English 248: Introduction to Culturally Diverse Literature of the U.S.

Dr. Dan Shiffman Office: Wright 231 email: dsshiffman@ship.edu Tel: 717 477 1518 Office Hours: MWF 2-4 and by appt. Course Description This course introduces you to fiction, poetry, and drama written by culturally diverse American writers. We will examine how writers explore such issues as ethnic identity, gender identity, cross-cultural encounters, intergenerational conflict, class and social barriers, and social mobility. We will also consider how the meanings of literary works are shaped by cultural context, history, and literary techniques. This course emphasizes close reading and the effective use of textual evidence in support of both written and oral interpretation of literature. Course Goals

To gain understanding and appreciation of the various ways writers portray the experiences of culturally divers e Americans.

To become more active and engaged readers of culturally diverse literature.

To be able to present thoughtful and substantiated interpretations of literary texts, both orally and in writing.

To understand and describe orally and in writing how writers use literary techniques to convey meaning and to create effects. Course Texts Bread Givers, Anzia Yezerska The House on Mango Street, Sandra Cisneros Krik? Krak, Edwidge Danticat Flight, Sherman Alexie The Brief Wondrous Life of Oscar Wao, Junot Daz From Totems to Hip-Hop: A Multicultural Anthology of Poetry Across the Americas, Ishmael Reed, editor.

Course Requirements
Unannounced Reading Quizzes: (20%, total) These reading comprehension (approx. 8) quizzes (multiple choice and short answer) cannot be made up. I will drop the lowest grade and count the highest grade twice. Analysis Posts on D2L: (20%, total) You will complete 5 analysis posts of 300 to 500 words each as well as one response to another student's post.. You will have a limited time window to complete each post. In your post, you will

discuss the literary text's relevance to one of the following topics: ethnic or gender identity, cultural differences, social mobility/social barriers, intergenerational conflict. becoming American. Or, you can discuss the writer's use of a literary technique such as characterization, setting, point of view, tone, diction, symbolism, figurative language or descriptive detail. To receive full credit for the post, you must include and comment on two distinct and well-analyzed quotations relevant to your chosen topic. Basic requirements for each analysis post: 300 to 500 words (post) 75 to 150 words (response) Clearly identifies and explains the topic that focuses your post Offers identifiable and specific claims about how the text relates to the topic Includes at least two distinct quotations to support the discussion of your topic The response makes at least one specific reference to the other student's post. Demonstrates accurate understanding of the text

In-class mid-term: Includes passage identification, multiple choice and short answer questions, and essay questions. (2 5%) Final Assessment You have the option to take an in-class exam or write a comparison/contrast paper of 1200-1500 words (25%)

Class Participation (includes whole-class discussion and group work) (10%)

Eng 248 Grading Standards for Participation At the end of the semester, I will evaluate your verbal expression in class as follows: A You participate every class period, making thoughtful contributions to class discussion. You also work to get other members of the class involved by encouraging them to make contributions as well. If I call on you, you always have a response that is appropriate to the current discussion. People who earn As for class participation rarely miss class, always come prepared (having read the assigned text(s), completed any assigned writing, and brought appropriate materials), demonstrate their investment in the class by encouraging other students, are always focused on the matter at hand. Note than an appropriate response is not necessarily the right answer. An appropriate response shows sustained and invested engagement with the matters currently being worked through in class. It offers insight, it is brave, it suggests, it questions, it looks beyond the obvious. Inappropriate responses are those that show the student hasnt been paying attention, hasnt come prepared, and show that the student doesnt care. B You participate nearly every class period, making thoughtful contributions to class discussion. You also ask good questions. If I call on you, you often have a response thats appropriate to the discussion. People who earn Bs for class participation attend class regularly, nearly always come prepared, and are always focused on the matters at hand. C You occasionally participate, and when you are called on, you a response appropriate to the current discussion. You rarely ask questions. People who earn Cs for participation attend class regularly but are sometimes not prepared. They are often focused on the matters at hand. D You participate only when you are called on and you often have an inappropriate response. People who earn Ds for participation regularly miss class, rarely come prepared, and are rarely focused on the matters at hand.

F When you are called upon, you have nothing to say or can barely muster an I dont know or what was the question? People who earn Fs for class participation miss class frequently.

Grading: Evaluation criteria for each assignment will be distributed. Your final grade will be based on the following scale: 100-93=A; 92-90=A-; 89-87=B+; 86-83=B; 82-80=B-; 79-77=C+; 7670=C; 69-60=D; 59-0=F.

Course Policies

Attendance: More than three unexcused absences may lower your final grade. If you miss more than six classes, you will not pass the course. Late papers: Papers submitted late will receive a lowered grade. Exceptions may be made if there are extenuating circumstances, and if you provide me with at least twenty-four hours notice. Plagiarism: I follow SUs policy on academic dishonesty/plagiarism (see pp. 36-38 of the Undergraduate Catalog). Extra help and feedback: I will be happy to read and comment on rough drafts of your papers and to work with you one-on-one during office hours. Electronic Devices: Use of cell phones, texting or web browsing is not allowed during class.

Class Calendar (may be updated)

1/17 Introduction to Course 1/19 Bread Givers, Chapters 1-4 --1/24 Bread Givers, Chapters 5-9 1/26 Bread Givers, Chapters 10-16 --1/31 Bread Givers, Chapters 17-21 Analysis Post #1 Due 2/2 Class is cancelled today Response Post Due --2/7 House on Mango Street 2/9 House on Mango Street --2/14 House on Mango Street

Analysis Post #2 Due

2/16 House on Mango Street Response Post Due --2/21 Krik? Krak! 2/23 Krik? Krak! --2/28 Krik? Krak! 3/1 Krik? Krak! --3/6 Krik? Krak! Analysis Post #3 Due 3/8 Mid-term exam Response Post Due

--3/13 Spring Break 3/15 Spring Break --3/20 Flight 3/22 Flight --3/27 Flight 3/29 Flight --4/3 Flight Analysis Post #4 Due 4/5 Oscar Wao Response Post Due --4/10 Oscar Wao 4/12 Oscar Wao --4/17 Oscar Wao 4/19 Oscar Wao --4/24 Oscar Wao Analysis Post #5 Due 4/26 Review Response Post Due