Instructor:
Thursdays –
Office Hours:
Email:
Dr. Bonnie Reddick
4:00 – 6:40 PM
By Appointment Only
breddick@mail.sdsu.edu
REQUIRED TEXT:
Marabe\le, M. and Mullings, L., Ed.
Raimes, A.
Let Nobody Turn Us Around, An African
American Anthology
Keys for Writers
WELCOME
Welcome to the Africana Studies 200 community of writers and critical thinkers.
This semester, we will examine a variety of African American literature produced
by people of African descent. We will explore a multitude of concepts, themes,
issues, and writers that define and advance the Africana literary tradition. We
will analyze social, political, economic, historical, cultural, and aesthetic contexts
that are a part of the Africana experience.
COURSE DESCRIPTION
Development of intermediate expository writing skills and application of practical
research principles. Not open to students with credit in Chicana and Chicano
Studies 200 or English 200, or Linguistics 200, or Rhetoric and Writing 200.
COURSE OBJECTIVES:
By the end of the semester, students will demonstrate their ability to think
critically, analyze issues, and present them orally and in writing. Students will
analytically present and support an argument; critique the ideas and opinions of
others, and write and present cogent arguments, demonstrating his/her
knowledge of appropriate research techniques, MLA or APA documentation, and
overall organization.
By the end of the semester, students will demonstrate a comprehensive
understanding of the African world experience as a dynamic and unfolding
process. Students will be able to explain the impact of slavery and colonization
on African peoples and society. Students will explore the political, economic and
social movements for the liberation of African people worldwide. Students will
be able to identify and explain the dislocation and relocation of African people in
the Diaspora.
By the end of the semester, students will demonstrate their ability to describe
and apply basic steps in completing a research paper; evaluate source materials
critically; and incorporate scholarly analysis in concert with the source materials.
GRADING:
Library Scavenger Hunt
Class Intellectual Work
Research Proposal & Bibliography
Observations
Research Paper
Final
TOTAL POINTS
10%
20%
10%
15%
30%
15%
100%
A (95-100); A- (90-94); B+ (86-89); B (83-85); B- (80-82); C+ (76-79);
C (73-75); C- (70-72); D+ (66-69); D (63-65); D- (60-62); F (0-59)
READING
Reading is an important part of developing strong writing and critical thinking
skills. Completion of all readings will be necessary for quizzes, homework,
essays, exams, and class discussions.
WRITING
In addition to quizzes and writing assignments, two (2) short essays will be
required. Additional information will be given as the semester progresses.
Students agree that by taking this course all required papers will be subject to
submission for textual similarity review to Turnitin.com for the detection of
plagiarism. All submitted papers will be included as source documents in the
Turnitin.com reference database solely for the purpose of detecting plagiarism of
such papers. You may submit your papers in such a way that no identifying
information about you is included. Another option is that you may request, in
writing, that your papers not be submitted to Turnitin.com. However, if you
choose this option you will be required to provide documentation to substantiate
that the papers are your original work and do not include any plagiarized
material.
You will learn two methodological approaches to research this semester:
autoethnography and a literature review. All class discussions and exercises are
designed to familiarize you with both approaches and to give you practical
experience in the autoethnographic process.
LIBRARY SCAVENGER HUNT
Each student must complete the Library Scavenger Hunt. This exercise is
designed to familiarize each student with specific African American resources.
available in the Library, along with additional library services. This exercise must
be completed on the date detailed on the Course Calendar. If you are absent,
you CANNOT make uo this assignment.
CLASS INTELLECTUAL WORK
The class intellectual work template is a part of this syllabus. You are required to
make a copy of the form for each class. Before leaving class each week,
complete the form and hand it in. Take the opportunity to complete this form
while you are taking notes and participating in class. Your intellectual work at
SDSU generally, and this course specifically, is to 1. Be Present; 2. Read and
Write (listen and inscribe); and 3. Speak. The form evaluates the topic of the
day. It also provides an assessment of the professor’s contribution and the
student’s individual contribution. In addition, it gives the student an opportunity
to opine on what the professor can do to make the learning process more
meaningful for him or her.
