American Ethnic Literature: Exploring Identity Through Literature, Lab Reports of Contemporary Literature

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COURSE OUTLINE

Central Arizona College 8470 N. Overfield Road Coolidge, AZ 85228 Phone: (520) 494-5206 Fax: (520) 494-

Prefix/Number: LIT 233

Course Title: American Ethnic Literature

Course Description :

Explores questions of American-ethnic identity as expressed through various literary forms written by a variety of American ethnic writers. Focuses on textual analysis and placing literary works into a socio-cultural, political, and/or historical context.

Semester Hours : 3 Times for Credit: 1

Lecture/Lab Ratio : 3 Lectures

Pre-requisites: ENG

Co-requisites: ENG

Cross Listed: None

Grading Options: A/F

Approved Modalities: Hybrid IITV Internet F2F

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Learning Outcome Statements:

Upon completion of this course the student will be able to:

1. Read, interpret, and critically understand texts written by and about ethnic Americans.
2. Identify the socio-cultural, historical, political and aesthetic bases of and contexts for literary and artistic works created by a variety of ethnic peoples.
3. Demonstrate an understanding of the literary value and contributions of American ethnic literature to the American literary canon.
4. Demonstrate an understanding of the uniqueness of artistic and cultural traditions as well as demonstrate an understanding of the qualities (content, theme, narrative form, discourse style, etc.) that ethnic literary works share.
5. Identify and use current theories on racial, ethnic, and cultural identity.
6. Analyze how authors position and identify themselves in terms of their own ethnic and/or cultural identity.
7. Relate themes in literature to current social, cultural, or political situations.
8. Compose a significant amount of coherent, well-organized, formal written discourse that demonstrates critical thinking about literary works and adheres to conventions of standard, edited, academic English.
9. Compose formal essays that exhibit competency in researched, academic writing.

Standards:

The student will meet the learning outcomes at the following level, degree or measurement:

1. (a) Produce oral or written discourse that acknowledges multiple readings/interpretations of various genres by diverse American-ethnic authors (Native American, African American/Black, Latino/a, European-Ethnic). (b) Produce oral or written discourse that demonstrates how theme, setting, character, plot, narrative form/structure, genre, etc. function in a particular literary work or works. (c) Produce oral or written discourse that demonstrates how literary works challenge or confirm one’s own viewpoints.
2. Produce discursive samples that reveal competency in identifying how specific literary works written by ethnic authors arise from and fit into larger socio-cultural, historical, political, and artistic contexts.
3. Produce oral or written discourse which places ethnic writers and/or works into the larger American literary context (i.e. identify ethnic writings as part of or a reaction to literary movements such as realism; locate ethnic writings in a historical-literary continuum, etc.)
4. Correctly identify, via oral or written discourse, both similarities and differences among literature from diverse ethnic authors.
5. (a) Correctly identify examples of these theories ““in practice”” in literary works. (b) Use current identity theory to analyze various literary works. (c) Apply current identity theory to one’s actual experience.
6. Produce oral or written discourse that uses biographical information to interpret a particular work.

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7. (a) Produce oral or written discourse that successfully explores, defines, and/or clarifies the relationship between current events and literary themes common to American Ethnic writing. (b) Produce oral or written discourse which identifies, articulates and critiques how questions raised by American ethnic authors’ affect one's own life in an ethnically diverse world.
8. (a) Total output for the course should be no less than 3,500 words. (b) Writing samples are more than summaries of the literature; they demonstrate an original idea/claim or thesis supported by substantial evidence. (c) Writing samples incorporate analysis generated from class discussions, interaction with faculty, etc. (d) Writing is logically organized and well developed (i.e. Paragraphs are adequately supported; an internal organization governs movement from one idea to the next). (e) Writing demonstrates a mastery of college- level punctuation and sentence structure.
9. (a) Written discourse meets the outcomes and standards for writing listed in Outcome #8. (b) Written discourse uses both textual evidence and reputable outside sources to support writer’s main idea without plagiarizing.

AGEC/Special Requirements: Intensive Writing/Critical Thinking, Ethnic, Race and Gender Revised: 01/