By Strebe (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
Chapman University
Fall 2016
English 302: Writing about diverse cultures
Instructor Contact Information:
Graduate Assistant:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: T Th 1-2 p.m. and by appointment
- Email Office Hours: [email protected]
Graduate Assistant:
- Alison Williams ([email protected])
Course Description:
Student Learning Outcomes for This Course:
you will
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
Optional Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
We will also watch several films, and I will post articles on Blackboard for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts.
Other Resources:
* = on Blackboard
Grade Distribution:
Major Assignments:
- Catalog Course Description: Prerequisite: written inquiry. Exploring post-colonial rhetorics, this class sharpens writing skills through the study of writers from diverse and non-Western cultures. Major emphasis, however, is on student writing in response to “other voices.” (3 credits.)
- This section of English 302 will pay particular attention to ethical and political questions around representing the "Other."
- We will emphasize composing as a process. Revision will be an essential part of the work of the class. You’ll develop multiple drafts of your major assignments. Our attention to each others’ work will center around student-facilitated whole-class workshops. You’ll receive oral and written feedback on your assignment drafts from your colleagues and me. Each class member will have the opportunity to have one of their assignments workshopped, and each class member will facilitate a colleague’s workshop. These workshops will give us all the chance to discuss the issues at stake in the projects, to articulate and negotiate our criteria for effective writing and visual rhetoric, and to address and practice a variety of rhetorical strategies in the context of specific student texts.
- This is a GE Global Study Course and counts towards the English Major, the English Minor, the Minor in Writing and Rhetoric Studies, and other Chapman University programs.
Student Learning Outcomes for This Course:
you will
- understand the stakes in writing about diverse cultures
- produce thoughtful, critical, and nuanced analyses of diverse cultural practices and texts
- develop skill at reflecting on and refining your own composing practices
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
- Achebe, Chinua. Things Fall Apart.*
- Coetzee, J. M. Foe.
- Goffman, Alice. On the Run: Fugitive Life in an American City.*
- Smith, Linda Tuhiwai. Decolonizing Methodologies: Research and Indigenous Peoples. 2nd ed.
Optional Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
- Trinh T. Minh-ha. Woman, Native, Other: Writing Postcoloniality and Feminism.*
- Sunstein, Bonnie Stone, and Elizabeth Chiseri-Strater. FieldWorking: Reading and Writing Research. 4th ed. *
We will also watch several films, and I will post articles on Blackboard for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts.
Other Resources:
* = on Blackboard
- Ben Jelloun, Tahar. The Sand Child.
- Hawley, John, ed. Postcolonial Queer: Theoretical Intersections.
- Mohanty, Chandra Talpade. "Under Western Eye: Feminist Scholarship and Colonial Discourse." *
- Said, Edward. Introduction to Orientalism.*
- Trinh T. Minh-ha. Elsewhere, Within Here.*
- Trinh T. Minh-ha. "Interview with Trinh T. Minh-ha" *
- Trinh T. Minh-ha. "Not You/Like You: Postcolonial Women and the Interlocking Questions of Identity and Difference." *
- Trinh T. Minh-ha. "Reassemblage: Sketch of Sound Track" *
Grade Distribution:
- Final Portfolio .........................................................50%
- Other Assignments....................................................50%
- Due to the highly interactive nature of this course and the emphasis on workshops, group work, and class discussions, I expect you to attend all class meetings and to be on time. Note that according to Chapman University policy, a student who misses any class meeting during the first two weeks of classes without the instructor's authorization may be dropped from the class. Over the course of the semester, you may miss four class meetings without penalty. If you miss more than four class meetings, I will lower your final course grade for each additional absence. Two tardies (arriving late or leaving early) count as one absence. I will also mark you tardy if you are unprepared for class. Please note, that according to the official University catalog, Chapman "recommends as a minimal policy that students who are absent 20 percent of the course should be failed."
Major Assignments:
- Final Portfolio: Your final portfolio consists of a cover page, a table of contents, your Ethnography, your two strongest responses to colleagues' workshop drafts, and a new revision of your Literature Essay or your Theory Essay. You must have received credit for both the Literature Essay and the Theory Essay in order to submit a portfolio. I will post detailed prompts for the Literature Essay, Theory Essay, Ethnography, and workshop responses on Blackboard. You'll post your portfolio as a Word or pdf document on Blackboard.
