English 1B: Postcolonial literature
Spring 2016
MW C-261
Sect. #30448—1:45-3:55
Sect. # 32492—4:00-6:05
Professor M.E. Bonilla
Office: C-252T, Box: C-245
Contact info: (626) 585-7080 voicemail;
Email: mebonilla@pasadena.edu
Office hours: MW
& By Appointment
Required Texts
Shakespeare, W. “The Tempest”
Melville, H. “Benito Cereno”
Kincaid, J. A Small Place
Photocopied Handouts
Downloaded Material at: www.pasadena.edu/faculty/mebonilla
Student Learning Objectives
Upon successful completion of this course the student will be able to....
1.
Interpret ideas, language, and literary techniques displayed in literary works.
2.
Write a unified, clear, and coherent essay of 1000-1500 words that
demonstrates a critical analysis of fiction, poetry, or drama and uses sufficient
particulars from primary literary works and secondary sources to support the
argument. Moreover, essays must be free from major errors in mechanics,
punctuation, and spelling.
3.
Demonstrate knowledge of the techniques and conventions employed in at
least three literary forms, usually fiction, poetry, and drama.
In fulfilling the objectives of this course, you will be introduced to some of the key topics
and issues concerning post-colonialism. We will begin our investigation with a look at
the cultural and philosophical structures of colonialism. We will then investigate the
troubled waters of decolonialism and finish with post-colonialism. Some may find the
material provocative, if not unsettling at times, but my hope is that the experience will
prove to be stimulating and rewarding.
Policies and Procedures

You should review your syllabus weekly and be aware of any changes to the
syllabus (contact a classmate if you are absent).

You are expected to come to class prepared to take notes with pen and paper (no
electronics will be allowed—including cellphones—without the consent of the
professor. You should always come to class with your reading materials, having
completed the reading for that day, and any homework completed. Your
participation in the course will be measured by your preparation not your
presences. Class participation is important to the learning process, not to mention
your final evaluation. If you must be absent at all, you need to call a friend in the
class for the assignments for the next session and their notes.

You are required to bring two large “Bluebook” for your in-class essays, as you
will be writing on every other line. Your out of class essay should be typed using
Times New Roman 12 pt. font with lines doubled spaced. For these essays, place
your full name, then my name, followed by course name, the day and time along
with the section number (e.g., MW #4665), in the upper left corner of the first
page. After the first page, only your last name and the page number should
appear in the upper right header [e.g., Bonilla—1].

Please keep a hardcopy of your essays in your files at home. If there is any
question about whether your paper was turned in, your copy will come in handy
as a failsafe backup.

You are responsible for all the work assigned in class that must be turned in on
time whether you are present or not. Late paper assignments WILL NOT be
accepted unless prior arrangements have been negotiated with the professor.
No matter the reason, the grade on any late paper the professor chooses to accept
will be lowered. Please note that computer malfunction is never an excuse for a
paper being late and budget your time in anticipation of potential problems.

If you miss either the first two classes, or more than 8 total class hours, you will
be dropped before the fourth week. Tardiness will count toward your absence
total at a 3:1 ratio. If you choose to leave the course, you should drop yourself to
avoid a failing grade.

