College

of Arts and Sciences

Department of English
ENGL 674: Transnational Literature
Fall 2016
Cullowhee
Wednesdays, 5:30-8:30

Instructor Information

Instructor: Dr. Paul M Worley
Campus Office/Office hours: CO 409, 10-11 MWF and by appointment
Email: pmworley@wcu.edu
Website: paulmworley.com

Rationale/Purpose
This course explores indigenous identity as a global phenomenon created during the past 500 years of colonial
expansion. Originally a category of oppression in colonial Latin America, and now widely used of term
resistance to neocolonial and neoliberal economic reforms the world over, how does the category “indigenous”
encourage transnational solidarity that crosses a number of linguistic, ethnic, and even racial borders? How are
some “indigenous” identities always already constructed transnationally?

Beyond engaging with the theoretical perspectives offered by scholars such as Benedict Anderson, Maori Linda
Tuhiwai Smith, and Creek/Cherokee Craig Womack, in order to understand the multilayered global dialogues
found in these literatures students in the course will read texts from several different literary and cultural
traditions, including Native American, Canadian First Nations, and Latin American Indigenous perspectives.

Course Aims and Objectives
Students enrolled in the course will:
• Be able to identify major trends, topics, and themes in contemporary Indigenous Literatures, and how
“transnational” literature is constructed
• Compare and contrast approaches to reality, history, and fiction present within literary works that we are reading
through a transnational lens
• Demonstrate how these works intersect with and deviate from Western cultural traditions, as well as understand
the consequences of reading canonical works of literature from national and transnational perspectives
• Develop community-based scholarship that engages with the broader ethics of these works


Course Materials

Required:
All texts may purchased via the university bookstore or online with the exception of Roque and Becker.

Argueta, Jorge. 2017. En carne propia: memoria poética/Flesh Wounds: A Poetic Memoir. Houston: Arte Público
Press.
Becker, Kimberly L. 2018. Flight. Asheville: MadHat Press.
Eber, Christine and “Antonia.” 2011. The Journey of a Tzotzil-Maya Woman of Chiapas. Austin: University of
Texas Press.
Hedge Coke, Allison Adele, ed. 2011. Sing: Poetry from the Indigenous Americas. Tucson: University of Arizona
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 Press.
Roque Hernandez, Lamberto. 2009. Here I Am. Oaxaca: Carteles editores.
Sell, Sean S. and Nicolás Huet Bautista. 2017. Chiapas Maya Awakening: Contemporary Poems and Short Stories.
Norman: University of Oklahoma Press.
Silko, Leslie Marmon. Ceremony. New York: Penguin.
---. 1991. Storyteller. New York: Arcade Press.
Vizenor, Gerald. 1990. Bearheart: The Heirship Chronicles. Minneapolis: University of Minnesota Press.

Background/supplemental readings:
Accessed by Dropbox link:
https://www.dropbox.com/sh/uxzy2uj4kf6smth/AAD3J9_STbg_81lTJoeRCP7ia?dl=0

Faculty Expectations of Students/Course Policies
Attendance:
Since this course meets once per week, students are expected to attend all class meetings unless they have
made prior arrangements with the instructor. Students may miss one (1) meeting without a deduction in the
final grade. Upon two (2) absences, students may automatically fail the course.

Timely Submissions:
All assignments are expected to be completed on time by class time on the date due. Any work submitted the
following day will be subject to a deduction of a full letter grade (assessed from what would otherwise be the
assignment’s final grade). No late work will be accepted beginning two days after the original due date.

In-Class Technology:
Computer/tablet use is allowed in class when these are applicable to work in the course, whereas the use of
cell phones is not. Use of any device to check messages/Facebook/Twitter/any other application during class
discussion/other activites undermines the peer-to-peer relationships in the broader classroom community and
is detrimental to overall learning outcomes for the course. Students doing so will be asked to leave and counted
absent for the day.

Expectations for Submitting Required Work:
All work will be submitted both electronically via BB. Hard copy submissions will not be accepted. Note:
“technical difficulties” are not an acceptable reason for delayed submissions. When you upload an assignment,
double-check to make sure you have uploaded the correct document in the correct format, etc.

Accommodations for Students with Disabilities:
Western Carolina University is committed to providing equal educational opportunities for students with
documented disabilities and/or medical conditions. Students who require reasonable accommodations must
identify themselves as having a disability and/or medical condition and provide current diagnostic
documentation to Office of Accessibility Resources. All information is confidential. Please contact the Office of
Accessibility Resources at (828) 227-3886 or come by Suite 135 Killian Annex for an appointment.

