Seminar: Hurston & Wright English 400-02 / 538-01 CRN: 15162 / 15561 Syllabus and Course Schedule Fall 2012
Office hours: Mondays, 2 – 3 pm Professor: Alicia Kent, PhD Wednesdays, 11:15 am – 12:15 pm Office: 326 French Hall and gladly by appointment Phone: 762-3285 Class: Wednesdays, 4 – 6:45 pm E-mail: [email protected] 355 French Hall
“Few authors in the black tradition have less in common than Zora Neale Hurston and Richard Wright.” —Henry Louis Gates, Jr., “Zora Neale Hurston: ‘A Negro Way of Saying’”
Course Description: Considered two of the most important American novelists of the twentieth century, Zora Neale Hurston (1891-1960) and Richard Wright (1908-1960) represent two very different approaches to literary representation. Throughout the semester, we will examine writings by both authors to tease out the connections alongside the differences between these two writers, that is, to locate the places where their approaches to literature both diverge and converge. While this course is focused on two authors perhaps best known for their novels (Hurston for Their Eyes Were Watching God and Wright for Native Son), we will also read some of their other novels, autobiographical writings, essays, and short stories to get a sense of the different genres, topics, and issues they explored in their careers, and we may watch some film adaptations of their works and their lives. This course is designed as an intensive study of these two authors’ writings in order to deepen your knowledge and understanding of two important figures of the American literary canon. It aims to pose fundamental and synthesizing questions about literature and English- language studies. English 400, a capstone seminar for English majors, assumes that you have experience in literary analysis, have completed English 241 (Introduction to Literature Analysis), and have taken upper-level college literature courses. English 538 is the graduate-level course equivalent for English 400. By successfully completing this class you will be able:
ENG 400/538: Hurston & Wright Alicia Kent
Learning Objectives Course Tools to Assess Goals to further develop your critical reading, writing, speaking, listening participation and group interaction skills (critical thinking); lead discussion article analyses career presentation seminar project presentation to develop historically-specific and culturally-informed approaches participation to literary texts by Hurston & Wright (methodology); seminar project to interrogate a variety of literary genres and compare their participation expectations (content knowledge); to demonstrate facility with research methods and literary databases article analyses used in literary studies (information literacy); seminar project to locate relevant, appropriate secondary sources (literary criticism career presentation and socio-historical sources), evaluate their usefulness and validity, article analyses and integrate them accurately and effectively into your writing with seminar project consistent and ethical citation of source material (information literacy); to consider different scholarly views of a particular text and article analyses examine the assumptions of each view (critical thinking); seminar project to formulate your own research project and then engage in close proposal reading and/or careful engagement with primary texts and include article analyses relevant and appropriate scholarship to formulate a sound projec; seminar project presentation to position your argument within the academic conversation article analyses surrounding Hurston & Wright (information literacy); proposal seminar project presentation to present your own sophisticated ideas clearly and effectively in career presentation written and oral presentations that demonstrate familiarity with seminar project rhetorical strategies of literary studies and knowledge of relevant presentation literary criticism (writing skills, critical thinking); to reflect on your own values and habits as reader, writer, and lead discussion speaker, to formulate your own questions, to materialize directions career presentation for future individual inquiry in your academic discipline, and to proposal interpret your own educational process and experiences (reflection); seminar project to apply knowledge to complex issues in increasingly broad spheres participation and consider how literature may be cultural products that reflect, proposal reinforce, or resist dominant discourses and how they may be career presentation products of complex systems of historical contingencies, and race, seminar project gender, and sexual politics (synthesis and application).
2 ENG 400/538: Hurston & Wright Alicia Kent
Required Course Texts: Richard Wright Zora Neale Hurston Black Boy (American Hunger) Dust Tracks on a Road Harper; ISBN: 978-0060929787 Harper; ISBN: 978-0060854089 Uncle Tom’s Children Jonah’s Gourd Vine Harper; ISBN: 978-0061450204 Harper; ISBN: 978-0061350191 Native Son Their Eyes Were Watching God HarperPerennial; ISBN: 0060812494; 978- Harper; ISBN: 978-0060838676 0060812492 A Father’s Law The Complete Stories Harper; ISBN: 978-0061349164 Harper; ISBN-13: 978-0060921712 These texts are available at the UM-Flint Bookstore. You may also purchase them at a bookstore of your choice. The ISBN number listed for each text will help you find the edition used in this course. All books are also available on reserve at the UM-Flint Thompson Library for 4-hour checkout (although some are different editions).
