San José State University Department of World Languages & Literatures FORL 25 – World Cultures through Literature and Cinema, Section 01 Fall 2014
Instructors: Chunhui Peng (Chinese) Jean-Luc Desalvo (French) (GE Course Coordinator) Romey Sabalius (German) YM Shimazu (Japanese) Eleanor Marsh (Spanish)
Office Location: Clark Hall 421
Telephone: (408) 924-4602
Emails: [email protected] [email protected] [email protected] [email protected] [email protected]
Office Hours: By individual instructor: Chunhui Peng (Chinese): TBA Jean-Luc Desalvo (French): TBA Romey Sabalius (German): TBA YM Shimazu (Japanese): TBA Eleanor Marsh (Spanish): TBA;
and by appointment
Class Days/Time: Online
Classroom: Online
Prerequisites: N/A
GE/SJSU Studies Category: GE Areas C1 & C2
Course Website
Course syllabus, calendar, handouts, and your grades can be found on the course website in Canvas at https://sjsu.instructure.com All FORL 25 film materials are available either online or through the Technology Academic Network (ATN) by going to the following URL and watching them remotely on or off campus: http://sjsu.edu/at/atn/webcasting/archives/forl25_5y4bnruh/index.html
Course Description and Goals
FORL 25 is an intensive 6-unit integrative Core GE (C1 & C2)*** online culture course combining the Arts and Letters through literature and cinema. Taught in English by five different World Languages instructors, FORL 25 provides five specialized three-week culture modules on countries where each of the following five languages is spoken: Chinese, French, German, Japanese and Spanish. The purpose of this course is to study the fundamental cultural features of each of the five language-speaking groups. These cultures today are the result of a complex mix of socio-historical, political and economic elements or factors unique to each while at the same time influencing and being influenced by other world cultures. The dynamic cultural interaction between each of these language-speaking groups and, for example, the U.S. will be explored by focusing on critical thinking issues, such as shared histories, cultural practices and customs, immigration, and assimilation and integration. The mixing of races and traditions and the development of cultural syncretism have helped produce the racial and cultural mosaic of these and all world cultures. With this specific goal in mind, this course intends to enable the students to expand their critical thinking notion and acumen beyond the traditional canon or borders of individual world cultures to view the world as a complex intercultural, interethnic and interracial web or mosaic. Among the topics covered in this course are geography, history, social and political developments, the arts, cultural studies, the contributions of each of the five language groups to the world and the impact of the presence of these language-speaking groups in the United States. In accordance with one of the main General Education Program Objectives (GEPOs), this course affords students “multi-cultural and global perspectives gained through intellectual and social exchange with people of diverse backgrounds and experiences.” Likewise, in accordance with another GEPO, students having taken FORL 25 will be more adept at [adapting] to new environments, [integrating] knowledge from different sources, and [continuing] learning throughout their lifetimes.”
*** Students who obtain an overall grade of C or better in FORL 25 will receive 9 units of University Core GE credit (C1, C2 & C3)
To gain a better understanding of the unique characteristics or features of each of the five world cultures and their artistic and literary productions and to be able to identify and describe in writing and orally on a discussion board and in an online chat room these characteristics, students view a series of documentary film materials, which serve to provide a socio-historical and cultural context, and read literary excerpts to highlight specific, cultural, as well as artistic and literary, features of each of these world cultures. Students will demonstrate their progress in cultural proficiency through online class assignments, discussion board postings, short compositions (150 words each), a culminating, culture specific capstone experience in the form of a minimum 600-word research-based writing assignment to serve as summative assessment for each culture module. Special attention or focus in this assignment will be on issues of diversity and contributions made by women and various ethnic or minority groups. At the end of the semester, there will be a minimum 1,500-word FORL 25 culminating capstone experience in the form of an integrative essay exercise to reflect on the commonalities and differences among the various language speaking groups studied in FORL 25. Writing assignments for each of the three-week culture modules will be a minimum of 900 words totaling a minimum of 4,500 words for all five culture modules over the course of the semester. In addition, there will be a 1,500 word FORL 25 end-of-semester writing assignment bringing the grand total to a minimum number of words of 6,000. As a means of providing greater support and ensuring the best possible success rates, students will not only have full access to each individual instructor’s office hours, but will be required to participate on a discussion board and online chat room to complement and enhance online instruction. Although each culture module is organized in a similar and parallel course structure, for more specific details as to the content and approach of each of the five culture modules, see individual culture module descriptions and calendar in attached FORL 25 World Cultures through Literature and Cinema Course Proposal.
