ࡱ> jli7 GbjbjUU "j7|7|{C$llllllll8H$ld30("&&&///////$'2 G4/l/%ll&&/%%%4l&l&/%/%F%,f/ll/& FM ~//0030/,59#n5/%llllInstructor: Dr. Valerie Frazier Office: 26 Glebe Street # 203 Phone: (843) 953-1921 Office hours: T, Th 12:15 p.m. 1:15 pm; MWF 12:00 p.m.-1:00 p.m. or by appointment Email:  HYPERLINK "mailto:frazierv@cofc.edu" frazierv@cofc.edu or  HYPERLINK "mailto:valeriedfrazier@msn.com" valeriedfrazier@msn.com English 400 Seminar: The American South Fall 2004 This is the south. I look for evidence of other Creeks, for remnants of voices New Orleans Joy Harjo Course Description: In this seminar, open to juniors and seniors, we will explore the flowering of emergent multicultural voices in southern American literature, reading literature about and by African Americans, Native Americans, Latino/a Americans, and Asian Americans, as well as European Americans. In particular , we will compare how works by multicultural writers such as Zora Neale Hurston, Joy Harjo, Alice Walker, Marilou Awiakta, Judith Cofer, Jean Toomer, and Margaret Walker enter the dialogue on southern identity and establish a counterpoint vision of diversity in the south that contrasts with the visions of traditional canonical writers such as William Faulkner, Eudora Welty, and Flannery OConnor. Goals and Objectives: To define the terms multicultural and southern. To define the geographical, political, ideological, and psychological boundaries of The South and The New South. To analyze and interpret literary multicultural texts and discuss how they reveal insights into Southern literary consciousness, southern identity, values, and beliefs. To explore the intersections of the oral tradition and the written word in shaping the southern literary tradition. To examine how race, gender, and class shape the development of southern identity. To hone critical and analytical skills, as highlighted through oral and written expression. To develop literary research skills, using both library and credible internet sources. To effectively utilize and incorporate secondary sources into written arguments. Texts: Andrews, William et al. The Literature of the American South. Awiakta, Marilou Selu: Seeking the Corn-Mothers Wisdom Cofer, Judith The Latin Deli Faulkner, William Go Down, Moses Hurston, Zora Neale Their Eyes Were Watching God Mooney, James History, Myths, and Sacred Formulas of the Cherokee Toomer, Jean Cane Absences: You are allowed three (3) excused/unexcused absences. I reserve the option to deduct three points from your final grade for every absence over that amount. If you know that you will be absent on a certain date, please be sure to inform me so that I can make note of it and keep you abreast of assignments that you will miss. You may also wish to exchange email addresses and phone numbers with one of your classmates so that you can get any missed notes or assignments. Class assignments Evaluative Summary of a Literary 10% /Historical Database Literary Analysis paper 15% Cultural Portfolio Project 5% Midterm 15% Final Research paper 20% Final exam 20% Weekly Response Papers 10% Class participation/quizzes/presentations 5% Grading Scale: A (100-90) B+ (89-86) B (85-80) C+ (79-76) C (75-70) D (69-60) F (59 and below) Papers: Students will be assigned three major papers during the course of this semester, ranging in length from 500 to 2500 words (2-10 pages). Each paper will require that students employ critical and analytical skills to interpret works of literature and synthesize literary concepts. Specific topics and instructions will be distributed for each paper. Papers should be high quality, original work, free of grammatical or mechanical errors. Late papers will be penalized ten (10) points for each day after the due date. Plagiarism (using the ideas or words of others without proper documentation) or cheating is not acceptable. The College of Charleston enforces a strict policy of academic honesty, as detailed in College of Charleston Student Handbook: A Guide to Civil and Honorable Conduct. If you are unsure about whether you are using proper documentation, refer to a MLA style manual or see me about your questions. Evaluative Summary of a Literary /Historical Database (500 words) : For this first paper you will explore a scholarly website (such as the ones listed below or one that you select) and evaluate the site based on its breath of information, usefulness, and how much it expanded (or failed to expand) your knowledge of cultural and ethnic diversity in the south. Consider the following: What types of collections or resources are available on the site? Upon which cultural groups did the site focus? Which links or resources on the website most appealed to you and why? What connections to literary