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AFRICAN-AMERICAN LITERATURE |
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Class Hours: 3.0 |
Credit Hours: 3.0 |
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Laboratory Hours: 0.0 |
Revised: Spring 05 |
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Catalog Course
Description: |
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This course introduces
students to literature written by major African American writers. It examines
the vernacular (voice), the conventional literary devices, and the diverse writing
strategies; discusses the universal themes found in the literature of the
following periods: ‘Narratives of Slavery,” “Literature of
the Reconstruction To The New Renaissance” (1865-1919) and the
“Harlem Renaissance” (1919-1940). The course examines the writing
of African Americans found in the following genres: essays, short stories,
drama, and a novel. The course seeks to improve the students’ abilities to
read critically, to write analytically, and to substantially increase their
knowledge of African American literary traditions and writers. |
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Entry Level Standards: |
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The student should be able to plan and write analytical essays, have basic research skills, and write papers about literature. Students must demonstrate proficiency in standard English grammar, spelling, mechanics and source documentation. In addition, students should be familiar with basic literary terminology and genres. |
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Prerequisite: |
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ENGL 1020 |
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Textbook(s) and Other
Course Materials: |
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Gates, Henry Louis Jr., and
Nellie Y. McKay, eds. The Norton Anthology of African American Literature.
Hughes, Langston, ed. The Best Short
Stories by Black Writers: The Classic Anthology from 1899 to 1967. Gaines, Ernest J. A Gathering of Old Men.
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I. Week/Unit/Topic Basis: |
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Week |
Topic |
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1 |
Course Introduction; Zora Neale Hurston’s essay “Characteristics of Negro Expression”: Will to Adorn, Use of Metaphor and Simile, The Double Descriptive, Verbal Nouns, and Nouns from Verbs |
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2 |
The Vernacular Tradition; The History and Defining the Vernacular: Spirituals, Gospel, The Blues |
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3 |
Secular Rhymes and Songs and Music: Jazz, Ballad, Work Songs, Rap |
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4 |
The Literature of Slavery and Freedom: 1746-1865; The Earliest Known Works |
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5 |
Lucy Terry’s poem “Bars Fight”; Phillis Wheatley |
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6 |
Literature of the Reconstruction to the New Negro Renaissance: 1865-1919 |
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7 |
Harlem Renaissance Arthur
A. Schomburg’s autobiography/essay |
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8 |
Langston Hughes and other
writers (open selections) |
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9 |
Realism, Naturalism,
Modernism Period: 1940 - 1960 |
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10 |
Short Stories |
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11 |
Drama: |
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12 |
A Raisin in the Sun |
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13 |
Novel: |
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14 |
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15 |
Final Exam |
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II. Course Objectives*: |
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A. |
Respond thoughtfully to the
expression of enduring human concerns. II.1, 6; IV.2 |
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B. |
Recognize the distinctive
interpretations of experience offered by African American writers of
the slavery and freedom, reconstruction, Harlem Renaissance, and
realism-naturalism- modernism periods. III.2, IV.2, 3 |
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C. |
Demonstrate a high level of
critical and analytical thinking skills in writing and discussion. III.2 |
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D. |
Work independently to
interpret and present assigned topics in a seminar setting. I.2, 4; II.1, 6; III.2 |
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*Roman numerals after
course objectives reference TBR's general education
goals. |
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III. Instructional
Processes*: |
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Students will: |
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1. |
Work in teams to discuss
and analyze literature. Communications Outcome, Transitional
Strategy, Active Learning Strategy |
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2. |
Read assigned works of
literature and participate in class discussion. Communication Outcome,
Humanities and/or Fine Arts Outcome, Transitional Strategy, Active Learning
Strategy |
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3. |
Use word processing
software to write essays analyzing assigned poetry, essays, fiction, and
drama, evaluating both the aesthetic value of texts and the historical
influences that affect them. Communication Outcome, Technological Literacy
Outcome, Transitional Strategy, Active Learning Strategy |
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4. |
Develop research skills using
and evaluating library and Internet sources. Communication Outcome,
Technological Literacy Outcome, Transitional Strategy, Active
Learning Strategy |