PCC policies on plagiarism and classroom behavior are described in the PCC
catalogue. We will follow standard institutional policies in all cases.
Grading
Your final grade will be determined based on the following point values
A=90%+ (GPA 3.6-4.0) mastering
B=80%+ (GPA 2.9-3.5) accomplished
C=70%+ (GPA 2.8-2.0) competent
D=60%+ (GPA 1.9-1.0) developing
F=50%- (GPA 0.0-0.9) inadequate
All Papers & Prewriting……75 pts.
Homework and quizzes..…25 pts.
Course Outline
What follows is an approximation of how our semester will proceed and is subject to
change. Our actual progress will be determined on a unit-by-unit basis. I will always
keep you informed of any changes in our course work.
Unit 1: Romancing Colonialism and Servitude
Week 1
1/11-13
A—Introduction and Overview of course: discuss First Day handouts esp. ‘Chart’ and
‘Research Notes.’
**Homework: Buy Course Reader & Books. Download & print out the Syllabus,
‘First Day Handouts,’ as well as ‘Empire & Imperialism.’ Read Empire &
imperialism and Complete Grammar Review
B—Grammar review due & Shakespeare Lecture: Romance & Empire
Homework: Read Tempest read 1.1—3.1 work on chart.
Week 2*
1/18-20 [Monday campus closed]
A—No Class.
Homework: Continue reading The Tempest, 3.2—5.1 complete chart and bring to
next class.
B—Discuss charts: For whom is the play a romance?
Homework: Choose the article by Paul Brown or Deborah Willis (found in our
edition of the The Tempest) to read and outline. You will be citing your article in
your first essay to support your argument. But everyone must read Greenblatt’s
“Learning to Curse” (found in the photocopied Course Reader). Use MLA
format to create a citation and identify Greenblatt’s thesis and paraphrase it.
Citation, thesis and paraphrase are due in Wed.’s next class.
Week 3
1/25-27
A— Shakespeare Quiz. Shakespeare Lecture.
**Homework: Bring Handbooks, Greenblatt citation, thesis & paraphrase to next
class. Also printout ‘Integrating Quotes’ and bring to class.
B—Discourse of Colonialism discussion: how does colonialism enslave? (Is it
colonialism if Prospero doesn’t stay? Should we forgive Prospero? And what are we
forgiving him for if we do?). Citation, thesis and paraphrase due, integrating quotes &
the work of a thesis. We are a day behind.
**Homework: Complete ‘Research Notes’ for the Brown or Willis essay.
Paraphrase the thesis and one of the claims your feel is important, and bring this
to next class.
Week 4
2/1-3
B—Discourse of Colonialism discussion: how does colonialism enslave? (Is it
colonialism if Prospero doesn’t stay? Should we forgive Prospero? And what are we
forgiving him for if we do?). Citation, thesis and paraphrase due, integrating quotes &
the work of a thesis. We are a day behind in first class.
**Homework: Complete ‘Research Notes’ for the Brown or Willis essay.
Paraphrase the thesis and one of the claims your feel is important, and bring this
to next class.
A—Lecture: “How to take an in-class essay.” Share research notes for Brown & Willis
and peer-edit paraphrasing. Discuss how to create an Annotated Bibliography.
**Homework: Create an Annotated Bibliography that includes Brown or Willis
article and write a critical question or two and answer it/them. Bring these to our
next class. Bring Handbooks.
Unit 2: The Good and Bad Post-colonial / Decolonized Subject
Week 5
2/8-10
**A—Annotated Bibliographies with thesis & outline due. Discuss thesis building and
supporting topic sentences.
Homework: Write a rough draft of your essay based on your rough thesis and
outline. Bring this to next class.
**B—Peer edit rough draft.
Homework: Rewrite, write and rewrite.
Week 6*
2/15-17 [Monday campus closed]
A—No Class.
B— ESSAY #1 Due with Annotated Bibliography & Shakespeare Charts at beginning
of class (include your drafts, outline and grading rubric); Wretched of the Earth, Lecture
& Fanon take home quiz
Homework: Complete take Fanon home quiz. Work alone or in groups to answer
quiz questions.
Week 7
2/22-24
A—Fanon take home quiz corrected & graded (bring a brightly colored-pen to class).
Homework: read Melville’s “Benito Cereno” pp. 37-70
B—Fanon completed. Melville Lecture.
Homework: read Melville’s “Benito Cereno” pp. 71-104; Prepare for the debate.
Week 8
2/29-3/2
A—Melville’s “Benito Cereno” Quiz; Set-up debate teams: Critical question for the next
essay: is Babo a freedom fighter or an opportunistic tyrant? Both teams must make their
case based on the evidence in the novella while using Fanon as support. Everyone on the
team must present evidence.
Homework: Develop evidence and arguments for your case.
B—Debate prep groups meet in class. Draft points of argument and divide work among
group.
**Homework: Use the group work to help you type a thesis and outline that
includes topic sentences or areas and evidence for each topic and bring this to
next class.
SPRING BREAK 3/7/2015 TO 3/12/2015 
Homework For Spring Break: Begin brainstorming & drafting Essay #2 based on
evidence gathered in your debate team & read Shima article in your course reader.
Week 9
3/14-16
A—Thesis & Outline with evidence due. The Case for Babo as an opportunist.
Homework: continue working on your essay draft.
B—The Case for Babo as a freedom fighter (revolutionary), peer edit thesis and topic
sentences examine evidence.
Homework: Rewrite and complete your draft of your essay and Annotated
Bibliography to peer-edit in our next class. Bring your Writer’s Reference
Handbook to class.
Week 10
3/21-23
A—Introductions; essay # 2 peer editing; integrating quotes.
B—Peer edit, review MLA citation practices.
Week 11
3/28-30
A—ESSAY # 2 Due (Drafts, outline and Shima Research Notes should be handed in
with the essay). & Life and Debt, film Quiz
Homework: Read Jamaica Kincaid’s A Small Place
B—Discuss A Small Place and the after effects of Empire as imperialism.
Homework: Finish reading A Small Place also read Zephaniah’s “A Modern
Slave Song,”& Berry’s “Caribbean Proverb Poem 2”
Week 12
4/4-6
A— A Small Place Quiz; Voice of a Small Place Lecture: Persona, Voice & Tone;
Determination of tone in poetry; group work.
Homework: Read Brathwaite’s “Caliban” and “Pebble”
B—Close reading metaphoric language in poetry.
**Homework: Brainstorm and list the qualities of a pebble and an egg, bring this
to next class.
Week 13
4/11-13
A— Discuss How to take an in class essay.
**Homework: Write a paragraph in which you identify the pebble or the egg as
the colonizer or colonized. Be sure to cite the poem. Bring this paragraph to our
next class.
B—Discuss integrating quotes from poems and secondary evidence (see ‘MLA
Guidelines’ handout); peer edit paragraph. Developing a plausible thesis and structure of
essay: gathering evidence, logical associations, arguing relationship between pebble and
egg.
Homework: Practice taking an in-class essay at home. You may bring a fully
developed outline of Essay #3 to next class & your yped “Works Cited” page.
Bring two (2) LARGE “Blue Book.” Your outline, rubric & Works Cited page
are to be turned in with your Bluebook.
Week 14
4/18-20
A— ESSAY # 3 in class. Hand in your outline, rubric & Works Cited with your Blue
Book.
**Homework: Complete your ‘Self Assessment Sheet’ and bring to next class.
B—A Bug’s Life viewing next class.
Homework: Write a short analysis of A Bug’s Life. What does the movie suggest
about how those who were once colonized can recover their loses (i.e., avoid
tragedy and achieve a happy ending, or romance)? Is there a cost to their romance
ending?
Week 15
4/25-27
A—Discuss Film, peer edit written analysis
B— Due, short analysis paper.
Week 16
4/2 OR 4/4
Final Day
MW C-261
Sect. #30448— 1:00 p.m. - 3:00 p.m. Wednesday, May 4
Sect. #32492— 3:15 p.m. - 5:15 p.m. Monday, May 2
* Weeks with a single class session.
** Day when homework is required for class participation.