyses. Course Requirements and Grading: Coursework includes reading assignments (see schedule below); two five to eight-page formal literary analyses (which must include research); a midterm of 5 short identification questions/paragraphs; a final exam composed of both essay and identification questions. Late paper policy: keeping in mind the many emergencies and unforeseen events that can occur in the average 91 students life, I have a very generous extension policy. As long as you give me the request in writingprint or email (complete with a new deadline) before the papers due date, most requests for an extension will be granted. If the original deadline is passed by a student who has not received an extension or an extended deadline has been passed, 10% of the total points possible will be taken off for lateness up to one week, NO PAPER WILL BE ACCEPTED ONCE AN ORIGINAL OR EXTENDED DEADLINE HAS PASSED BY MORE THAN A WEEK. Extended or late papers will be graded AFTER on-time student work. Note that doing the reading and being able and willing to respond to the comments and questions of both the professor and your fellow students on a daily basis is a requirement of the course. Reading quizzes and other in-class assignments will be given to ensure that students are indeed completing and understanding the readings. These cannot be made up. Research Paper One5-8 page analysis w/ research30%Research Paper Two5-8 page analysis w/ research30%Midterm Exam5 short I.D. paragraphs10%Final ExamComparative essay and 5 I.D.s20%Reading Quizzes & other assignmentsAround 30 class discussions/quizzes/etc.10%Total100% The following statement has been adopted by the Department of English for inclusion in all syllabi: In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. The Department of English reaffirms its commitment to the differential grading scale as defined in the 91 Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. In written assignments for English 169, this scale is based on the following criteria: A [90-92=A-, 93-96=A, 97-100=A+] = Excellent: The "A" essay is articulate and well developed with fluid transitions and a clear and persuasive use of evidence, which is drawn from the literary text itself, lecture materials (when appropriate), and research materials. An "A" essay contains a fresh insight which teaches the reader something new about the subject matter. B [80-82=B-, 83-86=B, 87-89=B+] Above average: The "B" essay demonstrates a good understanding of its subject, a clear and persuasive use of evidence, a certain level of ease of expression, and solid organization. However, it usually lacks the level of originality and creativity that characterizes the insight found in an "A" essay. C [70-72=C-, 73-76=C, 77-79=C+] = Average: The "C" essay makes a good attempt at all the assignment's requirements. It has a reasonable understanding of its subject matter but its ideas are frequently simplistic or over-generalized. The writing style is also more bland and repetitive than the style shown by "A" and "B" essays and it often contains flaws in grammar, punctuation, spelling and/or word choice. It may also use textual evidence out of context. D [60-62=D-, 63-66=D, 67-69=D+] = Below average: The "D" essay is poorly organized and generally unclear. It has inappropriate or inadequate examples, is noticeably