Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
Modern and Classical
Subject
455) or sequence
Languages and
JPNS 431
Literatures, Japanese
Section
Postwar Japanese Literature
Course(s) Title
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Charles Exley
Phone / Email
243-5301
Program Chair
Robert Acker
III Overview of the Course Purpose/ Description
Date
Preamble
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University.
If you choose to continue beyond the first day in this course, you are agreeing to abide by the
Student Conduct Code. The Code is available for review online at
http://ordway.umt.edu/SA/VPSA/index.cfm/name/StudentConductCode.
Course Description
Postwar Japanese Literature, an elective for the major in Japanese, is designed for students
having little or no previous knowledge of Japan. We will examine Japanese writers’ responses
to the spiritual and economic collapse that follows Japanese defeat in WWII, conditions under
the US occupation, the reaction to economic recovery and prosperity, and the contemporary
(postmodern) literary scene. We will explore how texts dramatize social, historical, and
geopolitical problems and how writers treat such themes as family, soldiers, gender, identity,
state power, marginality, and nationalism.
All works read will be in English, and no knowledge of the Japanese language is required or
expected.
Students can expect to learn to read literary texts more critically, to analyze and assess
arguments made about postwar Japan, to present concise summaries of relevant secondary
literature, and to refine their research skills.
Students who have completed at least sixty semester credits must demonstrate that they have
passed the UDWPA (Upper Division Writing Proficiency Assessment) by the end of the semester
The UDWPA is required for graduation, and the university has requested that all upper-division
writing courses add this requirement. The Assessment will be offered on February 9, March 15,
and April 12. See http://www.umt.edu/writingcenter/register.htm for more instructions about
registering.
Educational Outcomes
Students leave this course with:
(1) an understanding of important historical events in Japan from 1945 to the present
(2) a knowledge of key writers and works of postwar literature
(3) an appreciation of why (and how) such themes as family, soldiers, marginality, and
nationalism are relevant to postwar Japanese literature and society
(4) a better ability to relate literary texts to their historical and social context
(5) an increased ability to view literary works from several literary critical perspectives
(6) an ability to use writing activities to facilitate synthesis and critical reflection on course
topics
(7) an ability to use online and print resources to find, assess, and synthesize information about
postwar Japan
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
The syllabus is organized around problems
Student learning outcomes:
in postwar Japan and presents multiple
Identify and pursue more sophisticated
viewpoints around those problems in order
questions for academic inquiry
to press students to examine issues in a more
sophisticated manner. Writing assignments,
lectures, and class discussions are designed
to lead students from general observations
about works read to more specific analytical
questions appropriate to the discipline.
The library exercise introduces students to
Find, evaluate, analyze, and synthesize
finding appropriate resources. Secondary
information effectively from diverse sources
readings give students the opportunity to
(see http://www.lib.umt.edu/informationliteracy/)
critically assess and bring together materials
relevant to literary works read. The paper
assignments also require students to analyze
chosen readings and to synthesize
information from diverse sources to support
their arguments.
Informal writing in class and out encourages
Manage multiple perspectives as appropriate
students to summarize, assess, analyze, or
react to ideas presented in class readings and
discussions. Formal writing of essays gives
students an opportunity to develop
interpretive strategies and to refine their
thinking by rewriting essays based on
carefully prioritized feedback. Students also
learn to appreciate different views of the
same reading, and they have the opportunity
to explore and analyze a variety of
perspectives in their writing.
Students will be shown models of
Recognize the purposes and needs of
appropriate writing, and they will receive
discipline-specific audiences and adopt the
instruction in class regarding the
academic voice necessary for the chosen
appropriate audience (casual or colloquial
discipline
versus formal or academic) prior to writing
drafts of papers. Feedback on drafts will
also guide students toward crafting
arguments appropriate to this literary field.
Students will receive written feedback on the
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work drafts of their essays. The feedback will
prioritize suggestions for improvement
focusing first on refinement of argument.
Students will receive discipline-specific
Follow the conventions of citation,
advice on citation and other conventions
documentation, and formal presentation
throughout the semester, especially at the
appropriate to that discipline
time of topic selection, argument
development, and revision.