Week 1 Diagnostic assessment exam and documentary film material to provide socio- historical and cultural context; minimum 150-word critical thinking writing assignment activity to process and assess information
Week 2 Exploration of the unique cultural characteristics or features, such as customs and practices, of each world culture; minimum 150-word critical thinking writing assignment activity to process and assess information
Week 3 Exploration of artistic productions and literary excerpts to highlight specific, cultural, as well as artistic and literary, features and a culminating, capstone cultural experience in the form of a minimum 600-word research-based critical thinking writing assignment to process and assess information as part of summative assessment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film.
Course Goals and Student Learning Objectives
Overall General Education Program Objectives (GEPO)
GEPO 1: A broad understanding of the sciences, social sciences, humanities, and the arts
GEPO 2: An ability to communicate ideas effectively both in speaking and in writing
GEPO 3: The capacity for critical and creative thinking
GEPO 4: An understanding of ethical choices inherent in human development
GEPO 5: An ability to assess information GEPO 6: An ability to address complex issues and problems using disciplined analytic skills and creative techniques
GEPO 7: Multi-cultural and global perspectives gained through intellectual and social exchange with people of diverse backgrounds and experiences
GEPO 8: The characteristics of “intentional learners” who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lifetimes
GEPO 9: The capacity to participate as a socially responsible member of civic, professional, cultural and other communities
General Education Student Learning Objectives (Area C1):
Upon successful completion of this course, students will be able to:
LO 1 (C1): Recognize aesthetic qualities and processes that characterize works of the human intellect and imagination
LO 2 (C1): Respond to works of art both analytically (in writing) and affectively (in writing or through other forms of personal and artistic expression).
LO 3 (C1): Write clearly and effectively. Writing shall be assessed for correctness, clarity, and conciseness.
LO 4 (C1): Understand the historical or cultural contexts in which specific works of art were created. LO 5 (C1): Examine the interaction of analytical and creative processes in the production and perception of such works, and the significance of the historical and cultural contexts in which the works are created and interpreted.
LO 6 (C1): Recognize the accomplishments of and issues related to women and diverse cultures reflected in such works of art.
LO 7 (C1): Enable students to participate in social and cultural communities associated with artistic and literary endeavors, enriching their personal and professional lives.
General Education Student Learning Objectives (Area C2):
Upon successful completion of this course, students will be able to:
LO 1 (C2): Recognize how significant works illuminate enduring human concerns. LO 2 (C2): Respond to significant works by writing both research-based critical analyses and personal responses.
LO 3 (C2): Write clearly and effectively. Writing shall be assessed for correctness, clarity, and conciseness.
LO 4 (C2): Understand the historical and cultural contexts in which such specific texts were created.
LO 5 (C2): Examine the interaction of analytical and creative processes in the production and perception of such works, and the significance of the historical and cultural contexts in which the works are created and interpreted.
LO 6 (C2): Recognize the accomplishments of and issues related to women and cultures reflected in such texts.
LO 7 (C2): Enable students to participate in social and cultural communities associated with artistic and literary endeavors, enriching their personal and professional lives.
Course Content Learning Objectives Upon successful completion of this five-part culture module course, students will be able to: • Identify and describe basic cultural features of each of the five language-speaking groups
• Demonstrate how these five language speaking groups are based on a complex mix of socio-historical, political and economic elements or factors unique to each while at the same time influencing and being influenced by other world cultures
• Describe the interaction between each of these language-speaking groups and the U.S. on issues such as shared histories, cultural practices and customs, immigration, and assimilation and integration
• Expand their notion beyond the traditional canon or borders of individual world cultures to view the world as a complex intercultural, interethnic and interracial web or mosaic
• Identify and describe in writing and orally in an online chat room the unique characteristics or features of each of the five world cultures and their artistic and literary productions
• Demonstrate cultural proficiency through online class assignments, discussion board postings, short compositions (150 words each), and a culminating, capstone cultural experience in the form of a minimum 600-word research-based writing assignment to serve as summative assessment
SJSU Credit hour policy: “Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.”
