Eng
390: Multicultural Literature
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Eng
390: Multicultural Literature
Central Oregon Community College
Dr. Stacey Donohue
sdonohue@cocc.edu
Last Updated:
03/11/03
Required Texts (in order of our study)
 | Barbara
Solomon, Ed. The Haves and Have-Nots: 30 Stories about Money and
Class in America |
| Toni
Morrison, The Bluest Eye |
| F. Scott
Fitzgerald, The Great Gatsby |
| Philip
Roth, Goodbye,
Columbus |
| Dorothy
Allison, Bastard Out of
Carolina
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Reserve Readings (Available on E-Reserve and
Regular Reserve at the Circulation Desk)
(Some readings will be required; others will be designated to
specific students who will report back to the class)
Focus of study/themes for exploration:
We will explore the role
of race, class, gender and ethnicity in identity formation, with a
specific consideration of class as a
theme in contemporary American literature. This includes scrutinizing the
following ideas:
| The study
of class requires looking beyond external markers such as clothing or
cars toward an examination of the assumptions that people make about
such things |
| Class
consciousness is not just about money and power but also a way of
looking at the world |
| The study
of class in literature (or film) requires us to be conscious of not
romanticizing, mocking or mourning working-class life, thus in the
course we will also read stories that depict upper-class life. |
| We must
distinguish between works written by
working class writers and those written about
the working class |
| Class is
very much influenced by gender and ethnicity, but consider this
quotation from bell hooks: |
“Class matters. Race
and gender can be used as screens to deflect attention away from the harsh
realities class politics exposes…..Let’s face the reality that if OJ
Simpson had been poor or even lower middle class, there would have been no
media attention.”
Assessment: Note that ENGL 390 is a "writing-intensive class."
| 50%
Reading Journal: You should
write at least one page per reading (more for novels). The journal must
be typed. Suggested topics and criteria will be handed out. I’ll grade
the journal three times during the quarter (April 17, May 15 and by or
before June 10th when your final project is due), and the
grade will get progressively “weightier”: 5%, 15% and 30%. I anticipate
a final typed journal of at least 20 pages---though quality of analysis
will count more than many pages of summary. |
| 10% Personal essay (2+ pages) on class: an essay on your own sense of class values and culture –
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OR
Either assignment (the personal essay or the film review) is due by or
before May 16th
| 10% Oral Report:
10 minutes, on an essay related
to our readings. Bring in a 1-page outline of main ideas to hand in (a
model is included at the end of this syllabus). We’ll sign up for
readings (a list is included at the end of the syllabus) during week 1
or 2. I will distribute the essays to individuals---please return. |
| 30% Final Paper/Project
 | An 8+ source Annotated Bibliography with an
introductory essay on a subject related to “class” (for example, the
rise of unions; women factory workers; timber industry; the
proletarian writers of the 1930s; immigrant writers; reviews of
The Great Gatsby--from the 1920s to today; a researched literary
analysis of one of our novels—or another related novel, etc.). Models
are available at:
http://www.cocc.edu/sdonohue/Student%20Writing/indexstudentwriting.htm |
| (Once at the website, scroll down to the
following essays: Eng 319:Resnick; Eng390: Earhart, Smith and Martin) |
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Since some of you may be taking your first
300-level class, please read the following:
Discourse Studies Courses: Expectations for Upper
Division Work
For
300-level and 400-level ENGL and WR courses, students should be prepared
to:
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Develop assignments through independent use of library resources,
including using outside sources from major journals in the field in
writing assignments. |
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Document sources using MLA or APA in-text citation style, as assigned
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Independently pursue extensive research, writing, or presentation
assignments. |
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Synthesize and apply concepts from other Discourse Studies courses to
the course at hand. |
The Discourse Studies faculty at COCC have set
the following standards for these courses:
| Upper
division course work requires significantly more out-of-class work from
students than does lower division course work.
|
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Courses at this level foster theoretical orientation to the subject at a
sophisticated level. |
| The
primary focus of these Discourse Studies courses is upper level study in
literature or writing. Methods courses in Education are available to
help those students pursuing an education certificate to apply such
study to future classroom use. |
I look
forward to working with you all. Please feel free to see me if you ever
have any questions.
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