Develop competence in information
technology and digital literacy
Students will receive guidance on the use of
discipline-appropriate print and online
sources from the library in a library
assignment.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
x† Yes † No
x† Yes † No
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
X † Yes † No
The syllabus outlines the types of writing
assignments included in the course. Handouts on
suggested paper topics, frequently asked
grammatical questions, hints on great thesis
statements, and other relevant materials will be
made available to students via Blackboard.
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Assignment handouts help to guide students
toward appropriate topics before they begin
to write; freewriting and imaginary drafting
exercises (with discussion) give students
more familiarity with the expectations for
papers in this field; and generous feedback on
paper drafts guide students toward disciplinespecific writing.
Will written assignments include an opportunity for x† Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
x† Yes † No
the course syllabus? If not, how will students be
informed of course expectations?
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Four 2-page papers, each with rewrite:
40% [16 pages writing]
Final Exam: 20%
The final exam will include a take
home essay (worth 10%) and an inclass test (worth 10%). [7 pages
writing]
Informal Ungraded Assignments
Written assignments: 20%
Written assignments include the seven
quiz (15 times, described in syllabus),
several précis (3-4), freewriting
exercises, a library exercise, answers
to reading questions, and other
informal writing activities [approx 30
pages writing]
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus should
clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see:
http://teaching.berkeley.edu/bgd/syllabus.html
POSTWAR JAPANESE LITERATURE
Professor Charles Exley
JPNS431L-01A
Office: LA 318
LA 234
Phone: 243-5301
M W, 2:10-3:30pm
Email: charles.exley@mso.umt.edu
Office Hours: MW 2:00-3:00pm, and by appointment.
Preamble
All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and/or a disciplinary sanction by the
University.
If you choose to continue beyond the first day in this course, you are agreeing to abide by
the Student Conduct Code. The Code is available for review online at
http://ordway.umt.edu/SA/VPSA/index.cfm/name/StudentConductCode.
Course Description
Postwar Japanese Literature, an elective for the major in Japanese, is designed for
students having little or no previous knowledge of Japan. We will examine Japanese
writers’ responses to the spiritual and economic collapse that follows Japanese defeat in
WWII, conditions under the US occupation, the reaction to economic recovery and
prosperity, and the contemporary (postmodern) literary scene. We will explore how texts
dramatize social, historical, and geopolitical problems and how writers treat such themes
as family, soldiers, gender, identity, state power, marginality, and nationalism.
All works read will be in English, and no knowledge of the Japanese language is required
or expected.
Students can expect to learn to read literary texts more critically, to analyze and assess
arguments made about postwar Japan, to present concise summaries of relevant
secondary literature, and to refine their research skills.
Students who have completed at least sixty semester credits must demonstrate that they have
passed the UDWPA (Upper Division Writing Proficiency Assessment) by the end of the
semester. The UDWPA is required for graduation, and the university has requested that all
upper-division writing courses add this requirement. The Assessment will be offered on
February 9, March 15, and April 12. See http://www.umt.edu/writingcenter/register.htm for
more instructions about registering.
Educational Outcomes
Students leave this course with:
(1) an understanding of important historical events in Japan from 1945 to the present
(2) a knowledge of key writers and works of postwar literature
(3) an appreciation of why (and how) such themes as family, soldiers, marginality, and
nationalism are relevant to postwar Japanese literature and society
(4) a better ability to relate literary texts to their historical and social context
(5) an increased ability to view literary works from several literary critical perpectives
(6) an ability to use writing activities to facilitate synthesis and critical reflection on
course topics
(7) an ability to use online and print resources to find, assess, and synthesize information
about postwar Japan
Evaluation Criteria
Written assignments: 20%
Written assignments include the seven quiz (15 times, described below), several
précis (3-4), freewriting exercises, a library exercise, answers to reading
questions, and other informal writing activities [approx 30 pages writing]
Four 2-page papers, each with rewrite: 40% [16 pages writing]
Participation (including class discussion, pop quizzes, and presentations): 20%
Final Exam: 20%
The final exam will include a take home essay (worth 10%) and an in-class test
(worth 10%). [7 pages writing]
Grade Distribution used in this course
A: 93-100 A-: 90-92 B+: 87-89 B: 83-86 B-: 80-82 C+: 77-79 C: 73-76 C-: 70-72
D+: 67-69 D: 63-66 D-: 60-62 F: below 60
Course Operating Policies
(1) This course is designed to be a group exploration of postwar Japanese literature and
literary history. For everyone to benefit from the course, it is reasonable to expect you to
come to each class thoroughly prepared to discuss every work, ready to share your
thoughts or questions about the readings. You will be expected to ask questions about
specific points in the text and offer your own interpretation. Attendance will be taken
at each meeting. More than two absences (excused or not) will result in a lowering of a
student's final participation mark by three points per absence.