texts read or historical phenomena do you see in the site? Are their any personal narratives that highlighted important insights about southern multicultural identity? Your essay should be well written, organized, detailed, introspective, and honest, built upon a centralized thesis statement regarding the quality and worth of the site. Our ultimate goal with this project will be to complete a website with useful links about the multicultural south, so feel free to explore a diverse spectrum of available sites. Electronic Resources of Interest Georgia Digital Library https://dlg.galileo.usg.edu/#collections Collections of interest: Southeastern Native American Documents, 1730-1842 Georgia Historic Newspapers UNC-Chapel Hills Documenting the American South: https://docsouth.unc.edu/ Collections of Interest: First Person Narratives of the South Literary Analysis Paper (1000-1250 words): The paper will be a literary analysis of one or more of the texts studied. This analysis will require a close reading of the text that incorporates a discussion of such literary devices as symbolism, the use of figurative language, characterization, description, etc. Final Research Paper (2500 words): Each student, in consultation with me, will design a final research project paper that encompasses an area of literary interest dealing with the multicultural south. Students may investigate a variety of issues that deal with one or two of the literary works read or investigate a cultural/historical problem related to the literature read or an issue raised by one of the digital resources. Paper topics may center on contextual, biographical, psychological, or historical issues relative to the literary texts. Cultural Portfolio Project: In efforts to expand our definitions of the term multicultural south, I felt that it might be useful for us to complete group projects centered around discovering background information about the various multicultural groups in the south: Groups may include but are not limited to African American, Latino/a American, Asian American, European, and Native American. Students will work in pairs to investigate information about their cultural group. Your group will be charged with giving an interesting, well-researched, organized ten-minute presentation on the assigned date. Your goal is to give a brief snapshot of your cultural group, with focus on historical, political, and social factors that affect the group development and southern identity. I would like each group to have a prepared handout available for the class. (If you give them to me one day before the project is due, I can have copies made for you.) Please provide me with a typed bibliography of references used for the project. (use proper MLA documentation.) The following questions should act as a springboard for your investigation. 1) When did representatives of your cultural group first arrive in the south? 2) Investigate the immigration history of your group. Are there any major immigration waves or patterns (great influxes of people at certain periods)? What social, political, and environmental factors have affected immigration? 3) Discuss the public opinion towards your group at various points in American history. By what names has your group been known? Have these names been adopted by members of your cultural group or have they been ascribed to the group by others? 4) What pieces of U.S. legislation have been specifically targeted towards your cultural group? What important legal cases have involved members of your group and/or affected members of your group ? What legislation and/or legal cases are currently pending? 5) What percent of the southern and U.S. populations does your group comprise? What percent of the South Carolina population does your group comprise? Do these percentages mach the representation in state and national government? 6) What important contributions to southern culture and society have been made by members of your group? 7) Do members of your group share similar customs, beliefs, or religious faith? What are some difficulties among members of your group? What various nationalities or subcultures (e.g., Creek, Cherokee, Gullah ) do members of your group represent? Feel free to explore the Internet and scour the library for information pertaining to your project. Dont shy away from asking the reference librarians for assistance---their goal is to assist students with academic projects. Weekly Reading Response Papers: In efforts to facilitate the development of critical thinking and reading skills, you will utilize the response paper as a means to explore your reactions and responses to the selections read. You should write a reading response paper once weekly (typed, double-spaced, 