Fall 2014 - AFRAS 260
Africana Literary Study
Tuesday/Thursday / 11am -12:15pm
Storm Hall – Room 109
--Professor Ajani Brown
Office: AL (Arts & Letters) 360
Office Hours: Mondays and Wednesdays, 10:30-12:00 or By Appointment
Office Phone: (619)594-5341
Email: aabrown@mail.sdsu.edu
Required Texts:
Demetrice A. Worley and Jesse Perry, Jr., eds. African American Literature. National
Textbook, Co., 1998.
Chinua Achebe. Things Fall Apart. 1959. Anchor Books, 1994.
Jamaica Kincaid. Annie John. 1985. Farrar, Straus & Giroux, 1997.
Alice Walker. The Third Life of Grange Copeland. 1970. Harcourt, 1970.
Catalog Description: Oral and written literature produced by people of African descent. How
Africana people use language to communicate their history and culture. Basic literary
vocabulary, techniques, and theories for the non-specialist.
Course Description:
AFRAS 260 introduces a sampling of the wide range of literature produced by people of African
descent. In addition, the course employs literary vocabulary, techniques, and theories that are
necessary to analyze and interpret the literature, to assist in preparing written and oral
assignments and in passing quizzes, midterm, and final examinations.
AFRAS 260 assumes as one of its major premises that the confluence of content (theme and
subject), form (aesthetic structures), and context (social, political, historical, geographical, etc.)
of the literature helps to reveal the complex impulses of Africana experience. In this regard, the
literary texts are repositories of reliable examples of Africana people’s history, culture, dreams,
desires, world-view, and so forth. Another major premise of the course is that Africana literature
is world literature in that Africana peoples are situated throughout the world. Therefore the
experience of Africana people as represented in their literature is universal human experience.
The mode of presentation is lecture-discussion
This course is one of four Foundations courses that you will take in the area of Humanities and
Fine Arts. Upon completing this area of Foundations, you will be able to: 1) analyze written,
visual, or performed texts in the humanities and fine arts with sensitivity to their diverse cultural
contexts and historical moments; 2) describe various aesthetic and other value systems and the
ways they are communicated across time and cultures; 3) identify issues in the humanities that
have personal and global relevance; 4) demonstrate the ability to approach complex problems
and ask complex questions drawing upon knowledge of the humanities
A few of the Learning Outcomes of this course are: students successfully completing AFRAS
260 should be able to do any or all of the following:
1.
Explicate primary literary texts
2.
Analyze in essays, quizzes, and exams a significant response to Africana literature
3.
Assess and describe the significance of a literary work by paying attention to the
confluence of content, form, and context
4.
Elucidate the significance of a literary work to self and contemporary society
5.
Compare the literatures of diverse societies or diverse cultures within a society
6.
Employ literary terms and vocabulary with expertise and sophistication
7.
Persuasively defend interpretations and positions by generously using and analyzing
details found in the primary texts and the contexts of the literature
8.
Where present, assess the impact of white rule and/or authority (oppression) on themes
and issues in the literature and Africana writers’ resistance to such oppression
9.
Describe, critique, assess, and analyze literary strategies used by writers to include
authentic representations of Africana culture, history, philosophy, world-view, and perspective
Other departmental goals and objectives:
Goal: Demonstrate a thorough knowledge of Africana culture and world-view
Objectives: (1) Explain the major principles and values of Africana world-view and culture, (2)
Explain the major moral, philosophical and ethical elements of Africana world-view and culture,
(3) Explain the role of Africana world-view in contemporary society.
Goal: Demonstrate an ability to think critically, analyze issues and present them orally and in
writing
Objectives: (1) Analytically present and support an argument, (2) Critique the ideas and
opinions of others, (3) Write and present a cohesive argument demonstrating knowledge of
documentation, organization, and the mechanics of writing.
Grading and Testing:
Five quizzes (short essay/answer)
= 25%
One individual presentation of readings
= 5%
One short essay (2-3 pp, MLA style)
=15%
Midterm Examination
=25%
(essay in format)
Final Examination (essay in format)
=25%
Class Participation
=5%
_________________________________________________________
Total
=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+(6669);D(63-65);D-(60-62); F(0-59)
The Short Essay may analyze material from the required texts: African American Literature,
Annie John, Things Fall Apart, and The Third Life of Grange Copeland.