(2) Seven quiz: for each work of fiction, I will ask you to fill out a short seven-question
quiz about characters, plot, scenes of interest, and more. You will be expected to turn in
your completed quiz at the beginning of class. A blank copy of the quiz is available on
Blackboard. The class discussion leader may choose to use these quizzes in class.
(3) Library exercise: early in the semester you will complete an activity in which you
have to identify relevant resources from the library.
(4) Précis: you will write several précis (a concise summary of the main argument of a
piece of writing) for class. See the handout in Blackboard for more specific information
about how to prepare them. These assignments are considered short writing.
(5) Discussion leader(s): someone will be responsible each class for running the
discussion about the text in question. Prepare questions and possible interpretations to
share with the class; make connections to other works we have read; share with us what is
important about the text and why; identify essential passages in the text to examine
together.
(6) Presentations: you will be assigned to give presentations throughout the course of
the semester. Each presentation should be no longer than five minutes. It should be
concise, beautifully structured, and carefully worded.
(7) 2-page Papers: Please hand in all assignments on the date they are due. No more
than 2 pages please. Late papers will be penalized one letter grade for each day past the
due date. The paper should represent your own interpretation of one of the texts read in
class. You must be thoroughly familiar with the text on which you are writing. You
should support your interpretations with specific citations from the readings. I will
expect you to incorporate the suggestions and feedback in the final version of the paper.
(8) In accordance with University policies regarding communication between faculty and
students, all correspondence in this class must take place using university email. In other
words, please use Grizmail for all correspondence for this class.
(9) All papers must be printed out (no electronic submissions), use a 12 point font, and be
double-spaced.
Required Texts
(These books are available in the UM Bookstore. You may want to consider purchasing used
versions of these books at the online store of your choice or at www.bookfinder.com)
Kawabata Yasunari. The Sound of the Mountain.
Nakagami Kenji. The Cape and Other Stories from the Japanese Ghetto.
Recommended Text
Yasuoka Shōtarō. A View of the Sea.
*All additional readings are available on the Blackboard course supplement for this class.
COURSE SCHEDULE (subject to revision)
Jan 23
Conceptualizing the postwar
Focusing on writing (précis); comma usage
Structure of course, nature of assignments
Romanization of Japanese; order of Japanese names; style guide
Jan 28
BACKGROUND READING
This set of readings establishes the conceptual underpinnings of the course. Allinson
and Molasky give you a sense of the historical situation; Igurashi gives us a useful way
to think of memory and remembering; Bailey gives you a sense of how historians view
the postwar.
Gary Allinson, “Revival, 1945-1955” from Japan’s Postwar History
Igurashi Yoshikuni, “Introduction” to Bodies of Evidence
Michael Molasky, “Introduction” to The American Occupation of Japan and Okinawa
Paul J. Bailey, selection from Postwar Japan: 1945 to the Present
Jan 30
IMMEDIATE AFTERMATH – black markets and scavengers
Dower’s work is second to none in bringing to life the social impact of the war;
Whiting gives a popular account of the bleak conditions after the war.
John Dower, “Shattered Lives” from Embracing Defeat
Robert Whiting, “The First Black Market” from Tokyo Underworld
*Nagai Kafū, “The Scavengers” (short reading)
How does the postwar affect human relationships in this story?
Feb 04
Feb 06
SOLDIERS – triumphant departure, uncertain return
*Kurosawa Akira, Stray Dog (1949)
Stray Dog analysis and discussion
Feb 11
*Yasuoka Shōtarō, “A View from the Sea” (1959)
NOTE: this is a 90 page novella. Do not expect to read it in one night!