superficial or simplistic, and/or contains some serious mechanical and grammatical problems. A "D" essay may also reveal some misunderstanding of the assignment requirements. F = Failure: An "F" essay has not addressed the requirements of the assignment and is unacceptable work in terms of both form and content. The university has defined plagiarism as The act of incorporating the ideas, words, sentences, paragraphs, or parts of, and/or the specific substance of another's work, without giving appropriate credit, and/or representing the product as one's own work; (excerpt from the complete policy at http://www2.sjsu.edu/senate/S04-12.htm). Plagiarism or cheating in English 169 will result in a failing grade. The incident will also be reported to the university for possible further action. All quotes must be enclosed in quotation marks or, when more than three lines, put in an indented block (like the quotes above). Full citation of the original author and source must also be included. For all papers, review excerpt from Diana Hackers Writers Handbook at the front of the reader for help with quote integration, formatting & proper citation. Your final requirement in the course is to be courteous and professional to both classmates and the professor. I realize that most people take this as a requirement in their daily lives and this statement does not need to be reiterated here. However, people sometimes forget that the classroom is a professional setting and rules that govern a business meeting apply here. For example, devices such as cell phones need to be turned off; coming to class late is unacceptable. Campus policy in compliance with the Americans with Disabilities Act: "If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with DRC to establish a record of their disability. Reading List and Assignment Schedule: [Do the assigned reading and writing in preparation for the discussion on the date on which the assignment is listed.] Eight Required Texts: English 169 Reader available at Maple Press on San Carlos, between 10th and 11th. Abraham Cahan, The Imported Bridegroom and Other Stories Louise Erdrich, Tracks Arturo Islas, The Rain God Jean Toomer, Cane, Norton Critical Harriet Jacobs, Incidents in the Life of a Slave Girl Andrew Lam, Perfume Dreams Karen Tei Yamashita, Tropic of Orange I also recommend Persis Karim, ed., A World Between: Poems, Short Stories, and Essays by Iranian-Americans You need to keep the professor updated as to your most accessible and current email address. Week One: January 24 to January 26 Introduction. Begin discussion of selection of Native American oral poetry Week Two: January 29 to February 2 Day 1: Read The Origin of Stories, selection of Aztec and Inuit literature and Takakis A Different Mirror (in 169 Reader). Continue discussion of Native American oral text. Day 2: Read Harriet Jacobs Incidents in the Life of a Slave Girl, through chapter IX (page 178). Week Three: February 5-9 Day 1: Read Harriet Jacobs Incidents in the Life of a Slave Girl, through chapter XVIII (page 238). Day 2: Read Harriet Jacobs Incidents in the Life of a Slave Girl, through chapter XXIX (page 297). Week Four: February 12-16 Day 1: Complete Harriet Jacobs Incidents in the Life of a Slave Girl and read The Laws," an excerpt from Maxine Hong Kingston's China Men and anti-European immigration