ENGL

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

Office: A&S 3-21; email: mary.magoulick@gcsu.edu Hours: M 3:30-4, T 8-9, W 11-12, R 1-2

Texts (available at the bookstore; there may also be some Xeroxed readings)

Allen, Paula Gunn. Spiderwoman’s Granddaughters. New York: Fawcett Columbine (Ballantine), 1989.

Crow Dog, Mary (with Richard Erdoes). Lakota Woman. New York: HarperPerennial, 1990.

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.

Silko, Leslie. Gardens in the Dunes. New York: Scribner Paperback Fiction, 2000.

Course Description

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 in-class writing and work as well.

Course Objectives

* 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.

Requirements

Ø Two short critical responses to assigned readings (2-3 pages each). 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. These will require you to answer based on close textual analysis (of specific passages in the texts read).

Ø 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.

Ø An analytical essay (6-8 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.

Grading

Grades on individual assignments will be based on effort and thoughtfulness as well as correctness of logic and development of ideas. 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.

Notes

· 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.

· 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 (note that I have no email access at home and so will not respond at night).

· Plagiarism and cheating are unethical and unacceptable. If you have any doubt as to what constitutes plagiarism and/or cheating, see me or consult your student handbook (see the honor code). ANY COPYING of information, ideas or words without proper citation is cheating and will constitute a violation. Violation of the code means failure (possibly of the course).

· Faithful, punctual attendance is mandatory. If you have a documented excuse, be sure to inform me and show me your documentation. You must always keep track of (and still turn in on time) any work or assignments you miss. Excessive absences will result in an overall lower grade in the course.

· 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 policy. Do not ask me to repeat a class for you individually.

· 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 and will result in lower participation points.

· Cell phones (or computers with internet access) must be turned off and kept out of sight during class period. Any violation may result in lost participation points.

· BREAKS during class are not allowed except in cases of sickness or extreme emergency. If you leave during class (even briefly), without documented medical necessity, you will be counted absent during that class period. Plan your time around class so that you can stay in the classroom and remain attentive throughout the entire one hour and 15 minute period.

· 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.

Readings should be completed before the beginning of class on the date assigned

Week 9 Mon 3-3 Read Silko, Parts 4-6 (pp. 153-267) NOTE: Last day to drop classes w/o penalty

Week 11 Mon, 3-18 Contemporary Film: Smoke Signals ~ 2^nd CRITICAL RESPONSE DUE

Week 17 Mon 4-28 Film (conclusion) & discussion FINAL ESSAYS DUE (no late essays)