ENG 3213 World Literature 2: Dr. Wayne Stein 1 _____________________________________________________________________ Syllabus ENG 3213 CRN 72024 World Literature II SPR 2018 _____________________________________________________________________ Class Information Block 2 03-02 to 04-04 Wayne Stein, Ph.D., professor University of Central Oklahoma: www.uco.edu Eng. Dept., College of Liberal Arts PREFORMATTED CONTACT METHOD ● E-mail: [email protected]● Office: LA 105J; (405) 974-5618 (voice mail); (405) 974-3811 (fax) • OFFICE HOURS: Tues 12:20PM-2:20 PM; Wed & Thur 12:50PM -2:20PM • Or by appointment; email me or leave a message. NEED HELP? Student Interaction with Instructor Online Question Interaction! If you have a question about the class, go to the site and ask at the question prompt. Anyone can answer the question, but I have the last word to clarify any concerns. When to E-MAIL the Instructor? If it is more personal or about a grade, send an e-mail to me. Give the instructor two business days to respond to questions. Student Information Sheet and Syllabus Attachment • http://www.uco.edu/academic-affairs/files/aa-forms/StudentInfoSheet.pdf MEET YOUR INSTRUCTOR Biography Being a professor, he teaches classes on Asian culture, world literature, and the history of rhetoric. He was awarded the DaVinci Fellow from the Oklahoma's Creativity Think Tank (2008), the ESL Professional of the Year Award from OKTESOL (2003), the Service to the Sanga (Community) Award from the Stillwater OSU Buddhist Society (2003), and various other awards. He has published books, chapters, and articles for newsletters, newspapers, and encyclopedias. He graduated from Oklahoma State University.
Online Question Interaction! If you have a question about the class, go to the site and ask at the question prompt. Anyone can answer the question, but I have the last word to clarify any concerns.
When to E-MAIL the Instructor? If it is more personal or about a grade, send an e-mail to me.
Give the instructor two business days to respond to questions.
Being a professor, he teaches classes on Asian culture, world literature, and the history of rhetoric. He was awarded the DaVinci Fellow from the Oklahoma's Creativity Think Tank (2008), the ESL Professional of the Year Award from OKTESOL (2003), the Service to the Sanga (Community) Award from the Stillwater OSU Buddhist Society (2003), and various other awards. He has published books, chapters, and articles for newsletters, newspapers, and encyclopedias. He graduated from Oklahoma State University.
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ENG 3213 COURSE INFORMATION
Course Description:
This course examines the world literary masterpieces of Africa, Asia, Europe, and the Americas from the 17th century to the current century.
Prerequisites: Eng. 1113, Eng. 1213
Course Learning Outcomes
By the end of ENG 3213, successful students will be able to:
• Contribute to class discussions on literature and the critical issues concerning political, social, gender, and cultural aspects found in those readings.
• Participate in simulations, role playing games (RPG) and write out their results.
• Demonstrate critical reading and creative thinking skills in a multimodal approach of textual and visual discourses.
• Write reports involving drafting, revision, and editing skills.
• Investigate and research, along with how to correctly site sources.
• Use problem solving skills when researching and being involved in simulations.
Program Learning Outcomes
• This course is aligned with the following English program outcomes:
BA-English • Demonstrate a formal understanding of the English language and literature.
BA-Education • Demonstrate knowledge of English language arts subject matter content that specifically
includes language and writing as well as knowledge of adolescents as language users.
Transformational Learning Tenets: Transformative learning is a holistic process that places students at the center of their own active and reflective learning experiences. All students at the University of Central Oklahoma will have transformative learning experiences in six core areas: (1) discipline knowledge; (2) leadership; (3) problem solving (research, creative, and scholarly activities); (4) service learning and civic engagement; (5) global and cultural competencies; (6) and health and wellness.
Students enrolled in this course will
• Address Tenet #1 Discipline Knowledge— Students will gain a competency in discipline knowledge by engaging in the course material and lectures. They will gain a knowledge of the various scholars and issues, the major authors/filmmakers, and the key works associated within the field of study.