tracts by Madison Grant and Calvin Coolidge (Reader). Day 2: Read Abraham Cahan, Yekl (to page 89). Recommended viewing: Hester Street (video in library). Week Five: February 19-23 Day 1: Read Abraham Cahan's "The Imported Bridegroom, Solmaz Sharif's "My Father's Shoes," and Willa Cather's "Neighbor Rosicky (last two in reader). Day 2: Louise Erdrich, Tracks (to page 61). Bring your 169 reader to class. Week Six: February 26-March 2 Day 1: Tracks (at least to page 130). Day 2: Tracks (at least to page 191). Week Seven: March 5-9, Paper 1 Due. Day 1: Conclude Louise Erdrich, Tracks (to end/p. 226). Day 2: Read W.E.B. Dubois Criteria of Negro Art, Alain Lockes The New Negro and the poems by McKay, Hughes & Brown (all in reader). Week Eight: March 12-16 Day 1: Read part 1 of Cane (3-37). Day 2: Read part 2 of Cane (41-80). Week Nine: March 19-23, Midterm Day 1: Conclude discussion of Harlem Renaissance and review for Midterm. Day 2: MIDTERM EXAM in classbring a blue book. Spring Break: March 26-30 Week Ten: April 2-6 Day 1: Read Hisaye Yamamotos The Legend of Miss. Sasagawara and Wilshire Bus. Day 2: Read Arturo Islass Rain God (to page 50) Week Eleven: April 9-13 Day 1: Read Rain God (to page 110). Day 2: Finish Rain God (113-180). Week Twelve: April 16-20 Day 1: Read Adrienne Rich, "Split at the Root: An Essay on Jewish Identity," and Reginald McKnight, The Kind of Light That Shines in Texas" Day 2: Read Sherman Alexie, The Approximate Size of My Favorite Tumor"; and Percival Everett, The Appropriation of Cultures, and Mariam Salari's Ed McMahon is Iranian (reader). Week Thirteen: April 23-27 Day 1: Read Perfume Dreams (to page 88) Day 2: Finish Perfume Dreams. Andrew Lam is speaking at 917:30 PM, MLK Library, April 26. Week Fourteen: April 30-May 4 Day 1: Read Karen Tei Yamashita, Tropic of Orange (at least to page 70). Day 2: Read Karen Tei Yamashita, Tropic of Orange (at least to page 140). Week Fifteen: May 7-11 Day 1: Read Karen Tei Yamashita, Tropic of Orange (at least to page 210). Day 2: Finish Karen Tei Yamashita, Tropic of Orange (280 pages). Week Sixteen: Final class meeting on May 14th (Section 1) or 15th (Section 2) Paper two Due. Read Langston Hughes Let America Be America Again; Lorna Dee Cervantes' Poem for the Young White Man Who Asked Me How I, An Intelligent, Well-Read Person Could Believe in the War Between Races; and Aurora Levins Morales' Child of the Americas (all 3 in Reader). We will review for the final on this day. Section 1 (MW) Final Exam: Tuesday, May 22, 9:45-Noon Section 2 (TTh) Final Exam: Tuesday, May 22, 12:15-2:30 PM     PAGE  PAGE 4 /  8 9 : O P { z {  Jy&!v""$$ %h h55CJhFeqh5B*CJphhFeqh5>*CJhFeqh56CJhFeqh55>*CJhFeqh55CJhFeqh5CJhFeqh50JB*phjhFeqh5UjhFeqh5U hFeqh5hFeqh55./0P|}snkd$$IflW0H$04 la$$Ifa$l $a$$a$"7I7 $$Ifa$l lkd$$Ifl0H$04 la  Q y }}$$Ifa$l nkd $$Ifld0H$04 lay z { z { ^nkdo$$Ifl0H$04 la  (,-@^bokd$$IfPF @  *0    4 Pa$Ifl bcp}mmY !$Ifl $Ifl kd$$IfP'F @  *0    4 Pa}mmm$Ifl kd]$$IfPF @  *0    4 Pa ooo$Ifl kd$$IfPF @  *0    4 Pao[o !$Ifl $Ifl kd$$IfPF @  *0    4 Pa}zzxqzzqqqq1$^1$kdt$$IfPF @  *0    4 Pa $$&&:'Q''''(1(g((()r)s))))**+ +9+ & Fgd5 & F^ %&&&:'P'Q'c''''''( ((0(A(f(s(((((())s)))))* ******+@+T+z++++++,,,,,$,<,b,c,,Ľ̵̵ۭۭۭۭ۟h[sh55 h/h5 h[sh5h/h5>*h h5>* hGh5hGh5>* h h5hFeqh5>* hFeqh5hFeqh55h h5CJOJQJh h5CJ99++,,,,,-c-d-~-.c.e......-//////0090 !  