English 856
Literature of the
American West:
Multicultural Writers
Literature of
the American West will examine the texts of Western American writers selected
from diverse ethnic backgrounds. The class will focus on the distinctive
features of the various cultures in these works, a comparison of their themes,
symbols, characterizations, styles, narrative techniques, and cultural
significance, as well as their place in the American literary tradition. Because
the novels feature adolescent or young adult protagonists undergoing rites of
passage, these classic and contemporary works would be appropriate to teach
high school students. The sense of place and displacement are also central
themes of the works.
The books will
be studied: Native American novels Fools Crow by James Welch, Mean
Spirit by Linda Hogan, and Ceremony by Leslie Silko;
Chicano/Chicana novels Bless Me Ultima by Rudolfo Anaya, The
House on Mango Street by Sandra Cisnerso; and
immigrant/emigrant novels My Antonia by Willa Cather, Yonnondio by Tillie Olsen, and Riding the White
Horse Home by Teresa Jordan.
The educational
goals of this course are to help students:
1) appreciate the
important American heritage that has influenced the lives of those living in
the
2) discover contemporary writers who
continue to play a significant role in shaping modern literature;
3) identify and compare the major themes,
symbols, concerns and techniques of culturally diverse American writers;
4) promote an
understanding of the continuing cultural conflict that is a repeated theme in
minority literature;
5) increase their knowledge of the
individual, family, and community values portrayed in multicultural
literatures;
6) view American literature in a more
diverse context;
7) improve critical reading and oral
communication skills;
8) improve research and critical writing
skills;
9) and become an
integral part of a community of scholars who share their insights, resources,
and special abilities.
B. Course Requirements:
Every week, students will complete the
reading assignment from the syllabus and participate in class discussions.
For selected
class sessions, students will submit a typed, informal commentary (averaging
from 350-500 words) on the reading assignment. While it may include some
reader-response to the text, this should not be the major portion of the
entry. Students should pay attention to areas such as theme, symbol, historical
or cultural background, narrative technique, or style. The purpose of the
assignment is to stimulate critical thinking and generate class discussion.
Some questions you might ask yourself would be: What
cultural or social background informs the text?
Why did the author write the book?
What point is it making? How
convincingly is it made? What stylistic
and/or narrative elements impact the reader?
Is the narrative text cyclic or linear? Upon how many levels does the
text operate? Does the author use symbolism or irony? Do you believe it is historically
accurate? Is that important?
Background Sources
For other class sections, students will
be required to read one outside background source relating to the work being
studied, be prepared to discuss it with the class, and to email the professor
an annotated bibliography entry for the source.
A Working Annotated Bibliography will be updated weekly on the class
Home Page and available to students throughout the semester.
Students may choose to write either a scholarly critical
analysis or create a teaching portfolio for their final grade. These will be
due during finals week.
The formal Critical Analysis must be 15-20
pages in length, contain scholarly references as support, and should conform to
the format detailed in the MLA Handbook
for Writers of Research Papers. Students may determine their own
topics. A paper may focus on a specific
subject or theme discussed in class, one topic of a specific work, or it may be
a comparison of one or more books. The
only requirements are that the paper contain a clear,
thoughtful thesis, that it is unified and intelligently organized, and that it
is well-written, both grammatically and stylistically. The use of words or
ideas of another without identifying sources is plagiarism and is not
acceptable in any classroom. Students will informally discuss their theses
during the Finals Week session.
The
requirements of the Complete Teaching
Unit covering one complete work will be determined by the students
during the early sessions of the course. These, too, will be informally
discussed during the Finals Week session.
30% Class
Participation (Includes daily readings, background sources, reading responses,
and oral participation in class discussion)
70% Final
Critical Analysis or Teaching Unit
My
office is 109D Thomas Hall, and this semester my office hours will be from
11:30-12:30 on Tuesdays and Thursdays. If you cannot meet with me during this
time period, I will be happy to make special arrangements. My office telephone number is 308-865-8867; my
office e-mail is bloomfields@unk.edu. My
Home Page is http://faculty.unk.edu/b/bloomfields. To access the class
Home Page, go to this site and click on English
856: Western American Literature.
Any student who feels s/he may need an
accommodation based on the impact of a disability should contact me privately
to discuss your specific needs. Please contact Academic Success at 308
865-8214,