Student Support Services:
Student Support Services provides support to students who are either first-generation, low-income or
independent with: academic advising, mentoring, one-on-one tutorial support, and workshops focused on
career, financial aid and graduate school preparation. You may contact SSS at (828) 227-7127 or email
sssprogram@wcu.edu for more information. SSS is located in the Killian Annex, room 138.

Course Evaluation:
These will be completed online.

Civility and Ground Rules:
The Western Carolina University Community Creed states: “I will respect the rights and well-being of others.”

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 Each student may possess different ideas, as well as different ways of communicating those ideas. Because of
these differences, respect and civility are integral to maintaining the quality of the academic environment and
free inquiry.
(http://www.wcu.edu/experience/dean-of-students/policies-affecting-students/statement-of-student-rights-
and-responsibilities.asp)

SafeAssign Tool:
All written work submitted for this class is eligible for submission to the SafeAssign tool at the instructor’s
discretion.

Academic Integrity Policy and Reporting Process:
This policy addresses academic integrity violations of undergraduate and graduate students. Graduate students
should read inside the parenthesis below to identify the appropriate entities in charge of that step of the
process. Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to achieve the
highest standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious
offense because it threatens the quality of scholarship and undermines the integrity of the community. While
academic in scope, any violation of this policy is by nature, a violation of the Code of Student Conduct and will
follow the same conduct process (see ArticleVII.B.1.a.). If the charge occurs close to the end of an academic
semester or term or in the event of the reasonable need of either party for additional time to gather
information timelines may be extended at the discretion of the Department of Student Community Ethics
(DSCE).

General:
This policy addresses academic integrity violations of undergraduate and graduate students. Students, faculty,
staff, and administrators of Western Carolina University (WCU) strive to achieve the highest standards of
scholarship and integrity. Any violation of this policy is a serious offense because it threatens the quality of
scholarship and undermines the integrity of the community.
Instructors have the right to determine the appropriate academic sanctions for violations of the Academic
Integrity Policy within their courses, up to an including a final grade of “F” in the course in which the violation
occurs.

Definitions:
1. Cheating – Using, or attempting to use, unauthorized materials, information, or study aids in any
academic exercise.
2. Fabrication – Creating and/or falsifying information or citation in any academic exercise.
3. Plagiarism – Representing the words or ideas of someone else as one’s own in any academic exercise.
4. Facilitation – Helping or attempting to help someone to commit a violation of the Academic Integrity
Policy in any academic exercise (e.g. allowing another person to copy information during an
examination).

Undergraduate and Graduate Academic Integrity Process:
Additional information is available on the Student Success website under Student Community Ethics:
http://www.wcu.edu/experience/dean-of-students/academic-integrity.aspx

Resources
Hunter Library

Hunter Library provides students with access to group and individual study spaces and to thousands of
information resources: print and electronic books, newspapers, and scholarly journal articles. These resources
can be searched online and often accessed there (http://www.wcu.edu/hunter-library) or can be searched and
located in the library building. Students in need of research or library support can get help
(http://researchguides.wcu.edu/help) from library staff and subject specialists skilled in their specific
disciplines and find resources specific to their disciplines and assignments via the library’s research guides
(http://researchguides.wcu.edu/).

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Writing and Learning Commons (WaLC):

The Writing and Learning Commons (WaLC) is a free student service, located in BELK 207, providing course
tutoring, writing tutoring, academic skills consultations, international student consultations, graduate and
professional exam preparation resources, and online writing and learning resources for all students. To
schedule tutoring appointments, visit the WaLC homepage (http://tutoring.wcu.edu) or call 828-227-2274.

Distance students and students taking classes at Biltmore Park are encouraged to use Smarthinking, an online
tutoring service (http://www.wcu.edu/apply/distance-online-programs/student-resources/services-for-
distance-students.asp), and the WaLC’s online resources.

Math Tutoring Center:

The Mathematics Tutoring Center (Stillwell 455, http://tutoring.wcu.edu), 828-227-3830), provides tutoring in
all lower-division math and many CS courses help with mathematical concepts in other disciplines, and
workshops on study skills specific to mathematics courses. Tutoring is available on a drop-in basis, MTWR
9:00am-9:00pm and Friday 9:00am-5:00pm.

Intercultural Affairs:

The ICA office offers a variety of workshops, trainings, and conferences throughout the year. Visit the
ICA office (227 AK Hinds University Center) or their website (http://ica.wcu.edu) for details.

WCU Community Creed and Student Code of Conduct

The WCU Community: As a Western Carolina University Student, I will:
• Live by high standards of personal integrity;
• Embrace my responsibilities as a member of this community;
• Respect the rights and well-being of others;
• Engage myself in the artistic, cultural, and academic life of my University;
• Celebrate and express pride in Western Carolina University.

