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COMING OF AGE ACROSS CULTURES

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					___SOUTH SEATTLE COMMUNITY COLLEGE___________________________
                                             Academic Programs


SYLLABUS FOR ENGLISH 233Z: Coming of Age across Cultures

Winter Quarter 2001
Mondays through Fridays, 9 - 9:50 a.m.
Room: AUT 134
Credits: 5

Instructor:                Judy Bentley
Office:                    RS177
Office Phone:              768-6443
Office Hours:              10 - 10:50 a.m., Mondays-Fridays
Email address:             jbentley@sccd.ctc.edu

Areas of Knowledge:        Literature/History of Ideas
                           Global Studies
Requirements met:          Integrated Studies (partial fulfillment)


COURSE DESCRIPTION

       The moment at which a person comes of age, or grows up, varies across
cultures, societies, and individuals. The transition from childhood to
adolescence to adulthood may occur too early or never be fully achieved. In
some societies and cultures, the process is clearly marked by rites of passage.
In multicultural and pluralistic societies, the process is immensely complicated by
race.

      In this course, we will read autobiographies and novels that portray the
―coming of age‖ process in several societies, including South Africa, Zimbabwe,
New Mexico and Mexico, New York and Japan, and other countries of your
choice. We will discuss the books as both literature and anthropological
accounts, evaluating their literary elements and merit and identifying
commonalities and differences in the growing up process.

Required:

Nelson Mandela           Long Walk to Freedom
Rudolfo Anaya            Bless Me Ultima
Lydia Minatoya           Talking to High Monks in the Snow
Tsitsi Dangarembga Nervous Conditions

A fifth novel or autobiography of your choice
A journal (notebook) exclusively for this class


STUDENT LEARNING OUTCOMES ADDRESSED

1. Communication—Read and listen actively to learn and communicate. Speak
   and write effectively for personal, academic and career purposes.

3. Human Relations—Use social interactive skills to work in groups effectively.
   Recognize the diversity of cultural influences and values.

4. Critical Thinking and Problem Solving—Think critically in evaluating
   information, solving problems and making decisions.

5. Personal Responsibility—Be motivated and able to continue learning and
   adapt to change. Value one's own skills, abilities, ideas and art. Take pride
   in one’s work. Be aware of civic and environmental issues.

7. Information Literacy--Access and evaluate information from a variety of
   sources and contexts, including technology. Use information to achieve
   personal, academic and career goals, as well s to participate in a democratic
   society.


COURSE OBJECTIVES

1. Recognize elements of a global society, particularly commonalities and
   differences in the coming of age process across cultures.

2. Recognize cultural elements of societies other than Western Europe or North
   America.

3. Identify common themes of adolescence.

4. Be able to work in large and small groups to share ideas and perceptions.

5. Compare and evaluate works of literature from different countries, using
   literary elements and definitions of literature.

6. Analyze and evaluate a coming of age novel or autobiography.

7. Reflect in writing on your own coming of age.
ASSIGNMENTS

The assignments for the course will consist of:

Reading: a book every two weeks, approximately 50 pages
      per hour of class; four quizzes on the required reading            100 points

Twenty journal responses to the reading                                  100 points

Participation in daily class discussions                                  50 points

A reflective essay on coming of age and one of
       the assigned books                                                 50 points

An extended essay analyzing a coming of age novel or                      75 points
      autobiography, evaluating it as literature, relating
      it to the society it reflects, and identifying elements of
      the coming of age process revealed in the book

An oral presentation of that essay                                 25 points


360 – 400 points     3.5 – 4.00      A     240 – 279 points  0.5 – 1.4         D
320 – 359 points     2.5 – 3.4       B     Fewer than 240 points               F
280 – 319 points     1.5 – 2.4       C


TEACHER’S EXPECTATIONS

1. Students will complete the assigned reading and journal entries before class
   and be prepared for class discussion.

2. Students will participate in class discussions and use discussion styles that
   allow and encourage everyone to participate.

3. Essays will be completed on time, typed, and follow the conventions of good
   writing.

4. Late papers, including journal entries, will lose one point for every day they
   are late. Missed quizzes may be done as out of class assignments, but they
   forfeit five (out of 25) points.

5. Plagiarism will result in a failing grade for the assignment.


WEBSITE
This course is supported by a website. Visit ENG 233Z at
http://lomas.sccd.ctc.edu:8900/ to access the syllabus, the supplementary
bibliography, the article by the instructor, and your progress in the course
(grades).



                               COURSE OUTLINE

WEEK ONE:
    Definitions:    coming of age, adolescence, global society,
                    literature, literary elements, genre (autobiography, novel)

                    What is adolescence? How is it different across cultures?
                    What does it mean to come of age?
                    What is good literature?
                    How do cultural concepts of good literature differ?

      Reading Assignment: Excerpts from Margaret Mead's Coming of Age in
      Samoa; her autobiography, Blackberry Winter; Carol Gilligan's In a
      Different Voice; Paul Goodman's Growing up Absurd; Erik Erikson on
      Youth; Osayimwense Osa, African Children's and Youth Literature; Judy
      Bentley and Peter Midgley, "Coming of Age in the New South Africa"

      Writing Assignment: Journal entries #1 and #2

WEEK 2: Coming of Age in South Africa

      Reading Assignment: Nelson Mandela, Long Walk to Freedom,
           Parts 1, 2, and 3

      Quiz #1 on Long Walk to Freedom

      Writing Assignment: Journal entries #3 and #4

WEEK 3: Coming of Age in New Mexico and Mexico

      Reading Assignment: Rudolfo Anaya, Bless Me, Ultima, "Uno" - "Diez"

      Writing Assignment: Journal entries #5 and #6


WEEK 4: Coming of Age a Chicano, cont.

      Reading Assignment: Bless Me, Ultima, "Trece" - "Veintidos"
      Quiz #2 on Bless Me, Ultima

      Writing Assignment: Journal entries #7 and #8

WEEK 5: Coming of Age an Asian-American

      Reading Assignment: Lydia Minatoya, Talking to High Monks in the
           Snow, Chapters 1 - 3

      Writing Assignment: Journal entries #9 and #10
            Analytical essay comparing Long Walk to Freedom and Bless Me,
                   Ultima

WEEk 6: Coming of Age in Asia and America, cont.

      Reading Assignment: Talking to High Monks in the Snow, Chapters 4 -
           Epilogue

      Quiz #3: Talking to High Monks in the Snow

      Writing Assignment: Journal entries #11 and #12

WEEK 7: Coming of Age in Rhodesia/Zimbabwe

      Reading Assignment: Tsitsi Dangarembga, Nervous Conditions,
           Chapters 1-5

      Writing Assignment: Journal entries #13 and #14

WEEK 8: Coming of Age in Rhodesia/Zimbabwe, cont.

      Reading Assignment: Nervous Conditions, Chapters 6-10

      Quiz #4 on Nervous Conditions

      Writing Assignment: Journal entries #15 and #16

WEEK 9: Coming of Age in other countries

      Reading Assignment: A book from the Supplemental Bibliography

      Writing Assignment: Journal entries #17 and #18

WEEK 10: Coming of age in other countries, cont.
      Writing Assignment: Journal entries #19 and #20

WEEK 11: Coming of age in other countries, cont.

      Writing Assignment: Extended Essay on a book of your choice

      Oral Presentation

				
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