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					SPRING ‗10       MODERN WORLD LITERATURE                      Section 003
Eng-227                                                       MWF: 3.00-4.00
                                                              Polk 20
Manjari Chatterji
Office Radford 330
Office Hours: 12.00-1.00 MWF
Office Phone 424-7285

Required Text:
World Literature VolumeF
The Twentieth Century: The Longman Anthology
Master Harold…and the boys (Kirzner and Mandell)

Course Description: Modern World Literature fulfills the Humanities requirement for
General Education. It is a writing based course that requires a minimum of 4000 words
per semester of both formal and informal writing. World Literature in English is in many
ways the story of the English language, its spread through political conquest, and its
global usage today in trade, technology, sports, media, and international affairs.
However, because language is always evolving and adapting to its surroundings, world
literature in English expresses the identities, needs, values, and the social, political and
historical concerns of its many users. This is fresh and invigorating both linguistically
and culturally, allowing peoples of the world to learn about each other—their similarities
and differences—a need that grows more imperative everyday. The Anthology includes
texts from many countries that deal with issues arising from empire and colonization,
covers several European authors, and includes a variety of literary genres.

Classroom Activities:
Peer-editing and conferencing
Oral and research presentations
Group work:
You will be assigned groups for the semester. In rotation, each ―team‖ will give a
presentation to the class on the assigned reading. I will provide handouts with guidelines,
suggestions, and research ideas for each reading, but you should exercise your own
critical thinking and interpretive skills. A typical presentation consists of:
      A brief summary and overview (NOT a re-telling of what happens, but what it
         means. How do the elements of plot, the characters, the conflict, and setting
         combine to produce a significant statement about the human condition)
      Researched details of unfamiliar cultural practices, beliefs or terms, or a historical
         and political background that are essential to our understanding of the text’s
         significance (NOT mere information or extensive biographical details about the
         author; avoid repeating information included in the head notes of your Anthology)
   At least 3 critical questions framed in complete sentences that explore the text
    closely, and offer insight into meanings (these should be posed to the class for
    their answers, and also a follow up with your own answer. Allow for conflicting
    responses rather than a forced coherence) Do NOT borrow my questions!
 Read out a key passage from the text, and offer an explication, and elicit
 Take cues from my handout, and bring researched materials to class: images, film
    clips, music, and sound recordings, that will enhance the understanding of the
    class. For example sound recordings of an author‘s reading of her work(Youtube),
    or Nazi propaganda cartoons from the Internet.
Divide this work among your group as you see fit, but coordinate your presentation
so it seems collaboratively achieved. Keep in touch by email etc. to ensure a
responsible and exciting presentation. Put yourself in the shoes of your audience: ask
yourself-- what will they need to know, and in what order of ideas will produce the
HANDOUT! It is not a layout of your presentation! If you do this, the presentation
has no structure. You want a coherent beginning, middle and end to your presentation.
As I‘ve said above, begin with an overview. Presenters will be graded on their clear
grasp of the text, the organization and clarity of their presentation, and the critical
nature of their investigation. Your turn to present will occur once in rotation after 5-6
presentations. So give it thoughtful consideration and preparation time. This
constitutes a substantial part of your grade. Presenters do not have to hand in any
written notes.

Each audience member must print out my handout for class and have previewed
it. The audience is graded on its responses, both in class discussion, and written
feedback. Each presentation will start with audience groups offering some
preliminary comments. Each audience member must take notes during the
presentation, and hand these in to a designated leader of their group. This leader-a
rotating position-will take charge of assembling the responses, and handing in a one
page (minimum), typed, single-spaced comment sheet by the next class period. The
leader‘s job is not to merely assemble, but also to assess the material, add her/his
own ideas and eliminate overlapping comments. You may also comment on my
responses to the group and to the handout. A typical response sheet will consist of:
        1. Evaluation of the presentation : were core ideas adequately explored?
            Were any ideas misrepresented, overlooked, or inadequately explored?
            You can only offer such opinions provided you have thorougly and
            critically read the story/poem etc. This is your chance to say what class
            time did not permit.
         Were the biographical details of the author irrelevant? Too much background,
        insufficient attention to the text. (This should be the shortest part) YES or NO
        answers will not do!
        2. Critical comments, objections, gaps, alternate readings or meanings, and
            analysis of problems in the presentation. This is not a speech class, so
            focus on interpretation rather than externalities of delivery etc.
   3. At least one complete answer to a question posed by the presenters. (2.
      and 3. Should be your most in-depth parts of the responses)

Please type the complete names of each student in the response group, the title of
the work being analyzed, a date, and class and section # on your response sheet,
so I can assign grades correctly. Write in complete sentences and paragraphs. You
may use bullets to organize some parts of your material

The whole point of this exercise is to foster lively class participation and
discussion. It also ensures that each student in the class is involved at least once as
a leader, discussant or recorder, and has a fair chance to be heard orally or in
writing, or both. Some assignments will involve the whole class.