AUTOETHNOGRAPHY
Autoethnography is an academic process by which a scholar positions him or
herself in the center of the research and analysis and transparently uses his or
her life experiences to interpret the data. In addition, autoethnography invites
alternative mediums for reporting the data, such as storytelling, poetry, pictures,
and performance.
OBSERVATION
Each student will conduct three observations and write up the findings:
Interview classmate
Each student will interview one of his/her classmates. Each student will
take copious notes of what his/her partner says and about the
surroundings. The student will write up his/her findings. Your findings are
limited to one typed page. Each student will share his/her findings and
your cohorts will critique you. Your findings should be submitted as a
Journal in Blackboard by 4:00 PM on the due date.
Black beauty or barber shop
Each student must visit either a black beauty or barbershop. You must call
the owner and get permission to do your observation. You will sit at the
shop for at least one hour. You will only observe, take notes, and you
must take a picture (please get permission first), submit it with your
findings. Do not engage in conversation with the operators or the
customers. Write up your findings. It cannot exceed one typed page. You
will share your findings, and your cohorts will critique you. Your findings
should be submitted as a Journal in Blackboard by 4:00 Pm on the due
date.
African Museum visit
Each student must visit the African Museum, Casa Del Moro. It is located
at 2471 Congress, in Old Town. It is open every day, except Wednesday,
from 10:30AM – 7PM. Complete the tour, select one of the artifacts and
write about it. Why did you select it? Describe what it looks like. What did
you learn about it? Your write up is limited to one page. Take a picture of
your artifact and submit it with your write up. Your write up should be
submitted as a Journal in Blackboard by 4:00 PM on the due date.
RESEARCH PAPER
Each student will write a research paper. You must include a minimum of five (5)
citations from your reading assignments, five (5) citations from outside academic
sources, and five (5) citations from our class discussions, videos or other
ancillary documents posted on Black Board. The research paper should be 7-10
pages.
Each Research Paper should include an abstract, critical review of the
scholarship, discussion, and further questions. Each area is detailed below:

ABSTRACT, including a clear and concise thesis statement
The abstract should stake your claim. You are charged with critiquing an
aspect of the narrative. For example, for Kindred, you might consider
examining the correlation between Dana’s violent past and the reality of
living in a country that is emerging out of a violent and oppressive Jim
Crow system. In The Bluest Eye, you might consider looking at the ways
that basal readers, like Dick and Jane, inhibited the intellectual growth
and potential of black children. You must develop your research question.
Your question must be reviewed and approved by the professor.
In the first paragraph, state the question you are responding to, articulate
a clear, cogent, thesis statement and offer a scholarly opinion that details
how you propose to answer the question, based on your notes from the
weekly readings, class discussions, lectures, and videos. You will spend
the remainder of the essay supporting your claim. The abstract
summarizes your findings. It is best that you tackle it last.

CRITICAL REVIEW OF SCHOLARSHIP
Using evidence from the assigned text, the scholarly sources, and class
discussions, you evaluate the sources you’ve selected to respond to your
question. You do not insert your opinion in this section at all. Always
remember to appropriately CITE YOUR SOURCES!

DISCUSSION
The Discussion is your opportunity to bridge the scholarship with your
opinion. You answer the question in greater detail, incorporating
commentary.

FURTHER QUESTIONS
Once you’ve stated your claim and supported your assertions with
evidence, are there any trajectories emanating from your research? Are
there additional questions that need to be asked and answered? This is
the place that you address them.
ADDITIONAL THINGS TO THINK ABOUT AS YOU’RE WRITING:
o THESIS
Your thesis statement is the anchor of your argument, and it is the
idea from which all other ideas emanate. It is an informed
argument that it focused, succinct and easily identified.
o RESEARCH and DOCUMENTATION
Your analysis should be rooted in primary source documentation
(journals, newspapers, books, etc) that supports your argument.