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5. |
Develop oral presentation skills
to present individual or group information. Communication Outcome,
Transitional Strategy, Active Learning Strategy |
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6. |
Attend various cultural,
historical, or educational opportunities on or off campus. Communication Outcome,
Transitional Strategy |
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7. |
Internalize the work ethic
by regularly attending class, being punctual, being dependable,
cooperating with the teacher and other classmates, contributing to class
discussion and projects, and acting in a professional manner while in
class. Transitional Strategy |
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*Strategies and outcomes
listed after instructional processes reference TBR’s
goals for strengthening general education knowledge and skills, connecting
coursework to experiences beyond the classroom, and encouraging students to
take active and responsible roles in the educational process. |
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IV. Expectations for Student
Performance*: |
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Upon successful completion
of this course, the student should be able to: |
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1. |
Identify universal themes,
and trace the vernacular elements found in African American
writings of each period studied. A, B |
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2. |
Illustrate these themes and
vernacular elements by references to works read. B |
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3. |
Define and discuss primary genres
of the slavery and freedom writers, such as spirituals,
poetry, and essays. C |
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4. |
Identify and explain major
tenets of reconstruction writers, such as Grimke,
Johnson, and Dunbar. A, B, C |
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5. |
Discuss and illustrate
differences in techniques and styles found in all periods from the
Slavery/Freedom through the contemporary writer. A, B, C |
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6. |
Discuss major characteristics
of the renaissance writings, such as the blues, jazz, poetry, and essays. A,
B, C |
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7. |
Discuss the diverse
psychological techniques by writers of each period studied. C |
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8. |
Demonstrate an understanding
of the relationship between life and literature by relating
biographical information about major writers of each period studied.
A, B |
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9. |
Write responses and analytical
papers on appropriate topics relating to the works studied. D |
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10. |
Write insightful,
appropriately developed, and mechanically correct answers to essay questions concerning the works studied. D |
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11. |
Demonstrate an
understanding of the literature and its background by presenting a writing or
conducting an oral discussion of a particular author's style or of a
particular genre to the class. A, C, D |
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*Letters after performance
expectations reference the course objectives listed above. |
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V. Evaluation: |
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A. Testing Procedures: 35%
of grade |
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Exams: there will be two
exams, each counting 10% of your final grade. The exams will include
multiple choice, short answers, identifications, and essay questions. Exams
will cover material read since the previous exam. Journal entries and
class notes will be of great help.
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B. Laboratory Expectations: |
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N/A |
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C. Field Work: 65% of grade |
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Journal Responses:
Journal responses should summarize the literary characteristics of the
writing of each historical period discussed in class. In other words,
the journal responses should be at least a one page typed summary of your
class notes. You will be required to submit journal entries after a
number of works have been discussed in class; therefore, taking notes in
class will be essential. You will be required to submit ten journal
entries. Each entry will have a numerical value of 15 points. The
journal will represent 15% of the final grade. The journal entries will
also be helpful when reviewing for exams and quizzes. Papers: You will be required to write two major essays. One will be a critical analysis of the novel requiring research of at least three scholarly secondary sources. It should include references to both the primary and secondary sources. The other will be a comparison/contrast theme paper (across genres; a poem, an essay, and a short story) requiring biographical research and biographical synopsis of the authors. The essays are 40% of the final grade. Journal entries and class notes will be of great help with the papers. Project: For the
course project, you will select one of the following: The details of this project
will be discussed early in the course, and the project can be submitted at
any time during the semester; however, it is recommended that you complete
the project during the first half of the semester. The project is 10%
of the final grade. |
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D. Other Evaluation Methods: |
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N/A |
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E. Grading Scale: |
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A
930-1000 B+
920-929 |
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