Chabot College Fall 2002 Replaced Fall 2010 Course Outline for English 22 MEXICAN AMERICAN/LATINO LITERATURE OF THE U.S.

Catalog Description:

22 - Mexican American/Latino Literature of the U.S. 3 units

Introduction to literary works in fiction, poetry, drama and the essay which are concerned with the Mexican-American/Latino cultural experience. Analysis of literature in the context of the historical growth of Mexican American/Latino identity in the United States in the 19th and 20th centuries. Strongly recommended: Eligibility for English 1A. 3 hours. [Typical contact hours: 52.5]

Prerequisite Skills:

None

Expected Outcomes for Students:

Upon completion of the course the student should be able to:

1. demonstrate familiarity with and explain a critical perspective on the varied achievements in imaginative literature by Mexican American/Latino writers; 2. analyze literary works in relation to their historical and cultural contexts with particular attention to identifying unstated premises and hidden assumptions; 3. demonstrate knowledge of the structures of the works studied and analyze them in terms of such literary components as plot, character, tone, style, and figurative uses of language (such as metaphor, irony, paradox, symbol); 4. contrast the diversity of the works while comparing their treatment of common themes, such as the cultural importance of ritual and magic or the challenges of creating a bilingual art form; 5. critically evaluate distinctive elements of Mexican American/Latino literature (such as various ways the literature combines traditional cultural myths, values and practices with the concerns and dilemmas of living in modern America) while drawing and justifying inferences about the literary works based on these elements; 6. demonstrate understanding of the particular contributions of Mexican American/Latino writers to American history and contemporary American culture; 7. evaluate arguments in literary criticism and related nonfiction in terms of fairness, accuracy, completeness, and effectiveness; 8. write a research paper on a literary topic.

Course Content:

1. Critical reading of a representative sample of literary works including poetry, drama, essays, short stories, and novels 2. Analysis of supplemental readings giving historical, cultural and critical contexts for the works studied 3. Critical viewing of media relevant to the historical and cultural milieu of the works studied 4. Writing of several papers, including a research paper, involving a critical analysis of thematic or structural aspects of the works considered

Methods of Presentation:

1. Lecture 2. Large and small group discussion 3. Student presentations 4. Multimedia Chabot College Course Outline for English 22 Page 2 Fall 2002

5. Guest lectures by writers and critics, when possible 6. Field trips to visit museums, to attend plays, readings and other performances, when possible.

Typical Assignments and Methods of Evaluating Student Progress:

1. Typical Assignments a. Research critical reactions to the novel Pocho. What controversies emerge? b. With members of your small group, prepare a presentation of the one-act play Soldado Razo to present to the class. 2. Methods of Evaluating Student Progress a. Short critical papers b. One long critical paper or research project c. Journal writings d. Oral presentations e. Quizzes and exams, including a final examination f. Participation in small and large group discussion

Textbook(s): (Typical):

Mexican American Literature, ed. Charles Tatum, Harcourt Brace Pub., 1990 Bless Me, Ultima, Rodolfo Anaya, Tonatiuh-Quinto Sol International, 1989 Woman Hollering Creek, Sandra Cisneros, Vintage Pub., 1991 Pocho, Jose Antonio Villarreal, Doubleday Pub., 1970 Working in the Dark, Jimmy Santiago Baca, Red Crane Books, 1992 After Atzlan, ed, Ray Gonzalez, Godine Pub., 1992 Early Works, Luis Valdez, Arte Publico Press, 1990

Special Student Materials:

None

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