250 words; see the handout on response types) . Please be sure to clearly indicate the question you select for each response paper at the top of the page. (There will be a total of ten response papers due). You should submit at least one weekly reading response paper every two weeks. Note: I will randomly collect and grade response papers, so be sure to keep up to date on responses. Midterm and Final exams will consist of both essay and objective questions covering the texts studied in the course. Class Participation, presentations, and quizzes: Because learning is an interactive process, I expect each student to contribute to class discussions and actively participate in assigned group activities. As a part of the participation grade, each student will also be responsible for leading the class discussion on one of the assigned readings for that class period. During the day we discuss the piece, you will need to serve as moderator and facilitate or spark discussion regarding the readings. You should indicate why the readings appealed to you, provide biographical information about the author(s), or locate pivotal excerpts /quotes from the reading that are of particular aesthetic literary value. To accompany your discussion, you will have to submit a short (150-200 words) response to the work. In addition, I will give both random and assigned quizzes to monitor student progress and participation in class activities. Course Schedule Readings must be completed before you come to class.[Please read the opening biographical head note for each author read.] Bring your textbook and notebook with you to every class. Reminder : The course syllabus provides a general outline of the course; deviations may be necessary. Beginnings T 8/24 Introduction to Course Th 8/26 Joy Harjo New Orleans (handout) Origin Stories Yuchi The Creation of the Earth Norton 1138-1142 Mooney History, Myths, and Sacred Formulas of the Cherokee Historical Sketch pp. 14-23 pp. 229-273 T 8/31 Mooney History, Myths, and Sacred Formulas of the Cherokee pp. 311-350 Th 9/2 Awiakta, Selu: Seeking the Corn-Mothers Wisdom T 9/7 Awiakta, Selu: Seeking the Corn-Mothers Wisdom Th 9/9 Awiakta, Marilou Selu: Seeking the Corn-Mothers Wisdom T 9/14 Cultural Portfolio Project Presentations Th 9/16 Chopin Desirees Baby Norton 301-305 The Storm Norton 305-310 Chesnutt The Goophered Grapevine Norton 337-346 T 9/21 Toomer Cane Evaluative Summary Paper is due Th 9/23 Toomer Cane T 9/28 Toomer Cane Th 9/30 Midterm Exam T 10/5 Last Day to Withdraw with a grade of W Hurston Their Eyes Were Watching God Th 10/7 Hurston Their Eyes Were Watching God T 10/12 Hurston Their Eyes Were Watching God Th 10/14 Wright The Ethics of Living Jim Crow Norton 548-556 Walker, Margaret For My People Norton 721 Walker, Margaret Southern Song Norton 726 T 10/19 Fall Break No class Th 10/21 Faulkner Go Down, Moses Literary Analysis Paper due T 10/26 Faulkner Go Down, Moses Th 10/28 Faulkner Go Down, Moses T 11/2 Welty A Curtain of Green Norton 619 Where Is the Voice Coming From Norton 624 OConnor Revelation Norton 818 Th 11/4 Walker all sections in Norton 1011-1032 Giovanni Knoxville, Tennessee Norton 977 T 11/9 Cofer The Latin Deli Th 11/ 11 Cofer The Latin Deli T 11/16 Cofer The Latin Deli Th 11/20 Keenan Let the Dead Bury Their Dead T 11/25 Keenan Let the Dead Bury Their Dead Th 11/26 Thanksgiving Holiday T 11/30 Essay Workshop Th 12/2 Discuss final exam Research papers are due Final Exam Tuesday, December 14, 12:00-3:00 p.m. English 400 Reading Response Papers In efforts to facilitate the development of critical thinking and reading skills, you will utilize the reading response papers as ways to explore your reactions and responses to southern American literature. For at least ten of our class meeting for which there are reading assignments, you should write a typed, -one page reading response paper that falls under one of the categories listed below. Be sure to clearly designate which option you select for each journal entry at the top of the page. You should employ a variety of journal entry types. Do not use any one type more than four (4) times. Type 1: Literary Review. Write a critique or review of the novel or piece of criticism that discusses the strengths and weaknesses of the work. You may want to include questions or issues that were raised by text which particularly stimulated thought or ones that you felt were left unanswered. You may also offer constructive criticism as to how you feel the piece could have been improved or give examples of aspects of the piece (or techniques employed by the author) that you feel were extremely effective. Type 2: Close reading. Do a focused close reading of a particular short excerpt or section of the piece, in