Trinity Western University Course Syllabus English 102: Introduction to Literature and Culture Summer 2016

Credits: 3 (core; meets English requirement) Writing requirement: 3250 words Prerequisite(s): WRTG 100 or 101 or instructor’s permission

Professor: Melinda Dewsbury Contact: [email protected] Office hours: Flexible, as needed

Calendar Description:

This course examines literature from a multicultural perspective. In comparing and contrasting works of literature composed in a variety of countries, students will gain cultural literacy, appreciation of universal themes, and understanding of the rich relationship between literature and its historical and situational context. In studying this material, students will develop their critical thinking, research, and writing skills. This course is strongly recommended for students who have come from international contexts.

Learning Outcomes:

This course promotes the following student learning outcomes: Knowledge and its application  Understand the concept of genre and how it is interpreted culturally  Comprehend the impact of translation on the study of literature  Appreciate significant literary themes and/or motifs  Expand understanding of universal themes and cultural particulars

Cognitive complexity  Analyze the historical and situational influences on literature  Undertake critical analysis of various literary genres and modes  Carry out detailed research using both primary and secondary sources  Produce university-level essays and other forms of written and oral assignments

Wellness  Develop an awareness of the role of literature in exploring, critiquing, and preserving community wellness  Experience the role of literature in defining yourself and your cultural roots  Explore personal identity

Aesthetic Expression and Interpretation  Uncover literary devices as tools for both individual and cultural expression  Appreciate the beauty of poetic expression in multiple languages  Examine the use of literature to explore truth and deception, beauty and ugliness, good and evil

Spiritual formation  Appreciate the human condition and the interactions of humanity and the supernatural as illustrated through di- verse expression Social responsibility and global engagement  Articulate significant differences between cultures as shown in literature (“cultural particulars”)  Highlight significant similarities and universals as shown in literature (“universals”)

Leadership  Examine the role of writers as prophets, critics, and leaders in their cultural and historical context

Textbooks and Materials All materials for this course will be available on the course website. Materials will be in English translation but students are invited to find and read it in the original language when possible.

Course Requirements and Policies:

1. Students are responsible for keeping up with assigned reading; they are also responsible for contributing to class and group discussion, including small group presentations. 2. Students must attend every class section. A portion of the grade is assigned to small group reports, to be completed for each module. 3. Students are expected to find out about any work or announcements they may miss if medical reasons prevent them from attending a class. Note: a doctor’s note is required. 4. Students are expected to check the course website frequently—to view due dates, assignment wording, other resources, and announcements of any changes. 5. Students must submit their own work. When using sources (whether the literature itself or secondary sources), students must give citations and references and use quotation marks to identify copied phrases and sentences. 6. Students may use the TWU Writing Centre or the UT1 Learning Coach (for UT1 students only). Any other tutor must be approved by the professor in advance. Roommates, friends, sisters, uncles, and homestay parents are not acceptable tutors. Essays that are ghost written or over-edited will receive an F. Students must save each draft separately (DRAFT 1, DRAFT 2) and request that the tutor use handwriting or “track changes” to show the kinds of changes to each document. If the student cannot provide evidence of his or her work, the essay will receive an F. ACADEMIC DISHONESTY WILL NOT BE TOLERATED. 7. Students must prepare a major research paper (2000 words or 8 pages). The research paper must use primary sources (the literary texts) and secondary sources to discuss the significance of a specific author, genre, or literary work. Due on May 19, 2016. No extensions. 8. Students must complete five short (250 word) assignments. See due dates in the Course Outline. No late assignments will be accepted. 9. Students must prepare a presentation focusing on one specific poem or lyric. The presentation must include a creative performance of the literature and a discussion of its meaning. Students must use PowerPoint or other visual presentation techniques. Sign up for a presentation date. 10. Students must write the final exam, which will take place on the final class session. The exam will cover all aspects of the course. Exam: May 20.

University Policies:

Academic Integrity and Avoiding Plagiarism at TWU One of the core values of Trinity Western University is the integration of academic excellence with high standards of personal, moral, and spiritual integrity. The University considers it a serious offence when an individual attempts to gain unearned academic credit. It is the student’s responsibility to be informed about what constitutes academic dishonesty. For details on this, and on identifying and avoiding plagiarism go to the University Homepage > Academics > Academic Calendar > Academic Information > Academic Policies > Academic Dishonesty and Plagiarism.