- Other Assignments: These include reading responses, responses to colleagues' posts, drafts of your assignments, feedback on colleagues' drafts, facilitating a whole-class workshop, and other in-class activities, and are designed to help you work toward successfully completing your Literature Essay, Theory Essay, and Ethnography. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on these assignments. You cannot make up a missed in-class assignment. You must submit out of class assignments on time in order to earn full credit for them. All assignments are submitted on Blackboard.
- Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism in class. For more information, see Chapman's policy on academic integrity.
- Email Protocol: I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person. It’s important to practice composing professional emails: be sure that your emails to me include appropriate subject lines, salutations, and closes.
- Classroom Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to me. I encourage you to talk in class.
- Diversity: Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy.
- Students With Disabilities: Please see me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you to succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
- Electronic Devices: Please bring your laptop to class meetings, but do not use electronic devices for non course-related work during class time.
tentative schedule
Readings marked * are on Blackboard
8/30/2016
UNIT 1: LITERATURE
9/2/2016
9/8/2016
9/13/2016
9/15/2016
9/22/2016
9/27/2016
9/29/2016
UNIT 2: THEORY
10/4/2016
10/6/2016
10/11/2016
10/13/2016
10/18/2014
10/20/2016
10/25/2016
10/27/2016
11/1/2016
UNIT 3: ETHNOGRAPHY
11/3/2016
11/8/2016
11/10/2016
11/15/2016
11/17/2016
11/29/2016
12/1/2016
12/6/2016
12/8/2016
8/30/2016
- In-Class Activities: introduction to the course; watch and discuss Danger of a Single Story; introduction to Things Fall Apart
- Homework Assignments for 9/2: read Things Fall Apart Chapters 1-5
UNIT 1: LITERATURE
9/2/2016
- In-Class Activities: discuss reading; discuss criteria for Blackboard posts; class member introductions
- Homework Assignments: read Things Fall Apart Chapters 6-19; Blackboard post #1 due by 2 p.m. on 9/6
- In-Class Activities: discuss reading and Blackboard posts; discuss criteria for Blackboard responses; draw workshop dates
- Homework Assignments: read Things Fall Apart Chapter 20-25; respond to at least two colleagues' Blackboard posts by 2 p.m. on 9/8
9/8/2016
- In-Class Activities: discuss reading and Blackboard responses; introduction to Foe
- Homework Assignments: read Foe Sections I and II; Blackboard post #2 due by 2 p.m. on 9/13
9/13/2016
- In-Class Activities: discuss reading and Blackboard posts
- Homework Assignments: read Foe Section III; respond to at least two colleagues' Blackboard posts by 2 p.m. on 9/15
9/15/2016
- In-Class Activities: discuss reading and Blackboard responses; assign Literature Essay
- Homework Assignments: read Foe Section IV
- In-Class Activities: discuss reading; discuss workshop protocol; sign up to facilitate a workshop
- Homework Assignments: if you have a workshop on 9/27, post your draft on Blackboard by 2 p.m. on 9/22
9/22/2016
- In-Class Activities: continue discussion of workshop protocol; discuss sample workshop responses; work on Literature Essay
- Homework Assignments: post responses to workshop drafts on Blackboard by 2 p.m. on 9/27 (follow guidelines for responses); bring your laptop to class or printouts of the drafts and your responses; if you have a workshop on 9/29, post your essay draft on Blackboard by 2 p.m. on 9/27
9/27/2016
- In-Class Activities: whole-class workshops
- Homework Assignments: post responses to workshop drafts on Blackboard by 2 p.m. on 9/29 (follow guidelines for responses); bring your laptop to class or printouts of the essay drafts and your responses
9/29/2016
- In-Class Activities: whole-class workshops; introduction to the next unit
- Homework Assignments: read Alcoff, "The Problem of Speaking for Others" *
UNIT 2: THEORY
10/4/2016
- In-Class Activities: discuss reading; work on Literature Essay