which you critique the literary work itself by looking at the content of the text in great detail. Scrutinize or analyze the text from the perspective of literary devices such as: setting, theme, plot development, point of view, tone, characterization, style, word choice, figures of speech, or symbols. Type 3: Textual Allusion. Identify a literary or historical allusion (reference) mentioned in the piece and find out more information about it ( by using the library or exploring the internet). After you have discovered additional information, you should discuss how this information provides new insight into the text. Type 4: Political context/Link to current event. Consider how a text, or an issue raised by a text, made you think about world concerns in a different light (e.g., race relations, gender relations, war, terrorism, etc.). You might decide to utilize a specific local, national, or world event currently in the headlines as a springboard for thought. Type 5: Change the ending of a work. If you feel there are questions left unanswered by the text, or you would have preferred that the work developed in a different manner, take the literary license of changing the text so that it is more satisfactory to you as a reader. Be sure to justify why you would make these changes. Feel free to be creative and let your imaginative juices flow with this option. Type 6: Changing places. Assume the role of one of the characters in a text whose voice, in your opinion, was muted or underutilized in the text. How would the text have been different if this character had been provided with more dialogue, or the reader granted more access to the characters internal thoughts. Type 7: Intertextual Dialogue.: Discuss intertextual elements and links between two works from different authors that explore complimentary themes or issues. Type 8: Question of the Day. You may choose to write about a question or issue that was raised by class discussion or one generated by me. Type 9: Summary of a scholarly article or essay: Find a scholarly article in the MLA Bibliography, JSTOR, or other literary database and complete a summary of the article. Include the following: Publication information (essay title, author, journal title, volume, issue, month, year); Short summary of the main points of the article: What are the strengths and weaknesses of the article? How are the ideas original? How does the article connect with/compliment/contrast with your own thoughts and arguments about the text(s) under discussion? Type 10: Develop your own topic. Respond to the text in any way that you like, taking your journal entry in any route that might spark interesting dialogue. 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AA{CCCCCC n } x{LS$q|,;bm;Pz9G`cejM \ !U"###$$%%%%&,&''))**^+`+++>-@-----... /F/K/t/y/1112 2222224/4O5Z5667788\9h9::}<<(=7=j?s???V@b@:AEAAA{CCCCCC3333333333333333333333333333333333333333333333333333333333& ' ( e     Jmnn6ZZ}}ee_ _   !!K"K"x&x&++t,-/.0...$/E/[/\/]/]/}/}/// 0 0P0Q000J1J11111 2 22233P3P33zC{CCCCCCCValerie Frazier\C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of eng 400 syllabus fall04b.asdValerie Frazier\C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of eng 400 syllabus fall04b.asdValerie Frazier\C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of eng 400 syllabus fall04b.asdValerie Frazier=C:\My Documents\cofcstuff\eng400\eng 400 syllabus fall04b.docValerie Frazier\C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of eng 400 syllabus fall04b.asdValerie Frazier=C:\My Documents\cofcstuff\eng400\eng 400 syllabus fall04b.docValerie Frazier\C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of eng 400 syllabus fall04b.asdValerie Frazier=C:\My Documents\cofcstuff\eng400\eng 400 syllabus fall04b.docValerie Frazier=C:\My Documents\cofcstuff\eng400\eng 400 syllabus fall04b.docValerie Frazier6C:\My Documents\cofcstuff\eng400\webstuff\syllabus.doc1xxtrbwh ^`OJQJo(oh ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(1xx         @( CP@UnknownG:Times New Roman5Symbol3& :ArialABook Antiqua5& :TahomaI& : ?Arial Unicode MS?5 :Courier New;Wingdings"1hCF 7va_$M%0dTD* 2QH+Introduction to African American LiteratureValerie FrazierValerie FrazierZOh+'0  8D ` l x ,Introduction to African American LiteraturentrValerie FrazieralealeNormal Valerie Frazier2leMicrosoft Word 9.0i@F#@BS@zF@zF 7Z՜.+,D՜.+,X hp|  ovTD ,Introduction to African American Literature Title( 8@ _PID_HLINKSA \~mailto:valeriedfrazier@msn.com"mailto:frazierv@cofc.edu  !"#$%&'()*+,-./012345789:;<=?@ABCDEFGHIJKLMNOPQRSTUVWXZ[\]^_`bcdefghkRoot Entry F0FmData 61Table>5WordDocument"jSummaryInformation(YDocumentSummaryInformation8aCompObjjObjectPool0F0F  FMicrosoft Word Document MSWordDocWord.Document.89q