Additional Readings on Syllabus: In addition to the above novels, some shorter course readings are available only in Blackboard. These readings are denoted with “BB” in the syllabus. To access Blackboard, go to https://bb.umflint.edu. You will need a UM-Flint username and password to access our course shell. Readings are listed in the order we will read them in the “Readings” folder. Please print the readings and bring them to class on the assigned date. Handouts: Handouts from class will be available online in Blackboard in “Handouts.”
Course Requirements: You must complete all of these requirements to receive a passing grade in this course. If you do not complete one of these requirements (such as failure to hand in an assignment or failure to meet the attendance requirements), you cannot pass the course. For your own protection, you should keep a copy of everything you turn in to me. Attendance. Your attendance is required. If you accumulate more than one absences, your participation grade will be lowered 25 points for every subsequent absence. If you accumulate four absences, you will fail the course (except in cases where you and I make alternative arrangements because of extenuating circumstances). I do not make distinctions between excused or unexcused absences—all absences count.
3 ENG 400/538: Hurston & Wright Alicia Kent
Please let me know during the first two weeks of classes if you must miss a class for religious observance, important scheduled events that conflict with class, or other unavoidable reasons for missing class. If you miss class, please email me for announcements. Also please get notes from others in the class and handouts from Blackboard. Out of respect for your classmates, please come to class on time. If tardiness to class (more than 10 minutes) becomes a persistent problem, I will count lateness as absences. I generally make all announcements at the start of class, so if you arrive late, be sure to get the announcements from me after class. Participation. This class emphasizes discussion and interaction with course issues and others in the course. It also includes a significant amount of reading. You are expected to come to class prepared, having read all the readings assigned for that day, and participate fully and constructively in the in-class discussion, having something to say in nearly every class session. You must bring the day’s reading assignments to class and be prepared to discuss it. Your participation in class discussions as well as reading course material out loud in class will be counted as participation. In-class writing and informal presentations of your work might also be a part of participation. Online Discussion. Online discussion is another venue for participation; contributions on the Discussion Board in Blackboard can raise your grade. Please check our course Blackboard companion on a regular basis. Lead Discussion. Once during the semester, you will be responsible for leading the class discussion for a portion of the class period. You do not need to do outside research for this task; instead, this is your chance to explore a topic in the reading that interests you (rather than discussing something that I’ve chosen). You will post discussion questions in Blackboard prior to the discussion. Early in the semester, I will hand out a sign up sheet to allow you to choose your top choices for discussion leading dates. Article Analysis Papers (2 for ENG 400; 3 for ENG 538): These 3-4 page papers critically analyze an article of literary criticism published in an academic journal or book. Your analysis should include a summary of the article’s key points, your assessment of its strengths and weaknesses, and your analysis of its contribution to literary studies. You will use the library’s online databases to locate these articles. Career Presentation and Handout: Research a career that English majors might pursue. Then create a handout and present information to the class about what this career entails, what skills and abilities the career emphasizes, what kinds of people are in this field, how competitive the field is, how students might prepare for this job. Seminar Project: For this project you will examine a theme or element from one (or more) of the literary texts by Hurston or Wright and connect it to issues in your life and the world today. This project is intended to go beyond what we have covered in class. It is not intended to be an exhaustive research project, but you will be expected to do research and include relevant literary criticism about the author, text, and time period to enhance your project.
4 ENG 400/538: Hurston & Wright Alicia Kent
The possibilities for the seminar project are up to you and as endless as your creativity. I encourage you to choose a topic and design a project that fits your interests, field of study, educational goals, career plans, etc. Please feel free you to meet with me early in the semester to brainstorm ideas and help you define a feasible and enjoyable (yes, this is possible!) seminar project. Possibilities might include (but are not limited to): Short story (or stories); Series of poems related to themes in one (or more) of the course texts; Chapter of a novel or prospectus/outline of a novel for a publisher or literary agent; Classroom unit for high school students on one (or more) of the course texts;* Autobiographical essay (12-15 pages) that connects issues in your life to theme(s) in one or more of the texts; Literary analysis essay (10-15 pages) that includes literary criticism surrounding the text of your choice; A service-learning project with a community organization related to themes in the course. Let me know early in the semester if this option interests you, and we can work with Mona Munroe-Younis of University Outreach to set up a partnership with an organization. If you choose a service-learning option, a letter of intent for this project is due by email to me early in the semester. Reflection Essay for Seminar Project: In addition to completing the project itself, all projects (except an autobiographical or literary analysis essay) will include a 5-7 page reflection essay that explains the goals of this project, why you chose this medium, how it is connected to the course, what research (e.g., literary and historical) you did to carry it out, and ultimately what you learned from doing this project. Be sure to include a Works Cited with this reflection essay. Proposal: A written proposal outlining your seminar project will be due midway through the semester. In this proposal, you will outline what your project and medium will be, what questions you intend to explore, why it is an interesting or important issue, how you will carry out this project, and what type(s) of research you will need to do to learn about this topic (that is, how you will answer these questions). Presentation: The last class meeting is reserved for presentations. You will present your seminar project to the class in a brief, 5-minute presentation. You are not expected to use PowerPoint or other tools in your presentation. Instead, it is an opportunity to share your project with the class and to get feedback and ideas from others. Grading and Deadlines: All papers are due at the beginning of class on the due date and must be typed. I take deadlines very seriously. No extensions will be given, except in the rarest of circumstances. Late assignments will be docked by a half-grade for each day late. Late Seminar Projects will not be accepted.
