Peru State College ENGLISH 335, Nonwestern Literature Syllabus--Fall--2015

Transcription

1 Peru State College ENGLISH 335, Nonwestern Literature Syllabus--Fall Class: Non-Western Literature Time: On-Line Course, Eight-Week Course Professor: Susan Dunekacke Office: FA 108 Office Telephone Number: (402-) Office Hours: By appointment. And I will check messages frequently and get back to you usually within 24 hours. I am in the office between10:45-11:30 T/TH. sdunekacke@peru.edu Homepage: Click here. Web page: Click here. And then click on "Bill's Personal Web Page" Required Texts: One World of Literature by Lim and Spencer The Complete Persepolis by Marjane Satrapi Harp of Burma by Michimo Takeyama Crick Crack, Monkey by Merle Hodge Follow the Rabbit-Proof Fence by Doris Pilkington/Nugi Garimara Please pay close attention to class announcements, for the information collected here is subject to change over the course of the term. Course Description and Objectives: An examination of significant literary works of Africa, the Middle East, Asia, Australia, New Zealand, Latin America, and the Caribbean. An eight- week, on-line course, English 335 introduces readers to what will be for many a rather new world of literature, to material you might not otherwise have either occasion to encounter or the inclination to read.

2 As you will discover this semester, common themes and human interests bind the drama, fiction, and poetry of the entire world. As you will come to appreciate, moreover, what looks familiar often reveals significant differences; and these differences in turn make the similarities all the more striking. Non- Western Literature will familiarize you with works by African, Caribbean, Asian, Middle Eastern, Latin American, and the Pacific, and help you broaden your appreciation of all literature, my promise to you. In addition to being sophisticated literature, the reading material is additionally exciting and always challenging. Know that sophisticated authors such as Marjane Satrapi (Iran), Zee Edgell (Belize), Michio Takeyama (Japan), and Patricia Grace (New Zealand) are not interested in attacking Western Civilization; they have more important themes and things to emphasize, such as the necessity for people of different backgrounds and cultures to understand one another and to treat one another with mutual respect. None of the conflicts the works address admits a simple solution. And as a glance at either the evening newspaper or CNN underscores, what you will read about over the next few months remains very much in the news, from the frightening AIDS epidemic in southern Africa to the equally horrifying fighting in Libya and the Middle East; from our country's involvement in Afghanistan and Iraq, to the potential for nuclear confrontation between India and Pakistan. In addition to the drama, poetry, and short stories included in your anthology, you will read a novel about one of Africa's most troubled spots, Libya, In the Country of Men. This class will also introduce you to a challenging and at times hilarious narrative, Crick Crack, Monkey, by Merle Hodge, one of the Caribbean's great novelist. In addition, you will read Persepolis, a young girl's account of the 1979 Iranian revolution and its aftermath. Likewise, you will have the opportunity to experience the novel Follow the Rabbit-Proof Fence by Doris Pilkington/ Nugi Garimara, a wonderful work the Maori struggle to maintain their culture in contemporary New Zealand. Acquainting you with this literature, the class grapples with complex issues concerning Art and Artifice, Gender Roles, Racism, Colonialism, Religion, and other matters involving human relations, often in the context of political and economic oppression. As you will discover, however, this literature of conflict points always to a difficult and requisite healing process. To analyze and to appreciate cultural differences without obvious prejudice requires both that you keep an open mind and that you willingly question the social norms our society nurtures in each of us. Bear in mind that making the effort necessary to appreciate new perspectives brings gratifying results.

3 In a traditional class setting, I strive through the use of multi-media presentations--film, music, guest appearances, etc.--to reinforce recurrent themes. While viewing an excellent film from Mali on-line is not possible for us (at least not at this juncture), I will make suggestions as the semester turns about films you can watch and supply video supplements to class material. Our library offers an excellent selection of literature from Africa and the Caribbean; and over the years, we have increased our film holdings to approximately 50 examples of excellent African cinema. Other Goals and Objectives: In as much as this course fills General Education requirements for Global Studies, English 335 uses literature and other media to instill in students a greater interest in and understanding of the multi-cultural world that surrounds and involves them. Non- Western Literature also takes an interdisciplinary approach central to the Liberal Arts Education on which Peru State College prides itself. Through film and other narrative accounts, the class discussions and material include, among other things, history, sociology, economics, and politics. The African, Caribbean, and Asian countries become increasingly more central to the United States and certainly to Nebraska, especially in areas of trade. Thus the course seeks not only to talk about the literature and culture of many Non- Western countries to which the course gives attention but also to suggest ways in which the conflicts affect and are otherwise tied to our nation's concerns, from attempts to counter the terrible AIDS epidemic in Africa, to the conflicts with which American Indians contend, from the droughts that plague many areas to the terrorist attacks that afflict and affect the United states. The preceding areas of emphasis contribute to the college's educational goals, especially in that the class seeks to broaden students' perspectives about the these important areas of the world. And the various written assignments support the college's goal of graduating students who possess the requisite skills to communicate their ideas well and who therefore graduate with the strong foundation required for continued intellectual growth

