Project

Missouri Consortium for Global Education

Title VI-A Grant

Applicant: Jan S. Rog, English Instructor

Institution:MetropolitanCommunity College – Longview (MCC-Longview)

Course to be Globalized: U.S. Latino and Latina Literature (ENGL 152)

Region of Interest:West Africa

Consultants:

Professor Donald Swanson, French and Spanish Instructor: MCC-Longview

Professor Beverly Mack: English Professor: University of Kansas at Lawrence

Semesters to be offered: Fall, 2008; Spring, 2009; Fall, 2009.

Anticipated enrollment: Anticipated enrollment for each semester is 22 – 27 students.

Delivery methods: Delivery methods will be lecture and group work. As this class is designated as Writing Intensive, all the students will need to write reader’s responses, critiques, essays, and a final multi-genre project to reflect that they understand the lessons and literature.

Course Outcomes: (Outcomes marked with an asterisk are those affected by the globalization module.) Upon completion of this course, the student will be able to:

1) *Evaluate the contributions that Latinos and Latinas have made to American literature as well as the international community in the forms of essays, novels, poetry, short stories, and visual texts.

2) Employ various forms of literary criticism in order to identify and predict the thematic expressions of the authors as well as the intended readers.

3) *Explain through oral and written presentations the historical contexts that may have prompted various Latino and Latina groups to publish literature and visual texts.

4) Analyze the literary contributions which Latino and Latina American writers have made and will continue to make to the American culture.

5) *Explicate how Latino and Latina literature reflects the Latino and Latina citizen as social product.

Narrative description of this project:

Original class:

English 152: U.S. Latino and Latina Literature is a survey course of U.S. Latino and Latina literature from various genres, focusing on the works of U.S. authors of Latino descent. The literary contributions of Chicanos, Cuban-Americans, and Puerto Rican writers will be included. Students will read and discuss essays, drama, novels, poetry, short stories, and ideological discourse while also exploring historical motivators of the literature that have made cultural impacts on the Latino and Latina communities and the American mainstream.

A brief description of this module:

Within the 20th Century, numerous U.S. authors of Latino descent (including those of Cuban and Puerto Rican descent) sought to express their identity including their African heritage. Emphasis will be placed on how this is reflected in poetry and music. By infusing a global module entitled, “African Influence on U.S. Latino and Latina Literature” into the existing English 152 course, the West African influences on such U.S. authors.

1)A portion will focus on African influences in literature and music during the introductory discussion about the background of U.S. Latino/a literature: “cha cha chá” (from KiMbundo) and “marimba” (from Bantu languages) being just two of numerous examples.

2)Students will need to write a critique (5% of grade) and write reader responses and homework over the works (about 5% of the grade). This will take about two to three weeks of class.

3)In a semester’s end final multi-genre project, students will need to address African influences in U.S. Latino and Latina literature as part of their full project. (The full report is 10% of the class, so the part given to the African influences will be approximately 3% of the final grade.) Students will be working on this entire project for about two months.

Anticipatedchanges for the students:

As English 152: U.S. Latino and Latina Literature is designated as a Human Diversity course, studying about West African influences will help students develop a fuller idea of the complexities of U.S. Latinos and Latinas and be able to better articulate this in writing and conversation.Also, this module will allow them to discuss the issues of race, identity, pride, and community in a fuller manner - - not only with the emphasis on the traditionally Latin American world but also with the understanding of the West African influences.

Assessment: In this writing-intensive course, assessment will be based on effective, strong writing and revision. Compositions and homework will need to be developed and improved based on the Grading Criteria outlined in the document titled “Grading Latino and Latina Literature”.

Use of content and language: In the first week of the course, Spanish words with African origins will be introduced as part of our study of “intrahistoria”. These terms reflect much of the music, the beliefs of the people, and many foods. All of these will be part of other lessons later in the course, so these African/Spanish terms can be addressed again later.

When we study folk tales, music, and poetry, the content material will be addressed. The lessons from the oral history, the contributions of musicians, and the influences of the African poets will be addressed but also actively studied by the students.

Technology for this course: A CD player; a DVD player, projector, and screen for films; and power point presentations are the materials needed for this module.

ENG 152: U.S. Latino and Latina Literaturesyllabus

Longview Community College: Fall, 2006

Instructor: Jan S. RogPhone: (816) 672-2035E-mail:

Office: LA 202W

Office Hours: Tuesday and Thursday: 9:30 – 10:30

Wednesday and Friday: 9:00 – 10:30

Also, by appointment with the instructor

Class Hours:M-W-F 11:00 – 11:50

Class Room:Liberal Arts Room 212

Course Description:

This course will survey Latino/Latina American Literature from the 16th Century into the early years of the 21st Century. Through analysis of novels, poetry, drama, news articles, and films, students will also explore historical and social components that influenced these works.