5 ENG 400/538: Hurston & Wright Alicia Kent
No other assignments will be accepted after the last regular class meeting (April 12). In an emergency, you may email me an assignment as a Microsoft Word attachment. If I am unable to open your file, one-half grade will be deducted for each day until I can it.
Assignment Due Date (due at start of class) Points Friday, September 7 by 11:55 pm Syllabus Response emailed to me, [email protected] Statement of Intent (for those Wednesday, September 26
doing a service-learning project) emailed to me, [email protected] In class (Blackboard participation can Participation 200 increase score) Sign up handed out in class. Lead Discussion 50 Questions due by Monday before your date. Article Analysis Papers 1. Wednesday, October 3 (ENG 400: 2 at 75 points each) 2. Wednesday, October 24 150 (ENG 538: 3 at 50 points each) 3. Wednesday, November 7 (ENG 538 only) Career Presentation and Handout Wednesday, November 14 100 Seminar Project Proposal Wednesday, October 31 175 Seminar Project Presentation Wednesday, December 5 25 Saturday, December 15 by 1:30 pm Seminar Project 300 emailed to me, [email protected] Total: 1000
Note: Students may earn up to 1000 points over the course of the semester. 870-899 = B+ 770-799 = C+ 670-699 = D+ 930-1000 = A 830-869 = B 730-769 = C 630-669 = D 900-929 = A- 800-829 = B- 700-729 = C- 600-629 = D- Below 600 = E
Formatting: All assignments submitted for this class must be typed, double-spaced, in black, 12- point font (Times New Roman or similar standard font), with 1-inch margins on all sides, stapled if the document is more than one page. The default settings for your word processing program may not follow these requirements and thus should be changed for assignments in this course. Extra Credit: You can earn extra credit by attending any extracurricular activities related to the course. To receive extra credit, post a response in Blackboard’s Discussion Board after attending the event; your post should include a summary of the event, a brief discussion of its connections to the course, and an explanation of what you learned at the event. All posts must be submitted by the last day of classes. Plagiarism and Academic Honesty: The University's Academic Honesty Policy prohibits cheating, fabrication of work, facilitating academic dishonesty, and plagiarism. Plagiarism
6 ENG 400/538: Hurston & Wright Alicia Kent includes the purchase of academic work from others, copying material directly from another source without attributing it to that source, using the ideas of another person without giving that person credit, intentional or unintentional. Even if you are not using a direct quote and have put the concepts into your own words, you must cite your source and give credit to the “author” of the idea. Plagiarism can result in failing the course or other disciplinary actions. Please talk with me if you are unclear or have concerns about plagiarism. The Writing Center also has helpful information about proper ways to cite your sources. Other Concerns: If you have any special concerns you wish to discuss, please feel free to come talk to me. My office door is open to hear your concerns. You are welcome to come see me at my office, call me, or e-mail me. I am very willing to set up appointments with you to discuss papers or other questions you have about the course. If you cannot make office hours, let me know, and we’ll set up another time to meet. I look forward to working with you this semester!