Student Code of Conduct: http://www.wcu.edu/WebFiles/PDFs/Catamount_Code_Final_Document.pdf

Blackboard Support:

The learning management system for this class is blackboard and can be found at: http://wcu.blackboard.com.
Additional help with blackboard can be found at: tc.wcu.edu, (828) 227-7487 or by visiting the Technology
Commons located on the ground floor of the Hunter Library.

Grading Procedures

Percentage of Grade Student’s Score
Paper #1 20%
Paper #2 20%
Final Project 20%
In-class presentation 20%
Participation and Homework 20%
Final Grade:

Papers #1 and #2
Each paper will be between 4-5 full pages, double-spaced, in Times New Roman 12 point font, with 1-inch margins.
Papers are exercises in critical thinking where you will read texts, analyze them, and draw conclusions based on
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 supporting evidence that you will assemble. As always, papers at every stage should follow MLA format and
documentation, be free of errors in spelling and grammar, and by typed. As stated below, plagiarism is not tolerated.
These can dovetail with the final paper.

These papers will be writing exercises that will be written and revised throughout the semester. Part of the format
requirement is that students will craft the essay in the traditional 5-paragraph format, with an introduction that
contains a clear thesis, a 3-paragraph body, and a conclusion, as well as that the first submission should contain at
least 5 sources not read for class. Extensive feedback will be provided as a basis for student revision. The final grade
for each will be based on both the student’s final submission and the student’s editing process.

Final Project
There will multiple opportunities for final projects in this class, from grant writing to installing a photo exhibit in
Asheville to developing an Indigenous language/English dictionary app. The purpose of these “non-traditional”
academic projects is to highlight the wide range of activities those of us in the Humanities do that do not fit squarely
within the traditional category of the “literary.”

In addition to the activity, the student will submit a minimum 3-page reflection on their experience, discussing how it
relates back to both the course topic and overall professional development.

In-class presentation/Review Essay

As outlined on the course calendar, most weeks there will be three possible supplementary readings (students do not
have to read all three). Individual students are responsible for reading ahead for their particular week, selecting one
piece that will be the focus of a one-hour class discussion, and submitting a 3-page review essay of the three pieces
they read.

With regard to the presentations, students are responsible for presenting and leading class-discussion on one of the
supplementary works read for class on a particular day. These are not monologues about the reading but brief
introductions and subsequent guided conversations about them. Make sure to cover all salient points as well as to give
your classmates a solid grounding in what they should take away from a particular article.

The 3-page review essay should summarize each piece and connect it to larger topics being discussed in the course.
The introductory paragraph should summarize the broad theme of the three articles read, and the concluding
paragraph should provide a brief justification for the article the writer selected to present.

Participation and Homework

You are expected to attend class and actively participate in discussion by coming prepared, having read the day’s
reading, bringing your book, and by asking and responding to questions. This is a discussion-based, Masters-level
course, so if I have to call on you, you are not actively participating!

Should they be necessary, any daily pop quizzes done in class will be allocated here.

Grading Scale:

A+ = 97-100 C+ = 77-79
A = 93-96 C = 73-76
A- = 90-92 C- = 70-72
B+ = 87-89 D+ = 67-69
B = 83-86 D = 63-66
B- = 80-82 D- = 60-62
F = 0-59

Other Grades: S Satisfactory

I Incomplete U Unsatisfactory
IP In Progress W Withdrawal

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 AU Audit A 4.0
NC No Credit A– 3.67
B+ 3.33
B 3.0
B– 2.67
C+ 2.33
C 2.0
C– 1.67
D+ 1.33

D 1.0
Grade/Quality Points D– 0.67
Per Semester Hour: F 0.0
A+ 4.0

The grades of A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D- and F indicate gradations in quality from Excellent to
Failure. Please note that a C- grade is less than satisfactory and may not meet particular program and/or
course requirements.

Students must be familiar with the class attendance, withdrawal, and drop-add policies and procedures.

Tentative Course Schedule
• Visit: http://www.paulmworley.com/courses/fall-2016/engl-674-transnational-literature/engl-674-
course-calendar/

Academic Calendar
This includes dates for all breaks, university closures, final exams, etc. The academic calendar can be found at
http://www.wcu.edu/learn/academic-calendar.asp

Final Exam
The university final exam schedule can be found here:
http://www.wcu.edu/learn/academic-services/registrars-office/final-exam-schedule.asp

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I have read and understood the course syllabus.

___________________________________________ _________________________
Name Date

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