Course Objectives:

  • To read various literary pieces that define, explore, and express Latin-American culture
  • To analyze films that reflect or explore the Latino condition
  • To discuss recurring themes of Latino and Latina literature
  • To write journals, summaries, and essays that help contextualize Latino topics
  • To take quizzes and tests that help improve and strengthen intellectual positions on literature

Expected Student Outcomes

Upon completion of this course, the student will be able to:

  • Evaluate the contributions that Latino and Latinas have made to American literature as well as the internationalcommunity in the form of essays, novels, poetry, short stories and visual texts.
  • Employ various forms of literary criticism in order to identify and predict the thematic expressions of the authors aswell as the intended readers.
  • Explain through oral and written presentations the historical contexts that may have prompted various Latino andLatina groups to publish literature and visual texts.
  • Analyze the literary contributions which Latino and Latina American writers have made and will continue to make tothe American culture.
  • Explicate how Latino and Latina literature reflects the Latino and Latina citizen as social product.

Required Texts and Supplies:

  • The Latino Reader: An American Literary Tradition From 1542 to the Present Edited by Harold Augenbraum and Margarite Fernández Olmos.
  • Bless Me, Ultima by Rudolfo Anaya
  • In the Name of Salomé by Julia Alvarez
  • Daughter of Fortune by Isabel Allende
  • IBM computer disk(s) or other computer storage system
  • A good dictionary for vocabulary development

This can be either English only or English – Spanish; use what you already have.

  • Three-ring binder and portfolio folders for organizing handouts and assignments
  • A new notebook that will serve as a journal

Methodology:

The instruction method will combine lectures, textbook assignments, group discussions, individual essays, attendance/analysis of a cultural event, a multi-genre project, and critiques.

Course Evaluation:

Students will be graded on the basis of successful completion of

  • Ongoing journal entries over materials read and viewed
  • Literary critiques
  • Essays about novels assigned in class
  • Class examinations
  • Attendance and written summary of a cultural event
  • Final multi-genre project dealing with themes of U.S. Latino and Latina Literature

This is a Writing Intensive Course, so of course you will need to write consistently and frequently. In this course, this is a means of learning the material more effectively, and it is further a means of creativity and expression. Have fun with all the writing, and challenge yourself to do better always!

You will be required to write about the literature in a variety of ways:

Reader’s Responses: length will vary, hand written

At times you’ll be able to write about the themes the authors are dealing with: family, inequality, dreams, and so forth. At times this may be in a style similar to that of the author, or it could be in a different style. As much of Latino/Latina literature is based on the daily lessons of life, you’ll be able to reflect in a similar way, hopefully better understanding the nuances and messages.

Literary Critiques: 2-3 pages, typed

At times you’ll need to write a literary analysis of works we’ve read. You’ll need to critically consider the different time periods in which the works were created and their various meanings.

Here is an example: Down These Mean Streets by Piri Thomas reflects a tough, bleak view of Puerto Rican life in New York. “Mendoza Dreams” by Edgardo Vega Yunqué shows a lighter side of life in Spanish Harlem: family pride, beating the odds, and laughing with life. Both are seen as realistic renditions of Puerto Rican life in New York. Analyze the language of each story. How does each author convey his meaning with dialogue? Which do you consider more powerful?

An essay over each novel: 3-5 pages, typed

You’ll need to write an essay about each novel we read. By actively taking notes and discussing the novel with others in class, you’ll be able to write your essay over and revise it over the two-week periods we present to each novel.

A report about a cultural even in the community: 3 pages, typed

You are to go into the Greater Kansas City Community and attend an event that parallels or mirrors the literature we have studied and present a report. What themes do you recognize in this cultural event? Which authors would have been drawn to such an event? How could this

A Multi-genre project: 5 – 7 written pages long no longer than 7 written pages; your final project may be longer when including various genre representations.

This replaces your Final Examination

This is a creative portfolio of sorts. In this project, you will present a consistent theme that appeared in the literature from this class. You’ll choose the theme and provide examples of this from the collective works of this semester. What’s more, you’ll be able to incorporate the arts, personalities, and historical events surrounding these as well.