- Homework Assignments: post your revised Literature Essay on Blackboard by 2 p.m. on 10/6
10/6/2016
- In-Class Activities: watch and discuss Reassemblage
- Homework Assignments: read Woman Native Other* pp. 1-76; Blackboard post #3 due by 2 p.m. on 10/11
10/11/2016
- In-Class Activities: discuss reading and Blackboard posts; mid-semester course evaluations
Homework Assignments: read Woman Native, Other* Chapter 3 (Chapter 4 optional); respond to at least two colleagues' Blackboard posts by 2 p.m. on 10/13
10/13/2016
- In-Class Activities: discuss readings and Blackboard responses; assign Theory Essay; introduction to Smith
- Homework Assignments: read Decolonizing Methodology Foreword, Introduction, Chapters 1-3 (Chapters 4-5 optional)
10/18/2014
- In-Class Activities: debrief Literature Essay; discuss reading
- Homework Assignments: read Decolonizing Methodology Chapters 8, 10-12, Conclusion (Chapters 6, 7, 9 optional); Blackboard post #4 due by 2 p.m. on 10/25; if you have a workshop on 10/27, post your essay draft on Blackboard by 2 p.m. on 10/25
10/20/2016
- In-Class Activities: no class--work on reading, Blackboard post, and your Theory Essay; conferences with Alison
- Homework Assignments: read Decolonizing Methodology Chapters 8, 10-12, Conclusion (Chapters 6, 7, 9 optional); Blackboard post #4 due by 2 p.m. on 10/25; if you have a workshop on 10/27, post your essay draft on Blackboard by 2 p.m. on 10/25
10/25/2016
- In-Class Activities: discuss reading and Blackboard posts
- Homework Assignments: if you have a workshop on 11/1, post your essay draft on Blackboard by 2 p.m. on 10/27; post responses to workshop drafts on Blackboard by 2 p.m. on 10/27 (follow guidelines for responses); bring your laptop to class or printouts of the essay drafts and your responses
10/27/2016
- In-Class Activities: whole-class workshops
- Homework Assignments: post responses to workshop drafts on Blackboard by 2 p.m. on 11/1 (follow guidelines for responses); bring your laptop to class or printouts of the essay drafts and your responses
11/1/2016
- In-Class Activities: whole-class workshops; introduction to the next unit
- Homework Assignments: work on your Theory Essay
UNIT 3: ETHNOGRAPHY
11/3/2016
- In-Class Activities: watch Tangerine
- Homework Assignments: post your revised Theory Essay on Blackboard by 2 p.m. on 11/8
11/8/2016
- In-Class Activities: finish watching and discuss Tangerine
- Homework Assignments: read Fieldworking Chapter 1 *
11/10/2016
- In-Class Activities: Assign Ethnography; special guest: Professor Stephanie Takaragawa
- Homework Assignments: read Fieldworking Chapter 5 *
11/15/2016
- In-Class Activities: discuss reading; watch Aravind Adiga interview
- Homework Assignments: read Purcell-Gates, "A World Without Print" *
11/17/2016
- In-Class Activities: discuss reading; debrief Theory Essay; work on Ethnography; introduction to On The Run
- Homework Assignments: read On The Run; Blackboard post #5 due by 2 p.m. on 11/29
11/29/2016
- In-Class Activities: discuss reading and Blackboard posts; work on Ethnography
- Homework Assignments: read On The Run Appendix; respond to at least two colleagues' Blackboard posts by 2 p.m. on 12/1; if you have a workshop on 12/6, post your draft or a link to it on Blackboard by 2 p.m. on 12/1
12/1/2016
- In-Class Activities: discuss reading and Blackboard responses; work on Ethnography; course evaluations
- Homework Assignments: post responses to workshop drafts on Blackboard by 2 p.m. on 12/6 (follow guidelines for responses); bring your laptop to class or printouts of drafts and your responses; if you have a workshop on 12/8, post your draft or a link to it on Blackboard by 2 p.m. on 12/6
12/6/2016
- In-Class Activities: whole-class workshops; course wrap-up; discuss Final Portfolio
- Homework Assignments: post responses to workshop drafts on Blackboard by 2 p.m. on 12/8 (follow guidelines for responses); bring your laptop to class or printouts of drafts and your responses
12/8/2016
- In-Class Activities: whole-class workshops; watch and discuss The Couple in the Cage
- Homework Assignments: post your Final Portfolio on Blackboard by 2 p.m. on 12/15
Thanks to Jan Osborn for ideas and resources for this syllabus.