Methodology and Assignments per Culture Module
10% Weekly Discussion Board posts and online chat (all 3 weeks) (see individual culture module proposals for specific GEPOs)
40% Week 1 & 2 minimum 150-word writing assignments (each 20%) (see individual culture module proposals for specific GEPOs)
50% Week 3 culminating, culture specific capstone experience in the form of a minimum 600- word research-based writing assignment providing a summative assessment activity at the end of each culture module (see individual culture module proposals for specific GEPOs)
FORL 25 Final Exam (Project)
20% of overall grade
In lieu of a final exam, students will be assigned a culminating capstone experience in the form of a 1,500 word essay as an integrative exercise to reflect on the commonalities and differences among the various language speaking groups studied in FORL 25. Students will be asked to analyze and compare how these groups have adapted historically, culturally and linguistically to American society. What hardships or challenges have they encountered and overcome?
The FORL 25 GE Course Coordinator will be responsible for calculating the overall course grade (80% based on combined culture module (5) grading + 20% culminating experience project)
GRADING SCALE: 100 - 97 A+ 82 - 80 B- 66 - 63 D 96 - 93 A 79 - 77 C+ 62 - 60 D- 92 - 90 A- 76 - 73 C 59 - 0 F 89 - 88 B+ 72 - 70 C- 87 - 83 B 69 - 67 D+
Library Liaison
The librarian liaison for World Languages and Literatures is Toby Matoush. Tel. (408) 808-2096 Email: [email protected]. Your computer library search should begin with Academic Gateway and proceed to the Foreign Languages (World Languages) section Writing and editing - Papers should be written and edited in accord with the precepts established by the Modern Language Association (See MLA Handbook 7th edition) or The Longman Pocket Writer’s Companion, 3rd Edition or an equivalent style manual.
Plagiarism - When you use the words of another person you must enclose the words in quotation marks. When you take ideas from another person you must give credit by citing the source. A failure to do so is plagiarism. Use extra care with Internet sites and print and attach to your work any website material. The MLA Handbook has an excellent chapter on how to avoid plagiarism. King Library also has a website tutorial on plagiarism
Policies for written work
(1) Late work, assignments turned in after the due date, will be graded as late. (2) No Wikipedia sourcing allowed. (3) You must print and attach to written work all pertinent information from Internet sites. (4) All research work requires documentation of the sources (MLA, APA, Chicago Style, etc.) (5) Footnotes MUST give page numbers, unless the reference is global. (N. B. APA users).
Format – Papers must be double spaced and must have gone through a grammar and spell check. Follow mechanics of composition, editing, and documentation of MLA, Longman or another professional guide to academic writing. The Research Exercise paper must list complete documentation for each source and include text notes and page number for any quotations. The website source (relevant portions) must be printed out and included with the paper.
All writing assignments will be evaluated according to four grading criteria of equal weight: 1) Quality of argumentation, conclusions 2) Writing skills (grammar, stylistics, etc.) 3) Organization 4) Choice and quality of research sources and strict adherence to an approved style guide (whenever applicable)
University Policies
Academic integrity Students should know that the University’s Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the AEC (Accessible Education Center) to establish a record of their disability.
Student Technology Resources The Department of World Languages and Literatures Carmen Sigler Media Center, in Clark Hall 208, is a resource for all students enrolled in world language classes. The Media Center has printers and computers with word-processing software that facilitate access to the Internet for research and the writing of compositions. Additional computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to inspire them to become independent learners. The Center's tutors are trained and nationally certified by the College Reading and Learning Association (CRLA). They provide content-based tutoring in many lower division courses (some upper division) as well as writing and study skills assistance. Small group, individual, and drop-in tutoring are available. Please visit the LARC website for more information (http://www.sjsu.edu/larc/).
SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff//.
Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/ .
