SEMESTER AT SEA/UNIVERSITY OF PITTSBURGH

Course Syllabus – Spring 2005 – Mary Magoulick

Eng 1610: Topics in Genre: Literature of Immigration

Class Meeting Schedule: DAY A – 14:15 – 15:30

Required Texts

Equiano, Olaudah. The Life of Olaudah Equiano. New York: Dover Publications, 1999 (ISBN#: 048640661X; COST: $2.50)

Garcia, Cristina. Dreaming in Cuban: A Novel. New York: Ballantine Books, 1992 (ISBN#: 0345381432; COST: $14.00)

Mukherjee, Bharati. Jasmine. Grove Press, 1989 (ISBN#: 0802136303 COST: $13.00)

Rico, Barbara Roche & Sandra Mano (eds). American Mosaic: Multicultural Readings in Context. New York: Houghton Mifflin, 2001/3rd edition, (ISBN#: 0395886619; COST: $47.96)

On Reserve & on the Internet (free): The Journey of Cabeza de Vaca

Reserve Library List (recommended for research purposes)

Aihwa Ong, Aihwa. Buddha is Hiding: Refugees, Citizenship, the New America. Berkeley: University of California Press, 2003

Brettell, Caroline and James Frank Hollifield (eds). Migration Theory: Talking Across the Disciplines. New York: Routledge, 2000

Said, Edward W. Culture and Imperialism. New York: Vintage, 1994

William, Patrick and Laura Crisman (eds). Colonial Discourse / Post-Colonial Theory. New York: Columbia University Press, 1994

COURSE DESCRIPTION

From Cabesa de Vaca’s narrative of his travels in the “new world” to contemporary Cuban American writer Cristina Garcia, literature of the Americas has included many stories of immigration. The voyage and discoveries described are usually as much internal as external, pointing to issues such as gender, race, and nationality. As we contemplate works shaped by immigration experiences, we will encounter complex characters whose profound experiences result in original, provocative imagery and subjects that lead readers to reflect more generally about the nature of humanity, especially in our multicultural world of the 21st century. We will also watch films related to these concepts (several of which are based on works of literature). A common theme of these novels and films is the experience of being seen and treated as the “other,” often within an American context. Both immigration and otherness define and influence fictional lives and perhaps our own.

COURSE OBJECTIVES

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 immigration literature

*  Evaluate the literary significance of certain representative writers of immigration literature, as well as certain influential texts;

*  Be familiar with major theoretical strands in criticism related to the field;

*  Begin to show awareness of immigration literature in its biographical, historical, artistic, and intellectual contexts.

*  Articulate several thoughtful written responses and substantial final written critical arguments that require analytical close reading of fiction (or other literary texts) with attention to theoretical, cultural, and historical contexts.

METHODS OF EVALUATION: 

Participation (including practica completion):            10%

Observation (“field report”) essays (10% each):        20%

Critical Response Essays (20% each):                       40%

In-Class Essay Exams (10% each):                           30%

1)      In-class participation and discussion based on regular reading assignments, films, and in-port experiences. Students are required to attend class regularly and participate actively in class discussions. Students will lose points for poor attendance or poor participation. Students must demonstrate participation in required field practica to receive all participation points.

2)      Two (journal-type) observational essays of experiences in-port (see “field component” section below; 2-3 pages written reports for each). These may include descriptive writing, analytical observations of particular events or places, or comparative analyses of how the place as experienced by students matches descriptions or discussions of the place and culture in assigned readings. These should be carefully written and revised, following standard academic writing guidelines (organized, typed with correct grammar and spelling, etc.)

3)      Short critical response essay to specific assigned readings (3-4 pages). These will not be summaries, but rather critical, rigorous analysis/interpretation of specific passages from the texts, based on a specific questions to be distributed in class. Students must incorporate at least one outside critical/theoretical source for one of these essays and must focus analysis around both the text and experiences in-port that illuminate the text and aid interpretation for at least one essay. Write and revise carefully, following standard academic writing guidelines (organized, typed with correct grammar and spelling, etc.)

4)      Three short, in-class, essay exams that involve several highly focused questions over all the sections, cultures, and readings studied during that section of the semester.

FIELD COMPONENT

In-port work will enhance course discussions throughout the semester. Readings and sections of the course are specifically tailored to coordinate with ports of call when possible.

Complete two of the following activities to synthesize readings with real life experiences in the various countries (note that many of the practica options below provide opportunities to carry out these assignments). Required observational essays will be based on these assignments.

  1. Go on a homestay in any of the countries where one is offered. Take notes about everyday life in that country, especially in terms of how it compares to American life, or to the lives of characters in any of our readings.
  2. Explore a market, go shopping at a grocery store, attend a service (religious or secular), or observe (in detail) a working day that you believe is typical in that country. Whichever of these you choose, be sure to talk to at least one person and take notes, photos or recordings (with permission), focusing on how the event compares to its American counterpart or how it compares to description in any of our readings.
  3. Engage at least three people in any of our countries in a conversation concerning their lives and roles in society, and what contributions and roles they feel are typical of their country. You may also ask them about how they feel this compares to Western (specifically American) lifestyles and cultures.

