NATIVE AMERICAN WOMEN WRITERS
Instructor: Dr. Mary Magoulick
Final Exam Study Guide
|Native American Studies Links & Information (Magoulick)|
Native American literature yahoo web links
Native American Authors web resources
Native American web index
Voices from the Gaps excellent resource for many women writers of color from University of MN
Native American Storytellers online
Instructor: Dr. Mary Magoulick
Office: A&S 3-21; Office Phone: 445-3177
Allen, Paula Gunn. Spiderwoman’s Granddaughters. New York: Fawcett Columbine (Ballantine), 1989.
Crow Dog, Mary (with Richard Erdoes). Lakota Woman. New York: HarperPerennial, 1990.
Erdrich, Louise. The Antelope Wife: A Novel. New York: Harper Perennial, 1998.
Glancy, Diane. Pushing the Bear. New York: Harcourt Brace & Co., 1996.
Bell, Betty Louise. Faces in the Moon. Norman: University of Oklahoma Press, 1994.
Lurie, Nancy Oestreich (ed.). Mountain Wolf Woman: Sister of Crashing Thunder: The Autobiography of a Winnebago Indian. Ann Arbor: The University of Michigan Press, 1966.
Niatum, Duane, ed. Harper’s Anthology of 20th Century Native American Poetry. New York: HarperOne, 1988
Silko, Leslie. Gardens in the Dunes. New York: Scribner Paperback Fiction, 2000.
We will consider various contemporary and traditional works written by Native American women, with special emphasis on socio-cultural contexts of each work. We will especially attend to issues of gender and identity as they surface in the poetry, fiction, and autobiography we read. We will also consider the extent to which the works bridge traditional and contemporary Native American perspectives, themes, and literary styles. Our consideration of cultural contexts and implications of the literature will lead to larger questions and issues regarding both women’s studies and Native American studies. Gender and identity often surface most poignantly in the work of women whose lives are marginalized from the mainstream. Our discussions may lead us as well to ponder more general issues connected to the cannon and contextual studies of literature. This course will involve some lectures and primarily seminar-style discussions of the works students will read outside the classroom as homework. There will be various written assignments, including some in-class writing and worksheets, and critical response and research essays, along with a final exam.
As a result of this course, the student will be able to do the following:
* Distinguish the ideologies, periods, and aesthetics of various examples of Native American literature;
* Evaluate the literary significance of certain representative writers of Native American fiction and poetry, as well as certain influential texts;
* Be familiar with major theoretical strands in literary criticism related to Native American studies;
* Begin to show awareness of Native American literature in its biographical, historical, artistic, and intellectual contexts.
* Articulate a written critical argument that requires analytical close reading of modern fiction.
Ø One short critical response to assigned readings (3-4 pages). You do not have to do any research or additional reading but will write detailed analysis in answer to a specific question to be distributed in class. This will require you to answer based on close textual analysis (of specific passages in the texts read).
Ø A midterm exam and a final exam in which you answer specific essay questions about our readings and discussions. You should show an awareness of class issues, strong analysis of readings, and synthesis of your original insights. These exams will include both objective and essay type questions.
Ø A final, researched, analytical essay (8-10 pages) in which you explore in depth one or more works of Native American literature, either according to a theoretical or contextual framework from class, or an equivalent one you research on your own. You must discuss this final project with the instructor.
Ø Regular, active attendance. Be prepared to ask and answer questions, and to raise and discuss issues of significance to this class. The various in-class written work will count toward participation grades.
Ø Timely completion of all assignments. Readings are to be completed before the lecture on the day on which they are to be discussed.
Critical Response: 20% each Examinations: Midterm: 20% & Final: 20% = 40% total
Final Essay: 30% Participation (& attendance): 10%
Grades on individual assignments will be based on effort, thoughtfulness, and persuasiveness, as well as correctness of logic, development of ideas, and writing ability. Critical responses should use the text as a guide in analysis. Prior to mid-semester, you will receive feedback on your academic performance in this course.
· This syllabus is a guide and as such is subject to revision. It is your responsibility as a student to attend class faithfully, note and adhere to any changes announced, & to complete all work on time. If you miss a class, contact me for any changes in readings or assignments. I DO NOT keep track of what you have missed or must make up – that is YOUR responsibility (and one of the consequences of being absent or tardy).
· I encourage you to communicate with me about any concerns, problems, or questions you may have during the semester during my office hours, by appointment or email.
· Plagiarism and cheating are unethical and unacceptable. If you have any doubt as to what constitutes plagiarism and/or cheating, see me or consult http://www.gcsu.edu/studentlife/conduct.html. ANY COPYING of information, ideas or words without proper citation constitutes a violation of the honor code and will receive a grade of F. GCSU subscribes to turnitin.com plagiarism prevention technology, and the instructor may use that or other similar sources in cases of suspected plagiarism or cheating. The best way to learn and succeed is to do your own work.
· Faithful, punctual attendance is required and will be noted. If you have a situation that requires excessive absences, it is recommended that you drop and re-take the class when you will be better prepared to attend regularly. Even excused absences do not excuse you from work due on that day – plan ahead and notify the instructor in such cases. Talk to me ASAP if you must miss class. Tardiness is also strongly discouraged and will be noted.