General Assessment Guideline for Essays and Essay Examinations (Midterm and Final):
A Essays: These well-focused and persuasive essays identify a theme, issue, idea, problem,
concern . . . (or for an essay examination respond to the selected premise) and analyze how it
functions in the work as a whole to reveal something significant about the Africana experience.
These essays exhibit the writer’s ability to discuss a literary work with significant insight and
understanding; to sustain control over a thesis; to use ample and specific textual details and
examples; and to write with clarity, precision, and coherence. These writers are able to anchor
their discussions by paying attention to the confluence of content, form, and context.
B Essays: These competent essays identify a theme, issue, idea, problem, concern . . . (or for an
essay examination respond to the selected premise) and analyze how it functions in the work as a
whole to reveal something significant about the Africana experience. These essays have insight
and understanding, but the analysis is less thorough, less perceptive, and/or less specific in
supporting detail than the A Essays. References to the text may not be as apt or persuasive.
These essays generally maintain control over a thesis, are well-written, and free from significant
surface errors. The writer shows awareness of the confluence of content, form, and context.
C Essays: These essays respond to the assigned task (or for an essay examination respond to the
selected premise), but they tend to be superficial in their analysis and/or focus on the blatantly
obvious. They often rely upon plot summary that contains some analysis, implicit or explicit.
Although the writers attempt to identify and discuss a theme, issue, idea, problem, concern . . .
and how it functions in the work as a whole, they may demonstrate a rather simplistic
understanding of the work or fail to reveal something significant about the Africana experience.
Typically, these essays reveal unsophisticated thinking and/or immature writing. The writers
demonstrate adequate control of language, but their essays lack effective organization and may
be marred by surface errors. The writer shows only a limited awareness of the confluence of
content, form, and context.
D Essays: These essays reflect an incomplete or oversimplified understanding of the work, or
they may fail to demonstrate how a theme, issue, idea, problem, concern . . . (or for an essay
examination they may fail to even respond to the basic ideas of the premise) functions in the
work as a whole to reveal something significant about the Africana experience. They may rely
on plot summary alone. Generally there is no evidence of literary analysis present. Their
assertions may be unsupported or even irrelevant. Often wordy or repetitious, these essays lack
control over the elements of college-level composition. Essays in the D range may contain
significant mis-readings and demonstrate inept writing. Writers demonstrate no understanding of
the confluence of content, form, and context.
F Essays: Although these essays may make an attempt to identify a theme, issue, idea, problem,
concern, they compound the weaknesses of the essays in the D range. These essays may be
unacceptably brief or are incoherent in presenting their ideas. They may be poorly written on
several counts and contain distracting errors in grammar and mechanics. The writer’s remarks
are presented with little clarity, organization, or supporting textual evidence.
Essay Assignment Guidelines:
The essays will be typed, doubled spaced, using Times Roman 12 point font, with left/right and
top/bottom margins of 1”. Papers are to be typed on one side only. A Title Page is not required;
however, include Your Name, Class Title (AFRAS 260), Professors Name (Brown) and the
Assignment Title (Short Essay) on the first page, upper left hand corner.
Accessibility:
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 accommodations
based upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Blackboard:
Additional readings and course updates will be posted to Blackboard. Alterations to the
instructional syllabus may happen, so consult a classmate if absent.
Academic Expectations:
This course will refer to topics from across the Africana Studies Department Curriculum and also
issues that touch courses from other disciplines. Some issues and socio-cultural dynamics have
no clearly defined answers. We will discuss these as a class. Let us respect each other’s thoughts.
Disagree academically if we must, but offer sound disputation in defense of a position.
Late Assignments:
Assignments must be handed in on time unless other arrangements have been made in advance
with the professor.
Attendance:
It is your responsibility to attend each class, unless otherwise excused. You are responsible for
all notes and missed work. “Partner-up” with someone and also use group members as resources,
especially if you have to miss class. If you want to succeed in this course, you will need to
attend regularly and actively participate.