4 Instruction Method/Mode of Delivery: This section of English 335, Non- Western Literature, is an on-line class utilizing the Blackboard template. Students will use the template for all aspects of the class, from e- mail communication with the instructor to turning in assignments. Students will also communicate on a regular basis with fellow students through the Discussion Board element of the template to which everyone will contribute. The class also features a class blog on which I will post weekly announcements, videos, and other information. 1. Name some of the major authors from the areas of the world featured in the class and discuss their works in a knowledgeable manner. 2. Continue to hone critical and written skills. 3. Continue reading with pleasure and/or research with confidence in Nonwestern Literature, from Chinua Achebe to Zee Edgil. 4. Discuss the important role literature plays in the areas of the world the course investigates. 5. Talk clearly and critically about the issues--from post-colonial concerns to women's rights--addressed in literature examined this term. Assessment Methods and Student Requirements: Grades: Your grade will be based upon the following (subject-to- change) percentages: Weekly Discussions 16% Weekly Quizzes 16% Short Essay 10% Research Presentation: 10% Exam One 26% Exam Two 22%

5 Grading Policy: A B B C C D D F 59 and below Weekly Discussions: Weekly discussions in this class replace attendance in the traditional classroom. Each week, you will be responsible for taking part in one or two discussion threads connected with class reading material. You must complete the discussions during the week assigned; unless otherwise indicated, the threads run from Monday morning until midnight Sunday. I will monitor the discussions and reply to the class as a group and to individual writers. In general, the discussions require that you write in paragraph form about your ideas and in response to what your fellow readers/writers have to say. Each thread has a specific focus. Your grade is determined by the enthusiasm you bring to the discussion, your ability to articulate your ideas clearly, the degree to which you deal honestly and critically with the reading material, and your ability to fulfill the assignments. Read weekly thread description(s) carefully and take part regularly in the class discussions--waiting until a couple hours before the deadline will not work and your grade will reflect this lack of serious attention. To get minimum credit, you must write at least two responses, each a paragraph in length, to each prompt and begin your involvement early in the week. Waiting until Saturday or Sunday will result in minimum credit or less, depending on the effort. You can have a lot of fun with the discussion threads; and inasmuch as they count for 16% of your grade, your serious attention will help ensure class success.in addition, earnest involvement in the discussions will help you with the examinations and other essays over the course material. Quizzes: Each week, you will take a short quiz based on the reading materials, including the class notes. Each week, I will post a video that will help you with the quiz material.

6 If you read the assigned materials, take part in class discussions, ask questions, and read your class notes, you should find these tests relatively easy. These tests seek to ensure that you keep up with the course. These quizzes are open book. As with the discussions threads, this particular aspect of the course gives you an excellent opportunity to improve your grade-- just keep up with your reading and take both the reading and course discussions seriously. In general, the quizzes will become available on Thursday mornings until midnight Sunday. You must complete your quiz during the assigned period. Research Presentation: I will have more to say about this project as the weeks progress. In general, you will share with others in the class an oral presentation in which you investigate a topic related to the materials we read over the first four or five weeks--or later, if, for example, the abundant oil in Trinidad and its consequences or the political relationship between Cuba and Spain or another country, including the USA: say, the issues surrounding the embargo. You will find plenty of useful topics with which to work from the Asian and African/Middle Eastern literature we read. In other words, run with what interests you, for the short research project does not require that you investigate literature. You will make this project--on-line Power Point with sound; a blog you present with an audio component (with your explanation, say, published on You Tube and linked to your blog page); a slide show with audio using Slide Share or another site; a video of you making this presentation; a presentation on Prezi. But you must share with everyone in the class, so you will provide a link on a Discussion Thread during Weeks Seven and Eight. Short Written Assignments: One short essay , double spaced pages each--will be assigned over the course of the semester, in addition to the essay examinations. You will be given a variety of choices from which to choose. You will have an opportunity to revise this short essay to elevate your grade. You will have approximately a week to complete these written assignments. And you will receive instructions concerning how to improve the essay. See the section on "revisions" for further information.