• Address Tenet #2 Leadership Skills—Students shall show leadership skills by engaging in each week's discussions; by examining topics related to the social, cultural, and philosophical contexts of the texts under discussion; and by defining and developing major independent research projects. They must demonstrate a sensitivity to listening to others while respecting their views. Students don’t have to agree. Having proper etiquette skills is key to developing a leadership persona.
• Address Tenet #3 Problem Solving—Students will use problem solving skills like searching for academic sources and valuable background information. Thus, students will participate in research
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and scholarly activities as they explore a wide range of texts, visual and written, while completing important research projects. Critical thinking is a crucial part of problem solving.
• Address Tenet #4 Service Learning and Civic Engagement—Students will understand about service learning and civic engagement in this course. Living within the hierarchy of service and respect for others demonstrates civic competency. To be part of the culture and audience is to be engaged with the community. Civic engagement is a key characteristic of being an informed citizen of the world.
• Address Tenet #5 Global and Cultural Competencies—Students will obtain global and cultural competencies through the intensive study of social, political, religious and philosophical movements.
• Address Tenet #6 Health and Wellness— Finally, students will approach the mental health and wellness of other cultures and compare that to the psychological, psychic and social norms of Western culture.
Texts and Film If you order online, be sure to add additional postage to insure you receive the works in a timely fashion. Deadlines will not be extended because you had to wait for the works.
1) One World of Literature by Shirley Geok-Lin Lim and Norman A. Spencer. Houghton Mifflin, 1992.
2) The Complete Persepolis (Volume 1 and 2) by Marjane Satrapi. (graphic novel, comic) Pantheon, 2007.
3) Persepolis DVD, (2008) directed by Marjane Satrapi and Vincent Paronnaud
Though this is world literature, most of the literary works are written in European languages. Thus, the colonial past leaves its traces.
Since this is a cyber-class, we meet only through cyberspace. There is no attendance policy because there is no physical class to attend; however, students have specific due dates, and midnight, Central Standard Time, is the exact time for each due date.
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Policy for Late Assignments
A student will not be reminded that a due date is coming up, nor will a student be contacted if an assignment has not been posted. Contact the instructor before an assignment is due if any problems arise to cause one to miss the due date.
Late Due to Weather Problems
Lightning strikes can cause a computer to crash and assignments to be lost. Turn off the computer. You can turn your paper in late with no points taken off if an electrical storm occurs. When the storm passes, e-mail me if it is going to be late. Be sure to write on the paper turned in that a thunder storm occurred.
Anything posted after the due time will have points deducted: 35 points a day.
ONLINE TIME FACTOR:
Time Management
Do not wait until the last minute to do a report because life often happens and gets in the way. The holiday break can be a busy time. Do extra when you have time. Unexpected visits, your computer crashes, family illnesses can and do occur. So make it a habit to finish early. Plus, this allows an assignment to cook a bit in the mental oven. That way if you fall behind, you will be on time and dazzle me with your insights.
Try to complete one or two major assignments before class begins. You can do the assignments earlier. Save it. Print it out. But I will not grade them until all the assignments are turned in by the students.
Emergency Withdrawal Forms: W and I
Emergency Withdrawal Form
It is your responsibility to withdraw from class if you cannot complete the work or if some unexpected problems arise. If the withdraw date has passed, then you must complete an emergency withdrawal form. Please go to the enrollment to see if you qualify. I must sign it. This must occur as soon as possible.
Incomplete Form
This instructor cannot give a student the grade of "W" nor will the grade of "I" be given if more than one assignment is missing. The grade of "I" is given only if it is the last assignment and if you have a written excuse from a doctor, a funeral, or some other documented event. You have one semester to make up this grade. I must be informed before the due date that an assignment is not being turned in and that you have medical problems.
Therefore, if only the last assignment for the class is missing, then you can qualify, but we both must
sign an incomplete form.