7 ENG 400/538: Hurston & Wright Alicia Kent
Course Schedule
Date Topic(s) Readings Due Due Note: BB refers to readings available in (Due at start of Blackboard. class unless otherwise noted)
Wed INTRODUCTION Meet the class Fri, Sept 7: Sept 5 Discuss course material Syllabus Response due by email Wed EARLY SHORT Reviews: Sept 12 STORIES BB: Reviews of Their Eyes by Richard Wright, Alain Locke REVIEWS BB: Review of Uncle Tom’s Children by Zora Neale Hurston Hurston, The Complete Stories: “John Redding Goes to Sea” (1921) “Spunk” (1925) “Muttsy” (1926) “Sweat” (1926) “The Gilded Six-Bits” (1933) Wright, Uncle Tom’s Children (1938): “Big Boy Leaves Home” (1936) “Down by the Riverside” (1936) Optional: BB: Cambridge African American Literary History (literary criticism)
Wed HURSTON’S Jonah’s Gourd Vine (1934) Sept 19 FIRST NOVEL
Wed LIBRARY Meet Laura Friesen in Thompson Library, Letter of Sept 26 WORKSHOP “Research Instruction Room,” room 213 (one floor Intent Due for below the main entrance to the library) those doing a service- learning project Wed WRIGHT’S Black Boy (1945) Article Oct 3 AUTOBIOGRAPHY Analysis 1 Optional: Book reviews of Black Boy
8 ENG 400/538: Hurston & Wright Alicia Kent
Date Topic(s) Readings Due Due Note: BB refers to readings available in (Due at start of Blackboard. class unless otherwise noted) Oct 4, 5 See a play on Under Milk Wood: A Play for Voices For extra credit 7:30 pm campus at the by Dylan Thomas post a summary UM-Flint This staged reading is a collaboration with the and your Theatre Department of History, celebrating the Wyatt reaction in Exploration Program Blackboard
Wed HURSTON’S Their Eyes Were Watching God (1937) Oct 10 MOST CELEBRATED NOVEL
Wed WRIGHT’S MOST Begin Native Son (1940): Book One “Fear” and Oct 17 CELEBRATED Book Two “Flight” NOVEL Wed NATIVE SON Finish Native Son: Book Three “Fate” Article Oct 24 “How ‘Bigger’ Was Born” (in Native Son, 505- Analysis 2 540 BB: Reviews of Native Son Oct 26, See a play on Urinetown For extra credit 27, 28, campus at the by Greg Kotis and Mark Hollmann post a summary Nov 3, UM-Flint Fri, Sat: 7:30 pm; Sun: 2:00 pm and your 9, 11 Theatre reaction in Blackboard
9 ENG 400/538: Hurston & Wright Alicia Kent
Date Topic(s) Readings Due Due Note: BB refers to readings available in (Due at start of Blackboard. class unless otherwise noted)
Friday, October 26 by 5:00 pm: Last Day to Drop Classes
Wed HURSTON’S Dust Tracks on a Road (1942) by Zora Neale Seminar Oct 31 AUTOBIOGRAPHY Hurston Project Read Chapters 1-8 Proposal Skip Chapter 5 “Figure and Fancy” Read 9 “School Again” Skip Chapter 10 “Research” Read Chapter 11 “Books and Things” Skip Chapter 12 “My People! My People!” Skip Chapter 13 “Two Women in Particular” Read Chapter 14 “Love” Skip Chapter 15 “Religion” Read Chapter 16 “Looking Things Over” Read Appendix: “My People, My People!” Skip all other Appendices Optional: Article on Dust Tracks on a Road compared to Hurston’s actual life Nov 2, See a play on The Menaechmus Brothers For extra credit 4, 10, campus at the by Titus Maccius Plautus post a summary 16, 17, UM-Flint Translated from Latin by E. F. Waitling and your 18 Theatre Fri, Sat: 7:30 pm; Sun: 2:00 pm reaction in Blackboard
10 ENG 400/538: Hurston & Wright Alicia Kent
Date Topic(s) Readings Due Due Note: BB refers to readings available in (Due at start of Blackboard. class unless otherwise noted)
Wed ESSAYS AND Hurston, The Complete Stories: Article Nov 7 LATER WRITINGS “The Conscience of the Court” (1950) Analysis 3 (for BY HURSTON Optional: “Story in Harlem Slang” and ENG 538 only) AND WRIGHT “Harlem Slanguage” (1942) BB: “My Most Humiliating Jim Crow Experience” (1944) BB: “What White Publishers Won’t Print” (1950) Optional: BB: “Court Order Can’t Make Races Mix” (1955)
Wright: BB: “Man of All Work” (date unknown) Optional: BB:“Blueprint for Negro Writing” (1937) Optional: BB: “The Man Who Was Almost a Man” (1961)
Wed CAREER DAY NO READING DUE Career Nov 14 In-Class Career Presentations Presentation and Handout Wed, NO CLASS Thanksgiving Break begins Nov 21 Break: November 21-25
Wed WRIGHT’S A Father’s Law (published posthumously by Nov 28 POSTHUMOUS Wright’s daughter in 2008 NOVEL
Wed PRESENTATIONS NO READING DUE Presentation Dec 5 In-Class Presentations on Seminar Project on Seminar Project Sat SEMINAR This is the scheduled exam period for this course. Seminar Dec 15 PROJECT DUE BY Instead of an exam, email your paper as an attached Project due 1:30 PM Word document to [email protected] by 1:30 PM by email by BY EMAIL 1:30 pm
11