How does Yasuoka “create an unusually physical sense of time and space” (P. Lyons in
JATJ 19:2)?
How does the construction of the story as a series of personal memories contribute to
its affective power?
How would you characterize the relationships in this family?
What role does the war play in this family’s life?
How is the “view by the sea” and the landscape by Eirakuen portrayed?
Feb 13
ATOMIC AFTERMATH
The Bomb and the Persistence of Conflict:
*Hara Tamiki, "Summer Flower"
Feb 20
Igarashi Yoshikuni, “The Bomb, Hirohito, and History” from Bodies of Discourse
FIRST 2-PAGE PAPER DUE
Feb 25
*Godzilla, King of the Monsters discussion
Feb 27
Igarashi Yoshikuni “Monstrous memories”
Mar 03
FIRST REWRITE DUE
THE POETICS OF LOSS
Kawabata Yasunari won the Nobel Prize for Literature. His literary works are elegies
for times long past. Watch for the use of traditional literary images and themes.
*Kawabata Yasunari, Sound of the Mountain
Mar 05
*Kawabata Yasunari, Sound of the Mountain
Mar 10
LANGUAGE AND POWER
Performance anxiety among English teachers in postwar Japan give us a good sense of
how “English” was politically charged in the occupation period.
*Kojima Nobuo, "The American School"
Michael Molasky, “Language, Landscape, and Gender in ‘the American School’” pp.
30-39
SECOND 2-PAGE PAPER DUE
Mar 12
OCCUPATION POLITICS
The Korean War
*Kaikō Takeshi, “A Certain Voice” (1955) from The Mother of Dreams: Portrayals of
Women in Modern Japanese Literature
Mar 17
* Ōe Kenzaburō, “Sheep”
SECOND REWRITE DUE
Mar 19
THE MASSES “popular culture, popular literature”
Marilyn Ivy “Formations of Mass Culture”
Oh, Mistake!
*Matsumoto Seichō, “The Accomplice”
SPRING BREAK MARCH 24-28
Mar 31
* Matsumoto Seichō, “The Face”
Igarashi Yoshikuni, “Performing the Nation” from Bodies of Memory
Apr 02
EXISTENTIALISM, METAMORPHOSIS “political bodies, magical transformations”
*Abe Kōbō, "Record of a Transformation" (1954)
THIRD 2-PAGE PAPER DUE
Apr 07
POLITICS IN THE POSTWAR - The Right Wing and the Emperor
The political spectrum ca. 1970 Postwar Japan: 1945 to the present, pp. 120-125
*Mishima Yukio, "Patriotism"
Masao Miyoshi, “Introduction” to Two Novels: Seventeen, J
Optional reading: *Ōe Kenzaburō, "Seventeen"
Apr 09
OKINAWA
Michael Molasky, “Introduction”
*Oshiro Tatsuhiro “The Cocktail Party”
Michael Molasky, “Gender, History, and the construction of victimhood in ‘the
Cocktail Party’” pp. 39-52
Apr 14
*Medoruma Shun “Droplets”
THIRD REWRITE DUE
ETHNICITY (Japan inside-out)
*Nakagami Kenji, "The Cape"
Eve Zimmerman, “In the Trap of Words: Nakagami Kenji and the Making of
Degenerate Fictions”
FOURTH 2-PAGE PAPER DUE
Apr 16
Apr 21
Zainichi literature (Authors born in Japan but ethnically not Japanese)
*Yi Hoesong, "The Woman Who Fulled Clothes"
Apr 23
POSTWAR TO POSTMODERN
Murakami Haruki, “A Folklore for My Generation: A Prehistory of Late-Stage
Capitalism”
FOURTH REWRITE DUE
Apr 28
JAPAN FROM OUTSIDE-IN
Tawada Yōko short story
Apr 30
WRAP UP, WIND DOWN
The postwar in the present – selection from Postwar Japan: 1945 to the present
Constitutional reform debate; Ianfu mondai; Yasukuni jinja; Asian relations
Carol Gluck, “The Past in the Present” from Postwar Japan as History
Finals Week May 5-9