Fall 2008: MWF 12:00-12:50pm, LA 107
Instructor: Dr. John Charles Goshert
Office: LA 121t  Hours: T/R 11:30-1:00 and by appointment
Phone: 863-6288  email: gosherjo@uvu.edu

One might argue that at the heart of our current cultural crises is an almost absolute national ignorance, and perhaps even—especially among dominant populations—a will to ignorance, particularly where it concerns matters of US history.  Furthermore, while it may be willed or embraced by dominant people, historical ignorance is also imposed on marginal people, who are denied access to their histories, or provided at best with a selective and injurious version of history which legitimates and reinforces their marginalization.
     Accordingly, this section of multi-ethnic literature focuses on the significance of historical knowledge and exploration to a range of marginalized communities, not only as defined by ethnicity, but also by gender, class, geography, and sexuality.  Over the semester we’ll read texts published in the last few years that foreground the acquisition and examination of historical consciousness, from Charles Johnson’s 1991 “neo-slave” narrative to Sherman Alexie’s 2007 time travel novel.  We’ll also look at critical works in the field, both as they relate to individual works, particular ethnic groups, and to concerns of historical literacy generally.

Charles Johnson, Middle Passage, New York: Plume, 1991 ISBN 0452266386

Frank Chin, Donald Duk, Minneapolis: Coffee House, 1991.  ISBN 0918273838

Paul Beatty, White Boy Shuffle, New York: Picador, 1996.  ISBN 031228019

Peter Bacho, Dark Blue Suit, Seattle: University of Washington, 1997.  ISBN 0295976373

Sarah Schulman, Shimmer, New York: Harper Perennial, 1999.  ISBN 0380797658

Susan Choi, American Woman, New York: Harper Perennial, 2003.  ISBN 0060542225

Sherman Alexie, Flight, New York: Black Cat/Grove, 2007.  ISBN 0802170374

Barbara Z. Thaden.  “Charles Johnson’s Middle Passage as Historiographic Metafiction.”  College English 59.7 (1997) : 753-66.

Charles Johnson.  “Exchange Value.”  The Sorcerer’s Apprentice 27-40

Frank Chin, “Railroad Standard Time.”  The Chinaman Pacific and Frisco R.R. Co. 1-7.

---.  “Pidgin Contest Along I-5.”  Bulletproof Buddhists (415-29).

LH Stallings,  “‘I’m Goin Pimp Whores’: The Goines Factor . . .”  New Centennial Review 3.3 (2003): 175-203.

Vince Gotera,  “Moments in the Wilderness.”  MELUS 29.1 (2004): 19-40

Sarah Schulman.  “When We Were Very Young.”  My American History 125-48.

Daniel Boyarin et al., “Strange Bedfellows,” Queer Theory and the Jewish Question.

Janet Halley, “Like Race Arguments,” What’s Left of Theory? 40-74.

Arab American Fiction: Jarrar, “A Frame for the Sky”; Kahf, “Manar of Hama”; El Guindi, “Stage Directions for an Extended Conversation”; Kaldas,

     “Airport.”  Dinarzad’s Children, Eds. Pauline Kaldas and Khaled Mattawa, Arkansas, 2004.

Iranian American Fiction: Tabib, “Tuesdays”; Namazi, “Finding Peace in the Iranian Army.”  A World Between, Eds. Persis Karim and

     Mohammad Khorrami, George Braziller 1999.

Robert Shimabukuro, “Awakening,” Born in Seattle (3-13).

Ward Churchill.  “Indians R Us.”  Acts of Rebellion 223-44.

Using reading skills and strategies of argument learned in courses such as Engl. 2600 (Critical Intro to Literature) and 2010 (Research Writing), students are expected, from the opening of the course, to be prepared to actively, critically read literary texts, and to respond orally and through writing.  This course will add to those skills and strategies through lecture, class discussion, and engagement with current critical approaches of responding to literature.

2-3 page response papers are due periodically, beginning September 10.  While this paper is, primarily, an expression of your opinion, you should nonetheless develop a cogent, well-written argument.  The best responses take on a specific topic from lecture, class discussions, presentations (or, of course, from your own reading alone), which is then worked out in some critical/analytic detail.  Avoid trying to fit an entire week’s reading—an entire novel or other extended text—into your response, since this leaves you with such a broad scope that any detailed examination is rather difficult.
     Avoid summarizing the text and, instead, argue for a particular position, for a particular “reading.”  Your treatment of whatever topic you choose will be enhanced not only by a strong thesis, but also by your incorporation of specific material from the texts (both literary and critical); that is, present details, such as dialogue or other citations.  This is in keeping with that old adage of “showing” rather than “telling” as you work out your argument/position.
     Consider also addressing questions you have about the reading—perhaps centered on a scene, event, character, etc.  How do specific questions or parts of the novel/essay/poem inform the significance of the whole?  You may also think about developing connections between works—how do formal characteristics, topics, characters, etc. resonate across our focus period, across gender and/or ethnic boundaries?  How are those characteristics treated differently and why?
     Plan to put your growing critical apparatus into practice.  Develop the research and response strategies which will be required for success on your term project.  Articulate your agreement or dissention with critical responses we read, or pursue critical readings on your own which will allow you to enter into an informed conversation on literary, cultural, and theoretical concepts.
     The final response paper, a narrative self-and-course evaluation, is due with the final project.

