HUM 256

AFRICAN AMERICAN LITERATURE

HUM 256: INTRODUCTION TO AFRICAN AMERICAN LITERATURE AND CULTURE
Central Oregon Community College
Dr. Stacey Donohue
sdonohue@cocc.edu                       

TEXTS:

Hum256W Coursepack  (available as a Word document from me OR you may purchase at the bookstore)

The Norton Anthology of African American Literature                                                        

                                                                                                                       
COURSE DESCRIPTION:

Eng 256 is a survey course introducing students to African-American literature in the context of both history and to major achievements in the visual arts, music and film.  The goal of this immersion is to deepen appreciation of significant African American contributions to American life. We will trace certain techniques and themes which cut across these various art forms, including the persistence of folk arts, the importance of African American music, the role of “race” in identity, and the challenge of finding one’s own voice when the conventions of artistic expression and language use derive from a dominant culture.

We will take an historical approach from the early oral traditions and slave narratives, the literature of reconstruction through the Harlem Renaissance, the Black Arts Movement to the 1990s. This class cannot be a comprehensive study of African American literature: it is an overview, a sampling.  You will need to keep up with the readings, and come to class prepared for discussion and writing.  The purpose of any literature course is to share responses and interpretations, thus class attendance is important. 

Course Outcomes:  

Upon successful completion of this course, you should be able to develop the skills needed to meet the following outcomes:

A. Knowledge about a culture different from one’s own:

B. Analysis of a written text:

C. Comparative analysis of cultures:

In order to meet these goals, students are expected to attend class, contribute to class discussions, and keep up with the reading and writing assignments.

WIC designation: The course is designated a “writing in context” course because writing will be the predominant mode through which you will encounter this literature and express your understandings (though analysis and interpretation) about it.  WIC outcomes both echo and extend the above course outcomes:

COCC students who successfully complete a "WIC" course will demonstrate the ability to:

Outcome 1.  Use informal and formal writing to learn course content in the discipline of the WIC course.

Outcome 2.  Adapt general writing skills learned in foundational writing [i.e. WR-prefixed] courses to WIC course writing projects.

Outcome 3: Write at least one paper integrating information from at least two sources employing the appropriate documentation style for the discipline represented by the course.

[draft outcomes July 2003]

Course Work and Grading: The following assignments are designed to help you meet the outcomes of this course:

30% Class Participation and In-Class Written Responses

Films, class and group discussion, in-class written responses will be the central activities in this class.  Regular class attendance and preparation of each day’s readings is recommended and will be reflected in your grade.  You will earn credit for participating in class, in addition to the following:

40% Essays (2)

In the first essay,  you will demonstrate your skills in literary analysis. For the second essay, you have a choice of either a literary analysis or an annotated bibliography.  [Models of both types of essays are on my website.] Each essay should be 4 or more double-spaced typed pages.  Select from the suggested topics noted in the course packet. After a conference with me about Essay #1, you may rewrite the essay for a new grade. Essays are due at the start of class on the assigned date; lateness will reduce your grade.  Grading criteria and suggested topics are available in the course packet

30% Final Exam

Our final exam will be given on Tuesday, Dec. 9^th, 3:15-5:15.  There are two parts: Part I is identification and explication of quotations taken from the readings; Part II is a selection of short essay topics (some topics may be the same as our in class writing topics). 

Plagiarism Statement:

Proper citations and documentation of any sources that you quote, paraphrase, and/or summarize in your writing are required whenever you borrow the words, facts, and/or ideas of others. In general, putting others’ ideas into your own words still means you are borrowing, and to avoid plagiarism, the source must be cited and documented, both (a)at the point in your essay where there borrowing occurs (using MLA citation style), and (b) in a list of all sources cited given at the end of your essay.  Plagiarism—intended or not—is considered a serious academic violation of intellectual property rights, and may earn you r written assignment an automatic “F.”

Any student with a documented disability (physical, learning, psychological, vision, hearing) who needs to arrange reasonable accommodations must inform the College and Stacey as soon as possible. If you require any assistance related to a disability, contact the Disability Services Office located in Boyle Education Center: call (541) 383-7580,
 

Please see me at the beginning of the quarter if you have any questions about the course requirements.  Also, if you have any questions during the course of the quarter, please see me during office hours or by appointment.

Schedule of Assignments, Fall 2003

Note: Bring text and packet to each class meeting!

 If you have any questions, please contact Stacey at sdonohue@cocc.edu