Participate in at least two of the following practica (or similar, demonstrably equivalent independent trips, including those you organize yourself – must be cleared in advance with the instructor):

KOREA:                     Andong

                                    Jeju-Do Island  

JAPAN:                    Overnight Homestay

                                    Rokko Mountain Hike and Public Bath

CHINA (Shanghai):            Tasting everyday life of a Shanghai citizen

                                    Beijing: University-Hosted Visits

CHINA (Hong Kong): Family Insight

                                    Religions of Hong Kong

INDIA:                        College Visit with Optional Homestay

                                    Rural India/Dakshina Chitra Village

                                    Rural Village & Farm Visit

KENYA:                     Kenya Marineland & Arab Dhow at Mtwapa Creek

SOUTH AFRICA:            Visit to African Township

                                    Township Music

BRAZIL:                     Cachoeira

                                    Calabar Favela

VENEZUELA:            Rural Town Visit

Policy on Academic Integrity Issues: Students are expected to adhere to University of Pittsburgh standards concerning academic integrity with respect to exams and term papers. If the instructor suspects a student of cheating or plagiarism, the student will be challenged and the course grade may be lowered to an F. If the matter is in dispute, it will be brought first to the SAS Academic Dean, and then (if necessary) to the SAS Academic Integrity Hearing Board.

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 in the syllabus, and 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.

·        Please contact me regarding any questions or concerns during the semester. If you must be absent, let me know why. If you must turn in an assignment late, let me know as soon as possible, preferably before the class in which the assignment is due. Only legitimate excuses will be accepted.

·        I encourage you to communicate with me about any concerns, problems, or questions you may have during the semester. I answer all e-mails and am happy to see students during my office hours.

·        Active, respectful participation is required of all students. Respectful participation means listening to others’ opinions and presentations as much as speaking. Responses should be thoughtful 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 as much as it involves speaking. Aggressive or rude behavior will not be tolerated and will result in lower participation points.

 

COURSE SCHEDULE (22 sessions of 75-minute class meetings every other day at sea)

 

PART I (3 sessions): Conceiving of a “New World” (Across the Ocean to Adventure/Perils)

Session A1:            Introduction, syllabus, concepts of culture, “the other,” worldview, etc.

Session A2:     Read Cabesa de Vaca (http://www.eldritchpress.org/cdv/rel.htm) chps 6-59, & William Bradford (http://www.fordham.edu/halsall/mod/1650bradford.html) whole text online.

Session A3      Japanese Americans: Read (in Mosaic) John Okada pp. 502-514, Hisaye Yamamoto pp. 514-526, and Ronald Takaki pp. 542-547

 

PART II (5 sessions): From East Asia to America (“Strangers from a Different Shore”)

Session A4:            Film: The Joy Luck Club

Session A5:            Film: The Joy Luck Club (cont.)

Session A6:     Chinese Americans: Read (in Mosaic) Gold Mountain Poems pp. 259-261, Maxine Hong Kingston (from China Men) pp. 279-297, Amy Tan pp.306-315

Session A7:            Vietnamese Americans: Read (in Mosaic) Van B. Luu pp. 668-678

                        EXAM I – in-class essay exam

Session A8:     Read (in Mosaic) Theory on the concept of immigration by Henry Louis Gates, Jr. pp. 20-33, Eva Hoffman pp. 41-49, Arnold Krupat pp. 62-69, Peter H. Schuck pp. 697-702.

 

PART III (4 sessions): Immigration Novel: From India to America

Session A9:            Begin Film: Monsoon Wedding Read: Jasmine Bharati Mukherjee, p1-57 (ch1-8)

Assignment: 1st field practica writing assignment from port experiences (2-3 pp)

Session A10:            Conclude film: Monsoon Wedding; Read: Mukherjee, pp. 58-103 (chps 9-15)

Session A11:            Read Jasmine read pp. 104-189 (chps 16-23)

Session A12:            Read Jasmine read pp. 190-241 (chps 24-end)

 

PART IV (4 sessions): The African and African American Experiences

Session A13:            Film excerpt: Amistad (The Middle Passage)

Assignment: 1st Critical Response Essay DUE

Session A14:            Read slave narrative (excerpt) by Olaudah Equiano pp. 9-43 & 66-81

Session A15:   Read (from Mosaic) Langston Hughes pp. 347-349, Gwendolyn Brooks pp. 378-9, Malcolm X pp. 403-409, Mary Helen Washington, pp.410-419.

                        EXAM II – in-class essay exam

Session A16    Read section from Ellison’s Invisible Man (in Mosaic), pp. 349-371

Assignment: 2nd field practica writing assignment from port experiences (2-3 pp)

 

PART V (5 sessions): Back to the Americas: The “Other” Within American Contexts

Session A17:            Film: In the Time of the Butterflies

Session A18:            Conclude Film

Session A19:            Read Dreaming in Cuban (novel) by Christina Garcia pp. 1-119

Session A20:  Read Dreaming in Cuban (novel) by Christina Garcia pp. 119-245

Assignment: 2nd Critical Response Essay DUE

Session A21:   Read (in Mosaic): Native Americans Leslie Silko pp. 95-102, James Welch pp. 103-105, Louise Erdrich pp. 105-121, and Linda Hogan pp 145-146.

“A Finals” Session: 3rd In-Class Essay Exam

 

NOTE: All readings should be completed before the beginning of class on the day they’re assigned.