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ENG 209-01: Topics in Non-Western Literature: Dictatorships and Resistance
Course Syllabus
Spring 2014
Section Instructor: Brian Butler
Location/Time: MHRA 2209/TR 12:30-1:45 PM
Office: MHRA 3210B
Office Hours: TR 3:30 - 4:45PM
Faculty Mailbox: MHRA 3317
E-mail:
Course Description
This course focuses on the literary depictions of regimes of power such as dictatorships in the non-western world in countries such as Nigeria, Kenya, South Africa, and Iraq. We will examine how these texts, both short stories and novels, portray these societies and regimes, especially in relation to the Western world and countries such as the United States and Great Britain. We will examine how the histories of colonization, decolonization, and globalization have directly impacted these countries and their societies. We will consider what kind of work each text is doing and how it comments on these historical global power structures. Finally, we will carefully read these texts to see not only what they tell us about their respective cultures but also our own.
Learning Goals:
Student Learning Outcomes (SLOs) for the GLT marker:
1. Demonstrate the reading skill required for the student of literary texts. (LG3)
2. Identify and/or describe some of the varied characteristics of literary texts. (LG3)
3. Demonstrate orally, in writing, or by some other means, a fundamental ability to use some of the techniques and/or methods of literary analysis. (LG 1 and LG 3)
4. Identify and/or describe some of the various social, historical, cultural, and/or theoretical contexts in which literary texts have been written and interpreted. (LG3)
Those SLOs labeled (LG3) relate to UNCG’s Learning Goal #3 for General Education, which says students will “Describe, interpret, and evaluate the ideas, events, and expressive traditions that have shaped collective and individual human experience through inquiry and analysis in the diverse disciplines of the humanities, religions, languages, histories, and the arts.” (
Those SLOs labeled (LG1) relate to UNCG’s Learning Goal #1 for General Education, outlined in the guidelines for English 101.
In addition to the university student learning goals, our course goals will also include being able to:
•Define key historical movements such as colonialization, decolonization, and globalization
•Develop analytical arguments about literary texts in relation to historical developments such as colonialism and postcolonialism
Required Texts and Materials
The following texts and materials are required for this course. Unless instructed otherwise, you will be expected to bring these texts and materials to each class meeting.
- Achebe, Chinua.A Man of the People. New York: Anchor, 1989. Print. ISBN: 9780385086165.
- Blasim, Hassan. The Corpse-Exhibition and Other Stories of Iraq. New York: Penguin, 2010. Print. ISBN: 9780143123262.
- Gordimer, Nadine. The Conservationist. New York: Penguin, 1983. Print. ISBN: 9780140047165.
- Munif, Abdul-Rahman. Cities of Salt. New York: Vintage, 1989. Print. ISBN: 9780394755267.
- Ngugi, Wa Thiong’o. Weep Not, Child. New York: Penguin, 2012. Print. ISBN: 9780143106692.
- Readings posted to Blackboard. (You will need to print these readings and bring them to class.)
Other Materials
- A notebook and note-taking materials.
- Loose-leaf paper for exams.
Academic Integrity
“Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at I expect you to abide by the Academic Integrity Policy. Depending on the severity of the violation and the significance of the assignment to the final grade, penalties for plagiarism, among other forms of academic dishonesty or unethical intellectual property appropriation, may range from an automatic zero on the assignment, to the student being dropped from the class or receiving administrative censure from the university. Any additional violations will be reported to the Dean of Students and the student will, at a minimum, fail the course and be recommended for academic probation.
Evaluation and Assignments
Weekly Reading Quizzes [20%] (LG1/LG3)
You can expect at least one quiz over the assigned reading(s) each week. These quizzes will test your comprehension of the text(s), to include a basic understanding of plot, narrative theory and techniques, as well as the larger implications of the text(s) within the context of the course. Many of your exam questions will come from your quizzes, so it behooves you to do well on these quizzes and to keep them to aid you in preparation for the exams.
Take-Home Responses [20%] (LG1/LG3)
You can expect at least one homework assignment every week, in addition to your assigned course readings. These assignments will require you to write short responses to assigned questions I will give you in advance of the actual readings. These assignments are designed to help you identify key themes and problems in the texts, as well as to start our in-class discussions of the readings. These assignments will be taken up and graded.
Final Paper [40%] (LG1/LG3)
In a 6-7 page essay, you will craft an argument that analyzes one of the texts we have read this semester. Your essay should also incorporate two relevant critical sources. Consider this an opportunity to join an academic conversation.
About two weeks before your paper is due, you will turn in a proposal that includes the following:
- A tentative thesis statement: essays evolve as we compose them, so this thesis will change
- Textual examples from at least one of the assigned readings that support your thesis
- A brief annotated bibliography of two critical sources: for each source, include two or three sentences that summarize the critic’s position and one or two sentences that demonstrate why this source is relevant to your project
Participation [20%] (LG3)
The class participation grade is determined by an average of your attendance record and evidence of in-class oral communication skills, as well as taking into consideration your overall preparedness during the semester.
