Gender and Identity in Multicultural American Literature
Dr. Mary Magoulick Office: A&S 3-21; mmagouli@gcsu.edu Phone:445-3177 Office Hours: M,F 9-10, W 1:30-2:30
Schedule of readings/assignments
Erdrich Study Guide/Information
Web LINKS of interest
Voices from the Gaps excellent resource for many women writers of color from University of MN |
African American literature yahoo web links |
Asian American literature yahoo web links |
Native American literature yahoo web links |
Native American Authors web resources |
Native American web index |
Native American Storytellers online |
Soul Search search engine for world's people of color |
Latin Culture on about.com |
House on Mango Street information |
Texts
(in
the order in which they are to be read)
Multicultural
American literature resonates with the hopes and fears of the whole of
American history and reflects the rich complexity and variety of the American
experience. All of our novels this semester are written by women and focus
primarily on issues of gender and identity. Thus perspectives of gender and
identity will be central to our discussions throughout this semester. The
novels will lead us into discussions of women's experiences roles, potentials,
hopes and fears. We will examine how confusion over identity, particularly
identity centered on ethnicity and gender, informs, complicates and enriches
the literature. In a larger sense we will consider how otherness
defines and influences fictional lives (and perhaps our own lives as well).
Our ultimate goal will be to consider what it means to be human.
This
course will consist of lectures and discussions based on readings. Most
readings are novels, though poetry and folklore will offer interesting
background and depth to our discussions at various points in the semester.
During the first half of the semester I will lead the discussions and offer
background and critical theory to help understand the novels in questions. To
increase student involvement, during the second half of the semester students
will take responsibility for leading class sessions. As an undergraduate you
will be part of a group that researches background or contextual information
or reads supplemental texts (such as criticism, related poetry or folklore,
and cultural information that is appropriate). Your group's task is to
generate discussion for your particular novel. You may provide a study guide
the week before your presentation date. The goal here is to lead a lively
discussion, not to demonstrate extensive knowledge. Throughout the semester,
the novels will stand less as discrete literary units than as a means to help
us deepen our discussions of gender and identity in American culture and
American literature generally.
·
One
long critical essay (minimum 10 pages), explicating a specific text of
multicultural American literature in terms of the issues and ideas raised in
this class. You must discuss your topic with me in advance.
·
Two
short critical responses (not summaries) to assigned readings (1-2
pages each). These will be your individual responses to selected texts. You do
not have to do any research or additional reading, but merely write
(critically and rigorously) about your ideas of the text. Take a
specific passage and analyze it, line by line, word by word to get at its
significance (keeping in mind connections to the overall text).
·
A
group presentation (leading discussion of a novel). As part of a small
group, you will be asked to lead discussions of one of the novels. Your group
will be in charge of the class on these days and should come prepared with
background or critical information about the novel, the culture involved in
the novel, and/or the author. The most important thing is to generate good
discussion, not to demonstrate extensive research.
·
Regular,
active attendance and participation. Be prepared to ask and
answer questions, and to raise and discuss issues of significance to this
class.
·
Occasional
in-class writing assignments, known as “free writing.”
·
Timely
completion of all assignments. Readings are to be completed before the
due date.
Grading
Paper:
40%
Leading Class (Presentation): 30%
Critical Responses:
20%
Other Work & Participation: 10%
Assuming you make a good faith effort to come to class and do all the other assignments (critical and free writing and leading a presentation), your course grade will reflect your term paper grade.