· Classroom activities, lectures, and discussions require enormous time and preparation and cannot be repeated or re-created for one individual student at a later time or date by the instructor. Fellow students may lend you notes & keep you informed, but duplicating a class is nearly impossible, hence the attendance recommendation. Do not ask me to repeat a class for you individually at a later time or date (even for an excused absence) – I will not do so. Come to class the first time – that is when I am prepared to teach you – or get notes from other students
· Active, respectful participation is required of all students. Respectful participation means listening to others’ opinions, presentations, and ideas even if an initial reaction is to disagree. Responses should be thoughtful, respectful, and based on readings or class information. Critical thinking (the basis of all college education and higher reasoning) requires you to attend to various sides of issues. You should learn to evaluate, compare, and judge information based on reason and logic rather than emotion. Active participation involves listening attentively and respectfully as much as it involves speaking. Aggressive or rude behavior will not be tolerated.
· Cell phones (or computers with internet access) should be turned off and kept out of sight during class period.
· BREAKS during class are not allowed except in cases of sickness or real emergency. If you leave during class (even briefly), this is the same as being absent. It shows a lack of respect and responsibility on your part. Plan to be on time and to be attentive and present through the whole class if you want to do well on your grade.
· Any student requiring modifications due to a documented disability should make an appointment to meet with the instructor as soon as possible. An official letter from GC&SU documenting the disability will be required in order to receive accommodation.
· During a fire drill or other emergency, students will promptly and safely exit the classroom in an orderly fashion according to posted routes and teacher’s instructions, then congregate in the designated spot as instructed. Class will resume if possible.
NOTES ABOUT COMPUTER WORK
· Assignments are due at the beginning of class or by the announced deadline. “My computer (or printer) broke” & “I lost my jumpdrive” are NOT valid excuses. Back-up, print in a timely manner, and work enough in advance to have time to spare.
· When a print version of your paper is required, an electronic submission may NOT be substituted (in other words you can’t email your paper to me as an attachment unless the assignment calls for such electronic submission).
Calendar of Classes/Readings
Readings should be completed before the beginning of class on the date assigned
Week 1 Mon, 1-11 Introduction (lecture on cultures)
Wed, 1-13 Continue lecture and READ: Paula Gunn Allen, pp. 1-61
Week 2 Mon, 1-18 Martin Luther King, Jr. Holiday – NO CLASS
Wed, 1-20 Read Gunn Allen, pp. 62-187
Week 3 Mon, 1-25 Finish Gunn Allen, Read pp. 188-262
Wed, 1-27 Read Nancy Lurie, pp. 1-83 (appendices optional)
Week 4 Mon, 2-1 Read Mary Crow Dog, pp. 1-110
Wed, 2-3 Read Crow Dog, pp. 111-185 + Lecture on Images of Native Americans
Week 5 Mon, 2-8 Finish Crow Dog, pp. 186-263
Wed, 2-10 Begin Diane Glancy, Read pp. 1-47 ~ 1st CRITICAL RESPONSE DUE
Week 6 Mon, 2-15 Read Glancy, pp. 51-144
Wed, 2-17 Read Glancy, pp. 147-233
Week 7 Mon, 2-22 Watch: In the White Man’s Image (film on boarding schools)
Wed, 2-24 Midterm Examination
Weeks 8 Mon. 3-1 Read Leslie Silko, Parts 1 & 2 (pp. 13-114)
Wed 3-3 Read Silko, Part 3+ (pp.117-181)
Week 9 Mon 3-8 Read Silko, Parts ~4-7 (pp. 182-330) NOTE: Last day to drop classes w/o penalty
Wed 3-10 Read Silko, Part 8 (pp. 333-378)
Week 10 Mon 3-15 Finish Silko, Parts 9-10 (pp. 381-477) & begin film
Wed 3-17 Contemporary Film: Smoke Signals
Week 11 Mon, 3-22 SPRING BREAK ~ No classes
& Wed, 3-24
Week 12 Mon 3-29 Read Erdrich, 1-129
Wed 3-31 Read Erdrich, pp. 130-181
Week 13 Mon 4-5 Read Erdrich, pp. 183-240
Wed 4-7 SLIDES of Contemporary Native Art by Women FINAL ESSAY TOPICS DUE
(All students must see me for office conference before this)
Week 14 Mon 4-12 Read Betty Bell, pp. 1-62
Wed 4-14 Read Betty Bell, pp. 63-124
Week 15 Mon 4-19 Read Bell, pp. 125-193
Wed 4-21 Begin FILM – The Fast Runner
Week 16 Mon 4-26 Film (conclusion)
Wed, 4-28 Read Poetry from anthology (TBA)
Week 17 Mon, 5-3 More Poetry (TBA) FINAL ESSAYS DUE (no late essays)
Friday 5-7 5:30-8:15 p.m. – FINAL EXAM (in class) – Essay exam (no make-ups)
GO TO MARY MAGOULICK's HOMEPAGE