7 Turn in all written work via the assignment template on Blackboard; your work will be returned in the same fashion. Exams: The examinations will require that you write a 2-2.5, double-spaced page essay on an assigned topic. You will have choices on writing topics for the essay component of the examination. Each examination will also ask you to respond to five or six prompts drawn from the assigned readings; you will write at least six sentences on each of the prompts, addressing the significance of each. In general, the short-response essays ask you to discuss the significance of a character, action, or quotation for the narrative from which it is derived and in relation to issues raised in other and related class material. Do not let the emphasis on writing worry you--the hours spent on your examinations will replace, in many respects, the intensity of face-to face exchanges and in-class discussions. Adapt and do well! Revisions: As I often tell my composition writers, the verb "to essay" means "to attempt," "to undertake," "to try," and even "to struggle." From this perspective, an essay represents an ongoing project, a process of revision. So that you can use the process as a sign of progress and elevate your grade for an assignment, a revised grade replaces the original grade. Bear in mind, however, that a revision does not automatically result in a higher grade. An effective rewrite requires more than simply correcting spelling errors and clearing up awkward sentence construction. Often, in fact, a good revision requires that you make a fresh start. You will find that I provide many comments and suggestions to help you improve your essays. As a general rule, you will have a week to complete revisions. Due Dates and Late Material: Complete all work on assigned dates. Unless informed otherwise, all work must be in by midnight Sunday at the conclusion of the week the assignment is due. If you must turn in something after the due date, let me know in advance.

8 Grades for unexcused late work will be lowered at the rate of one-half a grade each day. College s Incomplete Coursework Policy To designate a student s work in a course as incomplete at the end of a term, the instructor records the incomplete grade (I). Students may receive this grade only when serious illness, hardship, death in the immediate family, or military service during the semester in which they are registered prevents them from completing course requirements. In addition, to receive an incomplete, a student must have completed substantially all of the course s major requirements. Unless extenuating circumstances dictate otherwise, students must initiate requests for an incomplete by filling out an Incomplete Grade Completion Contract, which requires the signature of the student, instructor, and Dean. The Incomplete Grade Completion contract cites the reason(s) for the incomplete and details the specific obligations the student must meet to change the incomplete to a letter grade. The date by which the student agrees to complete required work must appear in the contract. The Dean, the instructor, and the student receive signed copies of the Incomplete Grade Completion Contract. Even if the student does not attend Peru State College, all incomplete course work must be finished by the end of the subsequent semester. Unless the appropriate Dean approves an extension and if the student does not fulfill contract obligations in the allotted time, the incomplete grade automatically becomes an F. College s Academic Integrity Policy The College expects all students to conduct themselves in a manner that supports an honest assessment of student learning outcomes and the assignment of grades that appropriately reflect student performance. It is ultimately the student s responsibility to understand and comply with instructions regarding the completion of assignments, exams, and other academic activities. At a minimum, students should assume that at each assessment opportunity they are expected to do their own original academic work and/or clearly acknowledge in an appropriate fashion the intellectual work of others, when such contributions are allowed. Students helping others to circumvent honest assessments of learning outcomes, or who fail to report instances of academic dishonesty, are also subject to the sanctions defined in this policy. Instances of academic dishonesty may be discovered in a variety of ways. Faculty members who assign written work ordinarily check citations for accuracy, run data base and online checks, and/or may simply recognize familiar passages that are not cited. They may observe students in the act of cheating or may

9 become aware of instances of cheating from the statements of others. All persons who observe or otherwise know about instances of cheating are expected to report such instances to the proper instructor or Dean. In order to promote academic integrity, the College subscribes to an electronic service to review papers for the appropriate citations and originality. Key elements of submitted papers are stored electronically in a limited access database and thus become a permanent part of the material to which future submissions are compared. Submission of an application and continued enrollment signifies your permission for this use of your written work. Should an occurrence of academic misconduct occur, the faculty member may assign a failing grade for the assignment or a failing grade for the course. Each incident of academic misconduct should be reported to the Dean and the Vice President for Academic Affairs (VPAA). The VPAA may suspend for two semesters students found to be responsible for multiple instances of academic dishonesty. The reason for the suspension will be noted on the student s transcript. A faculty member need present only basic evidence of academic dishonesty. There is no requirement for proof of intent. Students are responsible for understanding these tenets of academic honesty and integrity. Students may appeal penalties for academic dishonesty using the process established for grades appeals. Title IX Compliance Notice Peru State is an equal opportunity institution. Peru State College does not discriminate against any student, employee or applicant on the basis of race, color, national origin, sex, sexual orientation, gender identity, disability, religion, or age in employment and education opportunities, including but not limited to admission decisions. The College has designated an individual to coordinate the College s nondiscrimination efforts to comply with regulations implementing Title VI, VII, IX, and Section 504. Inquiries regarding non-discrimination policies and practices may be directed to Eulanda Cade, Director of Human Resources, Title VI, VII, IX Compliance Coordinator, Peru State, PO Box 10, Peru, NE , (402) Students requesting reasonable accommodation and tutoring services should contact the Center for Achievement and Transition Services (CATS).