See two response papers from fall 2007

Response papers from September 2008: #1 and #2

The term project is essentially a research argument—typically a paper of 10-12 pages—on any topic within the scope of the course (Multi-Ethnic American art and culture, 1968 to the present).  You may use any of the course texts/authors or develop a project on texts, authors, music, films, art, and so on of personal interest with one caveat: ensure in making your choice that your subject matter merits close examination, and that you can develop a research question and a critical apparatus to explore it.  Successful students tend to settle on at least a broad subject and begin the research and writing process shortly following the midterm.  Feel free to write a term paper proposal if you want sustained feedback; this is optional, but due on or before Monday 10 November.
 

Grade Distribution/Notes

Response papers: 30%
Take-Home Midterm: 20%
Final Project: 30%
Attendance/Participation: 20%

• If you have any disability that may impair your ability to successfully complete this course, please contact the Accessibility Services Department located in WB 146. Academic Accommodations are granted for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department. Accessibility Services Department telephone 801‑863‑8747; TDD 801‑221‑0908.
• Plagiarism will result in failure of the course and the possibility of administrative action.
• Attendance is required.  You should plan to attend and be prepared for each class meeting.
• All written work will follow MLA style guidelines; late work will not be accepted.
• Course materials are determined by standards of academic inquiry and a commitment to the exchange of ideas; materials will not be “rated G” or censored in any way.
• Per UVSC policies: “Each student is expected to take an active role in the learning process by meeting course requirements as specified in written syllabi” (VII.A).  Thus, the course syllabus comprises a contract between instructor and students, who will be held to its terms and expectations, for “The right to receive academic credit and/or academic degrees when all specified requirements and course work have been satisfied” (V.L).  In other words, the student has the right to receive credit for work that meets or exceeds satisfactory performance; however, the student also has the right to fail based on those same conditions of performance.
• It is not only your right, but also your responsibility to ask questions, to raise challenges, to discuss readings, and to otherwise participate in the class as it unfolds over the semester.
• Students will activate their UVSC email accounts or notify the instructor of alternate email address.
• The course website (http://research.uvsc.edu/goshert/uvsc476e.html) will direct students toward additional resources for research, documentation, and bibliographic conventions.  Sample student papers will also be archived, as available, throughout the semester.

Fall 08 calendar

August

W 27   Course introduction
F 29     Middle Passage 1-70

September

M 1      No Class
W 3     Middle 71-119
F 5       Middle 120-84

M 8      complete Middle Passage
            Johnson (handout)
            Thaden (reserve)
W 10   Donald Duk 1-71
            Response paper #1 due
F 12     Donald Duk

M 15    Donald 72-153
W 17   complete Donald Duk
F 19     Chin (reserve)

M 22    White Boy Shuffle 1-58
            Response paper #2 due
W 24   White 59-150
F 26     White 151-202

M 29    complete White Boy Shuffle
            Stallings (reserve)

October

W 1     Dark Blue Suit 1-64
F 3       Dark 65-112

M 6      Complete Dark Blue Suit
            Gotera (reserve)
            Response paper #3 due
W 8     Shimmer 1-61
F 10     Shimmer 62-117

M 13    Shimmer 118-179
W 15   Shimmer 180-242
F 17     No Class

M 20    complete Shimmer
            Schulman (reserve)
            Boyarin (reserve)
W 22   Halley (reserve)
            Midterm prep
F 24     Midterm assigned

M 27    begin film screening
W 29   continue film
F 31     complete film
                       Midterm Due

November

M 3      Arab American fiction
W 5     Arab American fiction
F 7       No Class

M 10    Arab American Fiction
W 12   American Woman 1-90
F 14     American 91-177

M 17    American 178-233
W 19   American 233-310
F 21     Complete American Woman

M 24    Shimabukuro (reserve)
            Response paper #4 due
W 26   No Class
F 28     No Class

December

M 1      Flight 1-58
W 3     Flight 59-130
F 5       Complete Flight

M 8      Churchill (reserve)
            Response paper #5 due
W 10   Last Day of Class

 
Final Exam Week
M 10   
W 17   Term Project due
            Response paper #6 due