Criteria for Participation
The criteria are as follows:
ASuperior communicative skills; excellent preparation for class discussion; always volunteers; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.
BGood communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.
CAdequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities.
DLimited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness; disruptive; etc.]
FWeak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying the course texts; or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities.
Grading Scale
Per UNCG’s university-wide distribution, I will use the following scale to assign your final letter grade:
97 – 100%= A+87 – 89% = B+ 77 – 79% = C+67 – 69% = D+
93 – 96% = A83 – 86% = B 73 – 76% = C60 – 62% = D-
90 – 92% = A-80 – 82% = B-70 – 72% = C-63 – 66% = D
0 – 59% = F
Attendance Policy
For classes meeting twice a week, students are allowed a maximum of three absences without a grade penalty. For every absence beyond those allowed, students will be penalized one-half letter grade. Students who miss six classes will fail the course.This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc.
You should attend every class, be on time, have the required texts, and have note-taking materials. If you are more than fifteen minutes late, I will record this as an absence. (Note: persistent inability to make it to class in a timely fashion may be dealt with in the form of deductions from your final class participation grade—three tardies = 1 absence.) If you miss a class, regardless of the reason, you are responsible for contacting a classmate so that you can arrange a way to get notes. Please feel free to take a few minutes to record the name and e-mail address or phone number of two colleagues nearest your seat.
Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If a student plans to miss class due to a religious holiday, he or she must notify the instructor at least 48 hours prior to the absence.
Classroom Conduct:
Students with disciplinary problems tend to be few and far between at the college level; however, if behavioral disruptions persist within a single class meeting (or, for that matter, across multiple meetings), the student in question will be asked to leave the class session with points deducted from his/her participation grade and an absence for the day. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, and/or the subject matter we are studying for a given unit’s content focus. I reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly, and it goes without saying that remaining enrolled in my class is a tacit acknowledgment of this right. Note: Repeated text messaging, cell phone eruptions, or laptop activity that does not directly address the class assignments will also result in a substantial reduction to your participation average. Furthermore, repeated disruptions, of any kind, will be reported to the Dean of Students for disciplinary action.
Late Submissions
No late work of any kind will be accepted (this includes quizzes, which cannot be made up).
Accommodations for Students with Disabilities:
Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and Services (OARS) on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .
Email Policy: Email is the best way to reach me. You can reasonably expect responses from me within twenty-four hours, excluding weekends and university holidays. It is good practice to treat email as a semi-formal writing situation. In other words, be professional. *I will only open and respond to emails from a valid I-Spartan student account.
Course Schedule
*Please note: All reading assignments, indicated by text and page number, are due on the dates indicated below.
** For a variety of reasons the need may arise for me to make changes to the syllabus and I reserve the right to do so.
Texts:
AMP – A Man of the People
WNC – Weep Not, Child
TC – The Conservationist
CS – Cities of Salt
TCE – The Corpse Exhibition
Week One
T 1/13 – Course Introduction: Print syllabus and bring it to class.
R 1/15 – BB: Achebe – “An Image of Africa”; Conrad – Part One of Heart of Darkness.
Week Two
T1/20 –AMP: Chapters 1-5.
R 1/22 – AMP: Chapters 6-10.
Week Three
T 1/27 – AMP: Chapters 11-13.
R1/29 – WNC: Chapters 1-4.
Week Four
T2/3 –WNC: Chapters 5-11.
R2/5 – WNC: Chapters 12-16.
Week Five
T2/10 – TC: 1-82.
R2/12 – TC: 83-111.
Week Six
T2/17 –TC: 112-189.
R2/19 – TC: 190-211.
Week Seven
T2/24 – TC: 212-267.
R2/26 – Class Discussion of African Texts.
Week Eight
T 3/3 – CS: Chapters 1-10.
R3/5 – CS: Chapters 11-16.
Week Nine
T3/10 –No Class; Spring Break.
R3/12 – No Class; Spring Break.
Week Ten
T3/17 – CS: Chapters 17-47.
R3/19 – CS: Chapters 48-55.
Week Eleven
T3/24 –CS: Chapters 56-66.
R3/26 – CS: Chapters 67-68.
Week Twelve
T 3/31 –CS: Chapters 69-74
R 4/2 – CS: Chapters 75-77.
Week Thirteen
T4/7 – TCE: “The Corpse Exhibition” and “The Reality and the Record”
R4/9 –TCE: “The Killers and the Compass” and “The Green Zone Rabbit”
Week Fourteen
T 4/14 –Research Orientation in Bryan 221
R4/16 – Final Paper Workshop
DUE:Final Paper Project Proposal.
Week Fifteen
T4/21 –TCE: “An Army Newspaper” and “The Madman of Freedom Square”
R4/23 – Class discussion of Middle Eastern Texts.
Week Sixteen
T 4/28 –No Class; Spring Friday Schedule.
F5/1 –Final Exam Day.Due: Final Essay via email by 5:00 P.M.