Assignment Expectations:

  • You will be asked to complete writing assignments that include journals about personal experiences and also world events, in-class writing assignments, and quizzes. Assignments will be drawn from your text and extra sources.
  • Neatness is expected. Assignments should be completed on a computer with the exception of in-class writing assignments and journals. These non-computer compositions will need to be double-spaced on neat note-book paper or in your journal.
  • MLA specifications will be used on all essays and compositions. These will be presented in class at the beginning of the semester and throughout the course
  • Assignments are to be turned in on time. Should you need to revise your work to receive a satisfactory grade, you’ll need to submit your revision within a week (the exact date set by the instructor).
  • Homework usually will be done within one assignment/task period. This will include many of your summaries and critical reflection pieces. In order to receive credit for them, you must submit them on time. Each of the incremental tasks will be assigned points and will need to be turned in on time.
  • I’m always available during my office hours to meet with you. However, for more help, I strongly advise you to go to the LongviewLearningCenter. There you will find supportive tutors who will help you clarify your thoughts and encourage you in your work. This is also a great campus resource for all your classes: Learning Resources Room 225 (LR225), (816)672-2205.

Class Expectations:

  • You should attend class regularly and for the full class period. If you know you will have to miss class, contact me as soon as you know. Let me know before you miss class. Come in person, call me, or e-mail me. I check voice-mail and e-mail regularly.
  • You are responsible for withdrawing from a class you do not plan to complete. If you stop attending a class but remain on the class roster, you may receive an “F” for the course. Students are withdrawn or failed under these circumstances:

MWF classes: 6 consecutive absences or 12 absences overall regardless of excuse.

  • You are responsible for all work covered in class. If necessary, send your assignments with another student, friend, or parent. Exchange your phone number with other students in class.
  • Be willing to be engaged. Talk up in class, sharing your ideas and questions.
  • Put in six hours a week outside of class to homework. This is a standard expectation for every three-hour class you take. Of course, some weeks you may have to work more, but you’ll benefit by becoming a stronger student.
  • Follow the requirements of the syllabus, including due dates for papers and assignments.
  • Be willing to work with other students in class, showing them respect as they in turn will need to respect you: turn off all cell phones and pagers at the beginning of each class.
  • You are responsible for all work assigned when you are absent. Do not wait until the day you return to get the assignment. Have someone from the class bring you a copy of the assignment.
  • Turn off cell phones (emergency care workers only are to leave them on buzz); listen to others’ opinions and comments; and respect others’ questions and learning styles.
  • Reading and writing assignments are due at the start of the class session; likewise quizzes will be given at the beginning of class. Late homework will not be accepted, and missed quizzes may not be made up.
  • Submit your own homework and compositions, not copies or partial-copies of someone else’s work. Using someone else’s ideas or words is the same as plagiarism, and that carries severe penalties. Please refer to the later section concerning academic dishonesty.
  • Doing work from another class is not acceptable in this class. Focus on U.S. Latino and Latina Literature during class time, and you’ll already have enhanced your studying later.

Grades:

Your grade will be weighed as follows:

  • 20%: readers’ critiques and journal entries over materials read and viewed (homework here included)
  • 30%: essays based on in-class themes; rough drafts, peer work, and revisions
  • 20%: Class examinations and in-class quizzes / discussion

I give quizzes when it seems that the class has not read. The more active the class is in discussion, the fewer quizzes I will give.

  • 10%: 1 Humanities Adventure and its summary
  • 20%: Final Multi-Genre Project (in lieu of a final examination)

Americans With Disabilities Act:

LongviewCollege complies with the Americans With Disabilities Act. If you have a documented physical, psychological, or learning disability, the college provides special services such as assistance with setting up classroom accommodations and providing ongoing support and advocacy. Students are responsible for informing the college of their disability and providing appropriate documentation. Contact the Access Office at (816)672-2254 or schedule an appointment in Room 208 of the CampusCenter.

Counseling:

Professional counselors at Longview provide free, confidential, comprehensive counseling services that range from career planning to personal crisis management. For appointments call (816)672-2255 or visit the Counseling Office in Room 210 in the CampusCenter.

Academic Support:

Longview Learning Center provides free assistance and tutoring with English Composition but also all other courses you may take during your time at LongviewCollege. You will need to go in person to contact the tutors, staff, and faculty there. LongviewLearningCenter is located in Room 225 of the LearningResourcesBuilding. The number for the LearningCenter is

(816)672-2205, and the number for the WritingCenter is (816)672-2208.

Academic Dishonesty:

Academic Dishonesty includes but is not limited to plagiarism, cheating during examinations or quizzes, submission of work that has been prepared by another student, submissions of a single paper to fulfill requirements in two courses without prior approval of the instructors in both courses, and using a false name or signing the name of another individual without proper authorization in connection with any course work.