Campus Closure and Class Cancellation Policy In the event of extreme weather conditions or other emergency situations go to the University Homepage > Campus Notification (in the page footer) > Class cancellation policy

Students with a Disability Students with a disability who need assistance are encouraged to contact the Equity of Access Office upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and include the educational impact of the disability along with recommended accommodations. Within the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Equity of Access Office outlined in the Student Life section of the University Calendar.

Evaluation: Group Reports 15% Inquiry-based learning – addresses all learning outcomes Short Assignments 15% All learning outcomes Creative Presentation 15% Cognitive complexity; Aesthetic expression; Wellness Literary Research Essay 25% Knowledge and application; Cognitive complexity; Wellness; Aesthetic interpretation Final Exam 30% All learning outcomes

University Standard Grading System: ENGL 102 will use the standard scale, as listed in the Academic Calendar.

Class Format Each 2-day unit will include a lecture and a class analysis, followed by small group discussion and presentations. Much of the learning is student-led and inquiry-based, as within each theme, students study assigned literature and draw conclusions about its form, content, and cultural significance, which they will include in their group presentations (5 @ 3% each). Students must take notes from their classmates’ work.

Students will have the opportunity to research and present one poem, song, or excerpt, attending closely to the cultural context in which that author composed his or her literary work. In this way, as members of their first culture, the students become the “experts” on what makes an author culturally significant. The research and presentations are individual. Proposed Course Outline

May 2-3: Introduction  The purposes of literature (Hernadi)  The relationship between culture, place, and aesthetic expression (“literary shadows”)  Literature as anthropology  Researching and writing about literature and culture – important terms

Literature:  Chinua Achebe’s “Civil Peace”  Excerpt from Pearl S. Buck’s The Good Earth

May 5-6: Creation Accounts Introductory assignment due: May 5 (in class) The concept of universals vs. particulars Intersections of human and divine - worldview

Literature:  Genesis 1-2 (Hebrew)

 Kojiki account (Japan)  Pangu myth (China)

 Lac Long Quan (Vietnam)

 Aztec myth (Mexico)

 Turtle Island (Ojibway; Canada’s First Nations)

 Fear of Fire (African Bushmen)

May 9-10: Ideology and Social Change

Creation Account Assignment due: May 9 (in class) Historical and situational influences Literature as a weapon Writers as prophets and critics

Literature:  Excerpts from Proverbs (Hebrew, The Bible)

 Excerpt from Zoya Phan, Little Daughter (Karen people from Burma)

 Excerpts from Confucius (China)

 Lu Xun, “The Diary of a Madman” (China)

 Shin Kyong Nim’s Nong-mu (Farmers' Dance) (Korea)

 Sunny Singh, “Faded Serge and Yellowed Lace”) (Spain)

 Mukoma Wa Ngugi, “Kenya: A Love Letter” and “Letter to my Nephew” (Kenya) May 12-13: Love, Marriage, and Relationships Ideology and Social Change Assignment due: May 12 (in class) Individual presentations Universal focus on passion and sexuality Particular focus: cultural views of gender and marriage Symbolism and Imagery as literary shadows

Literature:  Heinrich Heine, “The Sea Hath Its Pearls” (Germany)  Selected poetry of Li Qingzhao (China)  Selected poetry of Ho Xuan Huong (Vietnam)  Pablo Neruda, “A Song of Despair” (Chile)  Chieko poems of Kohtaro Takamura (Japan)  Selected verses from Song of Songs (Hebrew; The Bible)  Selected poetry of Victor Teran (Mexico)

May 16-17: Nature Poetry and Sense of Place Love Assignment due: May 16 (in class) Individual presentations Nature, the human condition, and the divine Influence of translation and cultural context Intersection of setting and identity Notion of “aesthetic map” Role of bias and stereotype Insider or outsider perspective

Literature:  Selected poetry of Wang Wei (China)

 Haiku of Matsua Basho (Japan)

 Mina Said Alayyan, “That’s What the Wind Taught Me” (Israel)

 Selected Psalms (Hebrew; The Bible)

 Mother poems of Susan Kiguli (Uganda)  Selected poetry of Saadi Youssef (Iraq)

 Emmanuel Ejen, Wongol Poem (Haiti)

 Selected works by Alootook Ipelli (Inuit; Canada)  Lyric poetry of Johann Wolfgang von Goethe (Germany)

May 19: Stories of Character RESEARCH ESSAYS due May 19 (in class)

Character development: Cultural views of heroes and villains Literature:  Students suggest their own culture’s literary characters.  Story-telling traditions of Canada’s first nations – presentation by Patti Victor, University Siya:am

May 20: FINAL EXAM Nature Assignment due: May 20 (bring to exam)