p@ P !d,,,---A-N-c-d-n-o-}-~--...-.3.C.b.c.e.n.o.............//-/3/4/x///////// 000090?00000ξξξξξξξΧΧξhFeqh5B*phh h5>* h h5h h55hFeqh55hFeqh5>* hFeqh5h h5B* phh[sh56h[sh55 h[sh5h[sh5>*=9000000051f1g111111l2"3#3>3f33333gd5 & p@ P !d  p@ P !d !0000000041;1P1X1t1~11111111111l2s2#3=3>3E3J3X3Y3e3m3t33333344 4&4*4+414L4\4t4u4v44444444 5 555Z5\5x5666ٿh h55H*h[sh5B*phh h5>* h[sh5 h h5hFeqh5>*h h55 hFeqh5hFeqh55E3+4u4v4444555i5666"7$7%7'7(7*7 & p@ P !dgd5 & p@ P !d & p@ P !dgd5666!7"7#7%7&7(7)7+7,70717778797;7<7B7C7D7E7F7I7J7ľľľijľha 0JmHnHu h50Jjh50JUh5jh5U hFeqh5h h55hFeqh5B*phhFeqh5B* ph*7+7-7.7/70797:7;7F7G7H7I7J7gd5$h]ha$h]h &`#$gd51$ B 0 000P:p5/ =!"#$% $$If!vh55#v:V lW054$$If!vh55#v:V l054$$If!vh55#v:V ld054DyK awilli@email.sjsu.eduyK :mailto:awilli@email.sjsu.edu$$If!vh55#v:V l054$$If!vh5@ 5 5*#v@ #v #v*:V P05@ 5 5*44 P$$If!vh5@ 5 5*#v@ #v #v*:V P'05@ 5 5*44 P$$If!vh5@ 5 5*#v@ #v #v*:V P05@ 5 5*44 P$$If!vh5@ 5 5*#v@ #v #v*:V P05@ 5 5*44 P$$If!vh5@ 5 5*#v@ #v #v*:V P05@ 5 5*44 P$$If!vh5@ 5 5*#v@ #v #v*:V P05@ 5 5*44 P 8@8 NormalCJmH sH tH t@t Heading 17$d@& & p@ P !5OJQJkH'@@@ Heading 2$@& 5B* phDA@D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k(No List 4@4 Header  !R @R Index 1 !^`CJOJQJkH'R @R Index 2 !^`CJOJQJkH'R @R Index 3 !^`CJOJQJkH'R @R Index 4 !^`CJOJQJkH'R@R Index 5 !^`CJOJQJkH'R@R Index 6 !^`CJOJQJkH'R@R Index 7 !^`CJOJQJkH'R@R Index 8 !^`CJOJQJkH'R@R Index 9 !p^p`CJOJQJkH'X!@X Index Heading$xa$5CJOJQJkH'PC@P Body Text Indent 1$^OJQJ4 @4 Footer  !.)@. Page Number2B@2 Body Text5HR@H Body Text Indent 2 h^h0U@0 Hyperlink>*B*J/ b/0P|}Qyz{z{ ( , - @ ^ b c p :Q 1 g !r!s!!!!""# #9##$$$$,%c%d%~%&c&e&&&&&&-''''''((9(((((((5)f)g))))))l*"+#+>+f++++++,u,v,,,,---i-..."/$/%/'/(/*/+/-/.///0/9/:/;/F/G/H/K/0ي0ي0ي0 4;<ABي0 ي0 degimي0 ي0 ي0  ي0  ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0ي0"ي0"ي0"ي0&ي0&ي0& ي0*ي0*ي0*ي0. ي0. ي0. p,p,ي0ي0ي00000000000000000 0 0 0 0 0 0 0 0 0 000000000000000000000000000000000000000000000000000000000000000000000000000Sي0000Sي0000Sي0000Sي00@000S00S00S00S@0@000ي004  &&&) %,06J7)+-/ y b9+903*7J7 !"#$%&'(*,.0I7 9OJ/X ")!!8@0(  B S  ?Zx   X"`"%%%%%%%%%%%%%%$&+& ''(())H)O)******++=,@,,,,,J.P...///!/"/"/$/$/%/%/'/(/*/+/-/./0/8/;/E/H/K/  d r  6FOP,-Pvb.7Q!!*"5",%b%$&,&&&(((((+0+f++{,,,-s-v-./"/"/$/$/%/%/'/(/*/+/-/./H/K/3333333333333333333333333333333333333!/"/"/$/$/%/%/'/(/*/+/-/./0/8/;/E/K/"/"/$/$/%/%/'/(/*/+/-/./H/K/R6x*^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.R6`2@h h^h`OJQJo(a 5/0P|}Qyz ( , - @ ^ b c p r!.!/K/@HP LaserJet 4240 PSNe00:winspoolHP LaserJet 4240 PSHP LaserJet 4240 PSS odXXLetterPRIV0''''@\KhC6S+@IUPH dLetter [none] [none]Arial4Pd?GABBY RABANAL<Automatic>Od j.k k m m WINWORD.EXEHP LaserJet 4240 PSS odXXLetterPRIV0''''@\KhC6S+@IUPH dLetter [none] [none]Arial4Pd?GABBY RABANAL<Automatic>Od j.k k m m WINWORD.EXE`J/@UnknownG: Times New Roman5Symbol3& : Arial3Times"::?(U(U!;4d / /R2Q;X12 SJSU Syllabus Mark P. Brada Gabby Rabanal  Oh+'0 ( H T ` lx91 SyllabusMark P. BradaNormalGabby Rabanal2Microsoft Office Word@:@-<@| <@| <(՜.+,D՜.+,H hp  English DepartmentU / 91 Syllabus Title 8@ _PID_HLINKSAtcmailto:awilli@email.sjsu.edu  !"#$%&'()*+,-./013456789;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghiklmnopqstuvwxy|Root Entry F# <~Data 21Table:_WordDocumentDbSummaryInformation(jDocumentSummaryInformation8rCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q