Your research should also include secondary sources, other
scholars are evaluating the work that you’re critiquing). All sources
should be properly and appropriately cited.
o ORGANIZATION
The key to constructing a rigorous and scholarly argument is
organization. I’d recommend taking the time to outline your ideas
and linking them to the concrete detail (evidence) and commentary
(your opinion) that you will use to support your thesis. Your paper
should have an introduction, supporting body paragraphs and a
conclusion. Your argument should have a logical flow, and it should
clearly transition from one idea to the next.
o GRAMMAR/MECHANICS/STYLE
No matter how engaging your argument and effective your
organization, if the grammar, spelling, and punctuation are poor, it
will inevitably result in a lower grade.
Each student must submit his/her research proposal, which must be reviewed
and approved by the professor. In addition, each student must submit a
bibliography of potential sources.
o REVISION
Revision is an integral component of good writing. When you
revise, you should go beyond editing the paper for grammar,
punctuation and spelling. Critique the veracity of your argument
and substance of the evidence you’ve used to support it. Does your
argument make sense and did you support it
FINAL
Each student will present the findings of his/her research.
ATTENDANCE/PARTICIPATION
Participation in this class is essential. We will make it our practice to engage in
the art of conversation. Each of you will be responsible for initiating and
responding to questions and observations. Conversations will occur in small and
large group discussions.
You can do your part by coming to class on time, remaining alert, and being
willing to ask questions and share ideas. You should also keep in mind that
participating in an inappropriate manner or refusing to participate in class
activities will considerably lower your course grade. Many students refrain from
commenting during class discussions out of fear that they will give the wrong
answer or say something embarrassing. I encourage each of you to risk sharing
opinions that you are not entirely sure of. Since none of the readings can be
said to have a “perfect” interpretation, your comments can only assist the class
in its primary goal of critically exploring the ideas presented in the various texts
we will read.
Attendance is crucial to your success in this class. I record attendance every
day. If you arrive after I have taken attendance, it is your responsibility to come
up to me at the end of class to change your absence to a tardy. No absence
will be changed after the day you come late.
TARDINESS/LEAVING EARLY
Unless you have made prior arrangements with me, you are expected to be in
class on time and remain until class is over. Unexcused incidents of leaving early
will be counted as an absence for that day. Arranging with me to arrive late or
leave early should be the exception not the rule. If you have a commitment that
requires you to arrive late or leave early on a regular basis, you should take this
class at another time. Note: Excessive tardies will significantly reduce your
course grade.
CHEATING/PLAGARISIM
“Cheating shall be defined as the act of obtaining or attempting to obtain credit
for academic work by the use of dishonest, deceptive, or fraudulent means.
Examples of cheating include, but are not limited to (a) copying, in part or in
whole, from another’s test or other examination; (b) discussing answers or ideas
relating to the answers on a test or other examination without the permission of
the instructor; (c) obtaining copies of a test, an examination, or other course
material without the permission of the instructor; (d) using notes, cheat sheets,
or other devices considered inappropriate under the prescribed testing condition;
(e) collaborating with another or others in work to be presented without the
permission of the instructor; (f) falsifying records, laboratory work, or other
course data; (g) submitting work previously presented in another course, if
contrary to the rules of the course; (h) altering or interfering with the grading
procedures; (i) plagiarizing, as defined; and (j) knowingly and intentionally
assisting another student in any of the above.
2.2 Plagiarism shall be defined as
the act of incorporating ideas, words, or specific substance of another, whether
purchased, borrowed, or otherwise obtained, and submitting same to the
University as one’s own work to fulfill academic requirements without giving
credit to the appropriate source. Plagiarism shall include but not be limited to (a)
submitting work, either in part or in whole, completed by another; (b) omitting
footnotes for ideas, statements, facts, or conclusions that belong to another; (c)
omitting quotation marks when quoting directly from another, whether it be a
paragraph, sentence, or part thereof; (d) close and lengthy paraphrasing of the
writings of another; (e) submitting another person’s artistic works, such as
musical compositions, photographs, paintings, drawings, or sculptures; and (f)
submitting as one’s own work papers purchased from research companies.
