Spring
2008ENGL 5671
NATIVE AMERICAN WOMEN WRITERS
Spring
2008
Instructor: Dr. Mary Magoulick
GRADUATE SYLLABUS
| 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 Phone: 445-3177
Office: A&S 3-21; email: mary.magoulick@gcsu.edu Hours: M 3:30-4, T 8-9, W 11-12, R 1-2
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 Painted Drum: A Novel. New York: Harper Perennial, 2006.
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.
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 in-class writing and work as well. Graduate students will lead one class (seminar-style) discussion during the semester.
As a result of this course, the student will be able to do the following:
* Demonstrate a reasonable level of mastery of the ideologies, periods, and aesthetics of various examples of Native American literature;
* Evaluate and discuss a variety of Native American works in terms of historical periods, literary merit, theoretical frameworks, and major existing criticism in the field;
* Demonstrate a reasonable level of mastery of major theoretical strands in literary criticism related to Native American studies;
* Understand complexities of Native American literature in terms of biographical, historical, artistic, and intellectual contexts.
* Develop a researched, complex approach to a work of Native American literature in order to lead a class seminar/discussion of that work.
* Articulate an independent, in-depth, critically complex written argument that requires close analytical reading of one or more works of Native American literature while also situating said argument within the body of existing criticism on the work and topic.
Ø Three short critical responses to assigned readings (3-4 pages each). These will involve short but 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). One of these may be used as a basis to lead class discussion one day (see below).
Ø Leading class discussion (based on critical response). You will have at least 30 minutes to lead the class.
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 (12-15 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 incorporate at least 3 outside sources in your essay (critical). 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.
Ø Timely completion of all assignments. Readings are to be completed before the lecture on the day on which they are to be discussed. Various in-class written work will count toward the participation grade.
Critical Responses: 30% Examination: 20%
Final Essay: 40% Leading Class & Participation: 10%
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.
· 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.
Calendar of
Classes/Readings
Readings should be completed before the beginning of class on the date assigned
Week 1 Mon, 1-7 Introduction
Wed, 1-9 Begin Paula Gunn Allen, Read, pp. 1-61
Week 2 Mon, 1-14 Read Gunn Allen, pp. 62-187
Wed, 1-16 Finish Gunn Allen, Read pp. 188-262
Week 3 Mon, 1-21 Martin Luther King, Jr. Holiday – NO CLASS
Wed, 1-23 Read Nancy Lurie, pp. 1-83 (appendices optional)
Week 4 Mon, 1-28 Read Mary Crow Dog, pp. 1-110
Wed, 1-30 Read Crow Dog, pp. 111-185
Week 5 Mon, 2-4 Finish Crow Dog, pp. 186-263
Wed, 2-6 Begin Diane Glancy, Read pp. 1-27 ~ 1st CRITICAL RESPONSE DUE
Week 6 Mon, 2-11 Read Glancy, pp. 31-118
Wed, 2-13 Read Glancy, pp. 121-161
Week 7 Mon, 2-18 Finish Glancy, pp. 165-233
Wed, 2-20 In the White Man’s Image (film on boarding schools)
Weeks 8 Mon. 2-25 Read Leslie Silko, Parts 1 & 2 (pp. 13-114)
Wed 2-27 Read Silko, Part 3 (pp.117-149)
Week 9 Mon 3-3 Read Silko, Parts 4-6 (pp. 153-267) NOTE: Last day to drop classes w/o penalty
Wed 3-5 Read Silko, Part 7 (pp. 271-330)
Week 10 Mon 3-10 Read Silko, Parts 8-9 (pp. 333-427)
Wed 3-12 Finish Silko, Part 10 (pp. 431-477)
Week 11 Mon, 3-18 Contemporary Film: Smoke Signals ~ 2nd CRITICAL RESPONSE DUE
Wed, 3-20 Film continued
Week 12 3-23 to 3-30 SPRING BREAK ~ No classes
Week 13 Mon 3-31 Read Erdrich, 1-147
Wed 4-2 Read Erdrich, pp. 148-186
Week 14 Mon 4-7 Read Erdrich, pp. 189-276
Wed 4-9 SLIDES of Contemporary Native Art by Women FINAL ESSAY TOPICS DUE
(All students must see me for office conference before this)
Week 15 Mon 4-14 Read Betty Bell, pp. 1-62 ~ 3rd CRITICAL RESPONSE DUE
Wed 4-16 Read Betty Bell, pp. 63-124
Week 16 Mon 4-21 Read Bell, pp. 125-193
Wed 4-23 Begin FILM – The Fast Runner
Week 17 Mon 4-28 Film (conclusion) & discussion FINAL ESSAYS DUE (no late essays)
NOTE: No class Wednesday – Last mtg = final exam period
Fri 5-1 2-4:45 p.m. – FINAL EXAM (in class) – Essay exam (no make-ups)