Turnitin.com: Originality vs Plagiarism
I reward effort and originality. To copy or use someone else's work as your own is not a wise endeavor in this class, or to modify another author's work without giving that person credit is a form of thief, an academic
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crime. DO NOT PLAGIARIZE. Turnitin.com is both a plagiarism detection site and a plagiarism prevention site. After you post your assignment, you can check the originality report. If you did not complete the documentation or paraphrasing correct, it will show. You can correct it and simply re-submit. You cannot re-submit on late paper or after the due date, so it is in your best interest to not wait until the last minute.
Brief comments will be made on your reports, so return to the same place you posted them after one week to read the comments. The final report may only have a grade listed without comments in an effort to post grades in a timely fashion.
Originality Report
Turnitin.com will generate an originality report, which will show the instructor and the students which online sites were used. If a student failed to format or cite the source correctly, the student can resubmit a revised paper BEFORE the due date ends. After the due date, no new submissions are allowed if you have already turned in a copy. Use the originality report to check your errors, and then resubmit BEFORE the due date. Work ahead!
Formatting Errors with Turnitin.com
When submitting to turnitin.com, formatting problems concerning documentation of sources may occur. Your instructor knows this and will review the original paper, so don't worry.
Preventing Plagiarism
Depending on the severity of the mistakes, some points may be deducted. Below are some common errors that you need to avoid.
● You name all the sources in the Works Cited, but forget some in the paper.
● You forget to use quotation marks, but you list the source and page number.
ALL Reflective Reactions are due during Week 4 & 6 10% Reflective Reactions #1-4 10-30 Mon, Week 3 10% Reflective Reactions #5-8 11-20 Mon, Week 6 50% Literature Report 12-04 Mon, Week 8 30% g-Sim Report 12-11 Mon, Final Week Do not procrastinate. Start ASAP. Add additional postage and RUSH ORDER if you order online. Due dates are not extended for any reason.
● At least 750-1000 words, 3-4 pages, 3-4 secondary sources needed, MLA Style. (The Persepolis works themselves or the work itself does not count as a source). ● Choose to write on Persepolis or choose one work from our book. Do not choose an America or European work. ● Post it in Drop Box, under Assessment.
Choose Persepolis
(master narrative vs meta-narrative, gender, coming of age, historical vs personal)
Read and watch:
● The Complete Persepolis (Volume 1 and 2) by Marjane Satrapi. Pantheon, 2007. ● Persepolis DVD, (2008) directed by Marjane Satrapi and Vincent Paronnaud
First, students should finish both graphic novels and watch the film. You do not have to give an overview of both novels. You can focus on just one, but read both and decide. Compare the novels to the film. What worked?
Below is only a suggested way to organize a report. If students want to arrange their essays differently, they can.
Research the Iran/Iraq relationship or war and also the Iran and American politics.
Find a focus.
● History or Politics. Why do we fear Iran? How do these novels and film help us re-examine our historical and political fears? What do you know about the history of Iran? ● Gender. How do the graphic novels and films examine gender? What do you learn? Is it difficult being a female in Iran and Islam? ● Coming of Age. Growing up in any culture presents certain problems, but growing up as a Muslim in Western society presents an additional element of angst and pain.
Articles (PDF format). You can use these for your other sources under databases.
● "Marji: Popular Commix" by Manuela Costantino ● "Texture of Retracing" by Hillary Chute ● "Melancholy Ties" by Kimberly Segall ● Find other articles library.uco.edu under databases.
OR Choose a Literary work from One World of Literature. (Non-Western)
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Research is required. Alternately, you can pick a reading that we did not read, but it must be in the text. However, do not read an American, British or European reading from the book. You can also compare two similar readings, even those you wrote about in reactions. Below are some suggested topics. You can come up with your own.
● Gender Roles in the "Intruder" (death of a woman) vs "Body" (death of a man) ● Machismo in "Sunday, Sunday" vs "Intruder" ● Comparing Magical Realism in Allende's "Phantom Palace" vs Garcia Marquez's "Big Mama's Funeral" ● Postcolonialism in Wole Solinka's "Swamp Dwellers" ● Samurai Heroic Acts of Suicide in Mishima's "Patriotism" ● Feminism in Bessie Head's "The Collector of Treasures"
_________________________________________
global-Simulation Report: g-Sim Report
● At least 2-3 pages, about 500-750 words ● Take off 35 points a day for late submissions.