FORL 25 World Cultures through Literature and Cinema, Section 01
Fall 2014 Course Schedule Please note: Schedule is subject to change with fair notice *** All assignments are due electronically by midnight on Friday of week assigned to the respective instructor email address Week Date Topics, Readings, Assignments, Deadlines
1 8/25 Introduction and class overview: Objectives and goals Course description and requirements World Cultures Diagnostic Assessment Exam 2 9/1 Week 1 – Chinese: Chinese Diagnostic Assessment Exam Documentary film material: Becoming American (Part Two)
Supplementary readings: Historical outline, numbers, maps, excerpts of letters and memoirs
Reflection paper (minimum 150-word writing assignment activity based on film) 3 9/8 Week 2 – Chinese Exploration of the unique cultural characteristics or features: View film: Ang Lee’s The Wedding Banquet Supplementary Readings: Family relationship in traditional Chinese Week Date Topics, Readings, Assignments, Deadlines
culture; 2) Wedding ceremony; 3) Gender relationship; 4) Cultural/ generational conflicts Reflection paper (minimum 150-word writing assignment activity based on film and readings)
4 9/15 Week 3 – Chinese Exploration of Chinese artistic productions and literary excerpts to highlight specific, cultural, as well as artistic and literary, features: Read: Excerpts from Amy Tan’s The Joy Luck Club Read: Excerpts from Eric Liu’s The Accidental Asian: Notes of a Native Speaker Culminating, capstone cultural experience - minimum 600-word research-based writing assignment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film 9/22 Week 1 – French: French Diagnostic Assessment Exam 5 Documentary film material: David McCullough's Heroes of History: “From Paris to the Brooklyn Bridge” (2012)
Francophone geography exercise
Famous Americans of French or Francophone descent exercise
Reflection paper (minimum 150-word writing assignment activity based on film and readings) 6 9/29 Week 2 – French Exploration of the unique cultural characteristics or features: View films: Maroon: On the Trail of Creoles in North America Tintamarre - On the Trail of Acadians in North America Reconquering the Conquest Reflection paper (minimum 150-word writing assignment activity based on film and readings) 7 10/6 Week 3 – French Read: Excerpts from Antonine Maillet’s Pelagie Read: Selection of short stories written by Cajun and black Creole women writers Read: Excerpts from Kate Chopin’s Désirée’s Baby Exploration of French artistic productions and literary excerpts to Week Date Topics, Readings, Assignments, Deadlines
highlight specific, cultural, as well as artistic and literary, features: Culminating, capstone cultural experience - minimum 600-word research-based writing assignment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film. 8 10/13 Week 1 – German: German Diagnostic Assessment Exam Documentary film material: The Wall - A World Divided Available online at http://video.pbs.org/video/1530672088/
Supplementary readings: Historical outline, numbers, maps, excerpts of letters and memoirs
Reflection paper (minimum 150-word writing assignment activity based on film and readings) 9 10/20 Week 2 – German: Exploration of the unique cultural characteristics or features: View film: The Lives of Others Reflection paper (minimum 150-word writing assignment activity based on films and readings) 10 10/27 Week 3 – German Exploration of German artistic productions and literary excerpts to highlight specific, cultural, as well as artistic and literary, features: Read Christa Wolf: What Remains
Culminating, capstone cultural experience - minimum 600-word research-based writing assignment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film. 11 11/3 Week 1 – Japanese: Japanese Diagnostic Assessment Exam Documentary film material:
Reflection paper (minimum 150-word writing assignment activity based on film and readings)
12 11/10 Week 2 – Japanese Exploration of the unique cultural characteristics or features: Reflection paper (minimum 150-word writing assignment activity based on film and readings) Week Date Topics, Readings, Assignments, Deadlines
13 11/17 Week 3 – Japanese Exploration of Japanese artistic productions and literary excerpts to highlight specific, cultural, as well as artistic and literary, features: Culminating, capstone cultural experience - minimum 600-word research-based writing assignment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film 14 11/24 Week 1 – Spanish: Spanish Diagnostic Assessment Exam Documentary film material: My Family /Mi Familia
Reflection paper (minimum 150-word writing assignment activity based on film and readings) 15 12/1 Week 2 – Spanish Exploration of the unique cultural characteristics or features: View: Autumn Sun View: Flowers from Another World Reflection paper (minimum 150-word writing assignment activity based on films and readings) 16 12/8 Week 3 – Spanish Exploration of Spanish artistic productions and literary excerpts to highlight specific, cultural, as well as artistic and literary, features: Read: “Inside Out” Read: “American Invasion of Macún” Read: “Shot at it” Read: “Black Woman” Read: Selection from Chambala was a Path Culminating, capstone cultural experience - minimum 600-word research-based writing assignment highlighting contributions made by women and ethnic or minority groups in literature, the arts, and film. Final 12/15 FORL 25 Final Exam (Project)
1,500 word essay reflecting on the commonalities and differences among the various language speaking groups studied in FORL 25. Analysis and comparison of how these groups have adapted historically, culturally and linguistically to American society. What hardships or challenges have they encountered and overcome?