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Approved by Academic Council, April 1, 2014 Revision: April 1, 2014 LI309: Studies in World Literature Professor: C.D COURSE APPROVAL DOCUMENT Southeast Missouri State University Department: English_______________________________________ Course No. LI 309____ Title of Course: Studies in World Literature___________________________ Date: 8/1/16________ ____________________________________________________ Please check: x New Revision I. Catalog Description (Credit Hours of Course): This special topics course will have a different theme and focus each time it is offered. The content will draw from the literatures of multiple nations, genres, and time periods with an emphasis on writers and works from outside the United States of America. II. Co- or Prerequisite(s): Prerequisites: EN100, EN140 (or equivalents), and any 200-level literature course. III. Purposes or Objectives of the Course (optional): A. B. Add additional Objectives as needed IV. Student Learning Outcomes (Minimum of 3): A. Students should demonstrate knowledge of literary terms, devices, techniques, and narrative strategies as assessed through quizzes, papers, and exams. B. Students should demonstrate public speaking, critical thinking, and organizational skills through class discussion, and the design and delivery of an oral presentation or similar project. C. Students should demonstrate the ability to write a formal essay following the conventions of academic writing in the field. V. Optional departmental/college requirements: NONE VI. Course Content or Outline (Indicate number of class hours per unit or section): A. Primary works (novels, short stories, poems, etc.) (24) B. Biographical readings (6) C. Relevant criticism and scholarship (9) D. Historical and cultural readings (6) Please Attach copy of class syllabus and schedule as an example Signature: ________________________________________________ Date: _____________________ Chair Signature: ________________________________________________ Date: _____________________ Dean Approved by Academic Council, April 1, 2014 Revision: April 1, 2014 LI309: Studies in World Literature Professor: C.D. Mock ([email protected]) Fall 2015 MWF 10-11 GB313 Office: GB 309K Office hours: M-F 1-3 “The Travels of Sir John Mandeville” Gulliver’s Travels Persepolis Catalog Description This special topics course will have a different theme and focus each time it is offered. The content will draw from the literatures of multiple nations, genres, and time periods with an emphasis on writers and works from outside the United States of America. (3 credit hours) Prerequisites: EN100, EN140 (or equivalents), and any 200-level literature course. Introduction: One of the most enduringly popular forms of storytelling is the travel narrative. From the ancient heroic epics, to the travelogues of explorers, to the personal stories of immigrants looking for freedom in a new land, the travel narrative has spanned the history of civilization and captured the imaginations of audiences that compare the tales of adventure and descriptions of foreign lands to the conventions of their own culture. Travel is not just about the journey itself, but about the different cultures and customs the traveler witnesses and how they interact or clash. By studying the history of literary and visual depictions of travel, we will chart the history of global consciousness. What exactly is global consciousness? Veronica Box Mansilla and Howard Gardner explain: We define global consciousness as the capacity and the inclination to place our self and the people, objects, and situations with which we come into contact within the broader matrix of our contemporary world. An individual exhibits global consciousness when she is attuned to daily encounters with world cultures, landscapes, and products (e.g., through the Internet and other media and through migration); places such encounters in a broader narrative or explanatory framework of contemporary global processes (e.g., the traffic of people, capital, and ideas; shifting economic, demographic, and cultural interdependence); and perceives herself as an actor in such a global context (e.g., acting locally on global issues, using channels of transnational participation, resisting geopolitical change). (Mansilla and Gardner 58) Over the course of the semester, we will see an evolution over time in how the descriptions of foreign lands and the peoples that inhabit them influence and inform the worldview of the culture that reads these descriptions. For example, from studying the tradition of explorers like Marco Polo and Sir John Mandeville describing the exotic and dangerous creatures purported to be living in the East and the descriptions of its inhabitants as grotesque, monstrous half-humans, we will be able to notice similar ways of describing and judging Native Americans in Columbus’ diary and colonized people in Africa in Joseph Conrad’s Heart of Darkness. We will also look at a number of ways that these “others” have been illustrated and how the lands themselves have been charted in maps that reveal worldviews that center one’s own land and places others in the peripheries. As the class progresses we see the development of a west v. east, occident v. orient worldview in which the definition of “self” becomes dependent upon a Approved by Academic Council, April 1, 2014 Revision: April 1, 2014 contrast with the “other”, Ultimately we will understand how our present global consciousness—our modern problems with globalization, third world development, and immigration is informed by the legacy of these accounts of travel. Course Expectations We will explore many contemporary and controversial issues in this class. Therefore, I ask that you remain respectful and courteous toward differing opinions and beliefs in our discussion. I encourage open debate and defense of one’s opinions while keeping in mind that the goal of such discussion is not to prove one’s self right or others wrong, but instead to gain greater insight into different perspectives on these texts and themes through the free exchange of ideas. I expect all students to show up on time and to be prepared in advance to discuss the assigned texts. This means you must complete the week’s reading before class. I suggest that you spend about 5-10 minutes before class brainstorming a list of themes and issues from the week’s reading that you found interesting or wish to explore more in depth. You must always come to class with your books. As part of classroom etiquette, I ask that you turn off all cell phones and any other distracting personal electronics during class. You may bring a computer device (laptop, tablet, etc.) for note taking and for looking up pertinent information on the web, but please refrain from checking your facebook or email, chatting online, and other non-class related functions. Student Learning Outcomes A. Students should demonstrate knowledge of literary terms, devices, techniques, and narrative strategies as assessed through quizzes, papers, and exams. B. Students should demonstrate public speaking, critical thinking, and organizational skills through class discussion, and the design and delivery of an oral presentation or similar project. C. Students should demonstrate the ability to write a formal essay following the conventions of academic writing in the field. Academic Honesty Passing off the words and/or ideas of others—those of classmates, friends, professional writers, or web sites—constitutes plagiarism. Even unintentional plagiarism is a serious offense, so make sure you understand how not to do it. A plagiarized paper or assignment will receive a grade of zero. Check the university’s official statement about academic honesty and plagiarism. Accessibility Statement Any student who believes that they may need an academic accommodation based on the impact of a disability should contact the instructor to arrange an appointment to discuss their individual needs. Instructors rely on the Learning Assistance and Disability Support Services for assistance in verifying the need for academic accommodations and developing accommodation strategies. This course adheres to Southeast Missouri State University's Accessibility Plan found on page one of the Undergraduate Bulletin. Civility Statement The University policy regarding civility in the classroom can be found here: http://www.semo.edu/pdf/Conduct_Faculty_Resource_Guide.pdf Questions, comments or requests regarding this course or program should be taken to your instructor. Unanswered questions or unresolved issues involving this class may be taken to Dr. Susan Kendrick. Assignments Grading scale: 90+%=A; 80-89%=B’ 70-79%=C’ 60-69%=D; below 60%=F Approved by Academic Council, April 1, 2014 Revision: April 1, 2014 Midterm and Final papers 4-5 pages (20% Each) For both the midterm and final papers, you will be given a choice of two prompts that cover the readings up until that point. These essays should contain a central thesis and use evidence from the texts as support for your arguments. I want you to think comparatively, meaning that you should compare and contrast the how different authors treat similar themes in their works. I will distribute my handout for college-level literature essays and outline my expectations for a solid paper in class. You are encouraged to send me rough drafts ahead of time and consult me during office hours if you need help with compositional matters. Midterm Exam (15%) The midterm will consist of short identification questions for key concepts of the course and a short essay that will compare how multiple texts treat a common theme. Final Exam (20%) The final exam will have
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