● Post it in Drop Box.
Stories often change when someone else tells them. This is known as the Rashomon Effect based on the movie by Akira Kurosawa which told the story of a murder and rape, but each witness provided a completely different narrative.
Choose!
Pick a story from the textbook, one that you enjoyed or one that troubled you and retell the story. Feel free to change the ending, or change the setting. What if the story happened in America instead? Be creative. Focus on a character's point of view. Choose a different character instead of the main character.
In this assignment, you can imagine that the narrative of a story is told from another person's point of view. What would the story be if Bessie Head's narrative was told from the man's point of view or what if you knew why the protagonist was happy in Yussef Iddriss's narrative?
Ah Factor. Just because you changed the narrative doesn’t mean it is better than or as good as the original. Beware it should impress the reader. If the new change is boring, think again. “B” is for BORING! “A” is for AH!
Reflective Reactions Required: One World of Literature, Persepolis (book and film)
The actual reflective reaction prompts are available in the schedule.
● You may be required to react to one reading or compare two readings from the schedule. You will also be required to discuss Persepolis, both the works and film.
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● Each response should be at least 250 words. ● I would suggest typing the response in Word or Word Perfect and then copy and paste it into the course. ● Take off 35 points a day for late reactions. Those responses posted after 3 days will be given no credit. ● Credit for the reflective reactions are given at the end of the course.
Course Schedule
UNIT 1 LESSONS AND ASSIGNMENTS Transformational Learning Objectives
● Discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
● Questioning Gayatri's Spivak's Subaltern. ● Examining Edward Said's Orientalism. ● Understanding the creation of Postcolonialism. ● Approaching the power of comics: Joe Sacco's Palestine and Marjane Satrapi's Persepolis.
1) Reflective Reaction. Read and reflect to key passages from Unit 1 Notes. Share what you found interesting or engaging. Write at least 250 words.
OR Reflect on key passages in a reading from One World of Literature. Provide the page number. Examine both readings below, then choose one, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
CHOOSE:
● Naguib Mahfouz's "The Happy Man" (46). What is happiness? What is he happy about? But is he really happy? Why?
OR CHOOSE:
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● Yussef Idriss's "A House of Flesh" (41). Does the blind man know what is happening? Give evidence. What does the story tell us about our own needs?
2) Reflective Reaction. Reflect on key passages in a reading from One World of Literature.
Provide the page number. Examine the reading below, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
● Amos Oz's "Nomad and Viper" (77). America has more reported rapes annually per capita than any other country in the world. That is not a good statistic to be known for. Furthermore, many more rapes go unreported. Such issues as drug enforcement, immigration, and abortion generate much media attention. Thus, we continue to avoid examining this social issue in depth. This story examines the issue of rape compounded with prejudice. Was Geula raped? Defend your answer. What does the viper symbolize?
● Transformational Learning outcomes: discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
● Subaltern, Orientalism, Postcolonialism, and the graphic novels of Joe Sacco and Marjane Satrapi.
UNIT TWO LESSONS AND ASSIGNMENTS
Transformational Learning Objectives
● Discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
UNIT 2 NOTES: Africa
● Exploring the heteroglossia of Africa. ● Approaching Ngugi wa Thiong'o's Decolonizing the Mind.
4) Reflective Reaction. Read and reflect to key passages from Unit 2 Notes.
Share what you found interesting or engaging. Write at least 250 words.
OR
Reflect on key passages in a reading from One World of Literature. Provide the page number. Examine the reading below, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
Wole Solyinka's "Swamp Dwellers" (100). This play examines Africa changing and trying to survive modernity and the colonial past. What does the swamp represent? What happens in the end? (Write at least 250 words)
5) Reflective Reaction. Reflect on key passages in a reading from One World of Literature.
Provide the page number. Examine both readings below, then choose one, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
CHOOSE:
● Bessie Head's "The Collector of Treasures" (25). What does the title mean? What are the treasures? Alice Walker's Color Purple was attacked by some African American critics as being negative against men. Does this story by Bessie Head stereotype all African men in a negative manner? Explain.