Minimum Requirements and Grading:
    Reading closely and critically the assigned text. (Annotate your reading to
     help you participate and follow.)
    Peer-reviewing papers with written feedback
    Collaborating with your group(do your share of the work responsibly even
     if you are unavoidably absent)
    3 essays 15% each
    1 research paper 20%
    class participation and attendance 10%
    group work, quizzes, etc. 25% (quizzes cannot be made up)

Class Attendance: is required; after 3 absences the grade will be lowered; 9
absences mean a failure for the course. Do inform me and group members of
unavoidable absences.
Guidelines: Assignments are due at the beginning of the class period. Late papers
will be reduced one letter grade. All assignments must be typed, double-spaced, in
size 12 font (arial or times roman), carefully proofread, labeled, titled and stapled.
Plagiarism is a serious academic offense. Please be aware of the penalties by
consulting the student handbook. We will cover this important topic further when
we do researched writing.

Grading Standards:

A interesting, focused, organized, insightful, with precise use of mechanics and
grammar. A writing is creative and original.

B interesting, focused, organized, with good use of mechanics and grammar, not
necessarily creative and original, but well crafted

C organized, with adequate use of grammatical skills. Some ideas will need
development; some areas major revision. Plot summaries will receive no higher
than a C.
         D disorganized, incomplete, poor skills.

DUE DATES/ AND PERCENTAGES (other important dates)

Essay # 1Indigenous Voices          2/22 M                           15%
Essay # 2 Modernist writers         3/15 M                           15%
Essay # 3 Responses to Colonization 4/19 M                           15 %
Essay # 4 Final Research paper             5/14 F                            20 %

Library Orientation             4/21 W
Research Topic & Bib.           4/28 W
Conferences:                    5/7 and 5/12

                  CLASS CALENDAR –MWL-Sping 2010

2/1 M           Introduction to the course and syllabus
                Assign groups
                Read ―Taking a Visitor to see the Ruins‖ 671
                Indigenous Voices in the 20 th Century
                For Wed. Group 1 will present on Paula Allen‘s ―Pocahontas‖ 670
                Handouts for readings available on D2L

2/3 W           Presentation on Paula Allen‘s ―Pocahontas‖-
                Audience groups will take notes; I will collect group reviews on Fri.

2/5 F           Oodgeroo ―We are Going‖ and Weller ―going Home‖ 660-661

2/8 M           Erdrich ―Dear John Wayne‖ 685

2/10 W          Movie: Rabbit Proof Fence (90 mins) take notes

2/12 F          Finish movie: class discussion from notes

2/15 M          Al-Kuni ―The Golden Bird‖ 687

2/17 W          M. Vargas Llosa ―The Storyteller‖ 968

2/19 F          Rough draft review Essay # 1 (D2L) Indigenous voices.
                Final DUE: 2/22 Mon.
                You need to give written feedback based on review
                questions; you will receive credit for thoughtful, and serious review); your
                absence will affect your grade. See these guidelines for all reviews

2/22 M          Essay # 1 due
2/22 M           (contd.)Modernist Manifestos

2/24 W           Woolf ―Mrs. Dalloway‖ 174

2/26 F           Akutagawa ―In a Grove‖ 211

3/1 M            Eliot ―The Love Song of J. Alfred Prufrock‖ 220

3/3 W            Hikmet ―Regarding Art‖ 323, and Celan ―Death Fugue‖ 410

3/5 F            Beckett Endgame 435 -52; class discussion

3/8 M            Beckett to the end

3/10 W           Yeats 301-308

3/12 F           Rough Draft review half hour; Intro. to African Literature

3/15 M           ESSAY # 2 DUE(with rough draft and review)
                 Read Henry Morton Stanley‘s Address 117-121: class discussion/Quiz
                 Responses to Colonization

3/17 W           Joseph Conrad Heart of Darkness section 1 61-81 Quiz

3/19 F            Section2; 81-98 Quiz
-----------------------------------------------Spring Break-----------------------------------------

3/29 M           Section 3; 98-115 Quiz

3/31 W           Chinua Achebe Things Fall Apart; Chp 1-8, 770-799 Quizzes

4/2 F            Chp 9-13, 799-819

4/5 M            Chp 14-19 820-835

4/7 W            Read to the end 835-849

4/9 F            Soyinka Death and the King’s Horseman 867-887 (Acts I-II)

4/12 M           Acts III-V 887-914

4/14 W           Read Achebe‘s essay ―The Song of Ourselves‖ (Ereserves): Quiz

4/16 F           Review Essay #3

4/19 M           ESSAY # 3 DUE(hand in rough draft and review)
4/19 M   (contd.) Print Research paper handout (D2L) for class discussion

4/21 W   Library orientation: special resources for Modern World Literature

4/23 F   Rushdie ―Chekov and Zulu‖ 957

4/26 M   Master Harold and the Boys by Athol Fugard; and read first half.
         Using library databases (Ebsco, Jstor and Project Muse) find articles on
         the play/film ( other than ones included in your textbook) for use in class
         on Wed. Print a relevant page or two and provide adequate citation details)

4/28 W   TOPIC AND BIBLIOGRAPHY DUE: discuss research topics and thesis

4/30 F   Using secondary sources: quotation exercise

5/3 M    Avoiding plagiarism; evaluating sources, review MLA style

         Sign up for conferences: to make the most of this
         one on one discussion of your paper, bring all written drafts, notes and
         relevant materials. Prepare your questions, get feed back and address
         problems with your paper

5/5 W    Group review of thesis and outline

5/7 F    Conference (meet in my office: Radford 330)

5/10 M   Rough draft review (outline, thesis, and organization
         documentation and style, MLA)

5/12 W   Conference

5/14 F   Final paper due (with rough draft and reviews)

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