Other Requirements:
1.
Late assignments will not be accepted and make-up quizzes and exams will not be given
without my prior consent (unless an emergency occurs that prevents you from notifying me
ahead of time)
2.
Come to class on time and leave when the class is dismissed
3.
Do not sleep in this class
4.
Do not text-message during class
5.
Please be courteous and respectful to fellow classmates and the instructor at all times
6.
Come to class prepared, meaning that you have read the assigned texts and have thought
about them
Plagiarism is serious. Please read the section on plagiarism in the SDSU 2014-2015 General
Catalog. If you have any questions about plagiarism, please ask me.
Course Outline:
Week 1
Tuesday: Introduction to course
Thursday: Discussion: African American Literature by Worley, Preface pp. xiii,
Historical Overview pp. xv, Chapter 1 Folk Tradition pp. 1, The Knee High Man
Tries to Get Sizable pp. 4, How Buck Won His Freedom pp. 6., from The
Eatonville Anthology pp. 8, The People Who Could Fly pp. 11.
Week 2
Tuesday: Discussion: African American Literature by Worley, Chapter 2
Language and Literacy pp. 31, Introduction from Black Talk pp. 32, The
Goophered Grapevine pp. 36
Thursday: Discussion: African American Literature by Worley, Lift Every Voice
and Sing pp.65, I Done Worked! pp. 67, from The African Garden pp. 74.
Week 3
Tuesday: Discussion: African American Literature by Worley, Chapter 3 The
Blues-Pain & Survival pp. 85. Music: Black, White and Blue pp. 86. It’s the Law
pp.104. The Weary Blues pp. 133.
Thursday: Discussion: African American Literature by Worley, Slavery-Time of
Trial pp.147, Letter to His Master pp.158, Nat Turner’s Confession pp.170
Week 4
Tuesday: QUIZ #1
Thursday: Discussion: African American Literature by Worley, Chapter 6
Identity pp. 225, We Wear the Mask pp. 226, from The Autobiography of
Malcom X pp. 228, All About My Job pp.267
Begin Reading: Annie John (J. Kincaid) Chapters 1-3 for discussion Week 5
Week 5
Tuesday: Discussion: Annie John by Kincaid Chapters 1-3…continue reading
Chapter 4
Thursday: Discussion: Chapter 4…continue reading Chapter 5
Week 6
Tuesday: QUIZ #2
Discussion Chapter 5…continue reading Chapter 6
Thursday: Discussion Chapter 6…continue reading Chapter 7 & 8
Week 7
Tuesday: Discussion: Chapter 7 & 8
Thursday: Documentary Viewing
Begin Reading: The Third Life of Grange Copeland by Alice Walker, Part I
(Chapters 1-3)
Week 8
Tuesday: QUIZ #3
Discussion: Part I: Chapters 1-3…continue reading Part II: Chapter 4-5
Thursday: Discussion: Chapter 4-5…continue reading Chapters 6-9
Week 9
Tuesday: Discussion: Chapters 6-9
Thursday: Midterm Essay Exam
Continue reading…Chapters 10-13
Week 10
Tuesday: Discussion Chapters 10-13
Continue reading…Part III (Chapters 14-16)
Thursday: QUIZ #4
Week 11
Tuesday: Discussion: Chapters 14-16…read Part IV (Chapters 17-18)
Thursday: Discussion: Chapters 17-18…Continue reading chapter 19-30
Week 12
Tuesday: Discussion: Chapters 19-30…Continue reading Chapters 30-48
Thursday: Discussion: Chapters 30-48…
Begin Reading: Things Fall Apart by C. Achebe, Chapters 1-15
Week 13
Tuesday: Discussion: Things Fall Apart
Thursday: SHORT ESSAY DUE…continue reading Chapters 16-25
Week 14
Tuesday: Discussion: Things Fall Apart
Thursday: QUIZ #5
Week 15
Tuesday: Discussion: Things Fall Apart
Thursday: Discussion: Things Fall Apart
Week 16
FINAL EXAM