OR CHOOSE:
● Achebe's "Civil Peace" (128). What is meant by the title? What is meant by the words "Nothing puzzles God"? Did you like the ending?
● Transformational Learning outcomes: discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
● The heteroglossia of Africa, and Ngugi wa Thiong'o's Decolonizing the Mind.
UNIT THREE LESSONS AND ASSIGNMENTS
Transformational Learning Objectives
● Discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
● Approaching Syncretism, Mestizo, and Magical Realism; understanding the cult of machismo and marianismo; and appreciating the influence of V.S. Naipaul, Garcia Marquez and Isabel Allende.
6) Reflective Reaction. Reflect on key passages in a reading from One World of Literature. Provide the page number. Examine both readings below, then choose one, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
CHOOSE:
● Gabriel Garcia Marquez's "Big Mama's Funeral" (807). How does magical realism make the story effective and interesting? Compare his style of writing to Allende's "Phantom Palace" (795). Which one do you prefer and why?
OR CHOOSE:
● Jorge Luis Borges's "Intruder" (765); and Clarice Lispector's "The Body" (785). One narrative is about two men and a woman. One is about two women and a man. Machismo is a patriarchal practice in Latin America that has no equal in our culture. The bond between men is a powerful one. How do these stories explore the theme of machismo and/or marianismo? Compare the two stories.
7) Reflective Reaction. Reflect on key passages in a reading from One World of Literature.
Provide the page number. Examine both readings below, then choose one, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
CHOOSE:
● Rosario Ferre's "Mercedes Benz 220SL" (874). In the third world countries of Latin America, there is often no middle class. Thus, the rich are often extremely powerful while the poor struggle in abject poverty. What does this story tell us about the class system in Puerto Rico? Is it much different than our own?
OR CHOOSE:
● V.S. Naipaul's "The Pyrotechnicists" (895). What does the story say about poverty?
● Transformational Learning outcomes: discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
● Syncretism, Mestizo, Magical Realism, Machismo, Marianismo, the writers, vs Naipaul, Garcia Marquez and Isabel Allende.
UNIT FOUR LESSONS AND ASSIGNMENTS
Transformational Learning Objectives
● Discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
UNIT 4 NOTES: Asia
● Approaching Asian city, cultural compositions; understanding the way of Yukio Mishima's death of the samurai; the manga and anime of Osamu Tezuka and Hayao Miyazaki; examining Hinduism of India; approaching the cult of capitalism and cargo; and understanding the plight of the indigenous or original people.
8) Reflective Reaction. Reflect on key passages in a reading from One World of Literature.
Provide the page number. Examine both readings below, then choose one, and answer these questions. Write at least 250 words. Keep in mind you are trying to find a narrative you like for your literature report. You must choose a reading in the class.
CHOOSE: ● Yukio Mishima's "Patriotism" (316). Studying the way of the modern samurai. How is suicide a heroic tradition in Japan? Also try to find a copy of the film that Mishima made about the story. Google it. OR CHOOSE: ● Mahaweta Devi's "Breast-Giver" (266). Holy Cow and Mothers. In India, cows are sacred. Cows represent motherhood: fertility. Indians (Hindu) do not eat beef. It was recently discovered that McDonalds in India had been frying French fries in oil that contained beef fat. This occurred after McDonalds claimed that it only used vegetable oil. Needless to say this was a blunder. I am sure business at KFC is hopping. Jashoda, the wet nurse, is like the Mother Cow, a sacred being. Note the way Jashoda is mistreated. What is the story saying about India and its attitude toward motherhood?
Overview Checklist ● Transformational Learning outcomes: discipline knowledge; leadership; problems solving (research, scholarly and creative activities); service learning and civic engagement; global and cultural competencies; and health and wellness.
● Asianicity; Yukio Mishima's way of the samurai; Osamu Tezuka and Hayao Miyazaki; and Hinduism of India. Give me a week to finish grading everyone's assignments. Thank you!