Academic and Punitive Sanctions: Cheating and plagiarism in connection
with the academic program at The University may warrant two separate and
distinct courses of disciplinary action that may be applied concurrently in
response to a violation of this policy: (a) academic sanctions, such as grade
modifications; and (b) punitive sanctions, such as probation, suspension, or
expulsion. Academic sanctions are concerned with the student’s grades and are
the responsibility of the instructor involved. Punitive sanctions are concerned
with the student’s records and status on campus and shall be the responsibility
of the University President or designated representative. The Coordinator of
Judiciary Procedures shall be the President’s representative in matters of student
discipline.”
http:/senate.sdsu.edu/policy/pfacademics.html
ACCOMMODATION OF DISABILITY
If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473. To avoid any delay in the receipt of
your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive,
and that I cannot provide accommodations based upon disability until I
have received an accommodation letter from Student Disability Services.
OTHER COURSE POLICIES
1.
Treat other students and me with respect. Students are expected to
refrain from behavior that interferes with the learning of other
students.
2.
Come to class prepared.
3.
Except during group work, only one person at a time may address the
class. You are expected to listen attentively and refrain from
conversation while another person is speaking.
4.
No cell phones or other electronic equipment may be operated in class.
Do not surf the internet or text message a friend. You are welcome to
use your computers to record notes, but please do not surf the internet.
TENTATIVE COURSE CALENDAR
AFRICANA STUDIES 200
01/23/14
Introductions
Course Overview
Afrocentricity – pp. 546-552
“Roots”
01/30/14
LIBRARY SCAVENGER HUNT
SLAVERY & ABOLITION
02/06/14
Phillis Wheatley – pp. 7-8
Olaudah Equiano – pp. 9-17
Solomon Northrup – pp. 49-51
Cinque and the Amistad Revolt – pp. 51-56
LITERATURE REVIEW
INTERVIEW OBSERVATION DUE
02/13/14
David Walker’s Appeal – pp. 24-33
Nat Turner – pp. 34-39
Sojourner Truth – pp. 66-67
AUTOETHNOGRAPHY - BB
RECONSTRUCTION
02/20/14
Frederick Douglass – pp. 122-128
Henry McNeal Turner – pp. 128-132
Anna Julia Cooper – pp. 159-165
Booker T. Washington – pp. 174-181
02/27/14
Ida B. Wells – pp. 191-195
WEB DuBois – pp. 195-209
BEAUTY/BARBERSHOP OBSERVATION DUE
THE GREAT MIGRATION
03/06/14
Claude McKay – pp. 227-228
Langston Hughes – pp. 253-257
The Scottsboro Trial – pp. 279-281
03/13/14
Black Women Worker’s During the Depression – pp. 300-306
Claudia Jones – pp. 316-326
“The Help”
AFRICAN MUSEUM OBERSVATION DUE
THE SECOND RECONSTRUCTION
03/20/14
Rosa Parks & Jo Ann Robinson – pp. 352-361
Martin Luther King Jr – pp. 377-383
Fannie Lou Hamer – pp. 395-399
03/27/14
Stokely Carmichael – pp. 419-429
“Free Angela”
RESEARCH PROPOSAL & BIBLIOGRPAHY DUE
04/03/14
SPRING BERAK – NO CLASS
04/10/14
Assata Shakur – pp. 507-512
Audre Lorde – pp. 515-522
bell hooks – pp. 522-528
TENATAIVE THESIS STATEMENT & OUTLINE
04/17/14
WRITING WORKSHOP – BRING A HARD COPY OF YOUR
DRAFT
04/17/14
The Anita Hill-Clarence Thomas Controversy – pp. 552-558
Cornell West – pp. 558-565
WRITING WORKSHOP - BRING A HARD COPY OF YOUR
DRAFT
04/24/14
Mumia Abu-Jamal – pp. 584-586
African American Prisoners in Sing Sing – pp. 586-591
WRITING WORKSHOP - BRING A HARD COPY OF YOUR
DRAFT
05/01/14
Cosby vs Dyson Debate – pp. 617-620
WRITING WORKSHOP - BRING A HARD COPY OF YOUR
DRAFT
05/08/14
FINAL EXAM
WRITING WORKSHOP - BRING A HARD COPY OF YOUR
DRAFT
05/15/14
FINAL EXAM – 1600