UNIVERSITY COLLEGE OF BELIZE
DEPARTMENT OF EDUCATION
Semester 1: January – May 2009
LITR 345 – Adolescent Literature
Ubaldimir Guerra
MWF: 3:00 – 3:50 pm
Scarlet Macaw Upstairs Room 4 (SM – U4)
TBA
822-3680 ext 351
ubaldimir@gmail.com
Course:
Lecturer:
Schedule:
Room:
Office Hours:
Telephone:
E-mail:
Reading is the sole means by which we slip, involuntarily, into another’s skin, another’s voice,
another’s soul
— Joyce Carol Oates
Course Description:
This course explores how various writers portray how society, religion, independence and other
social factors affect and influence the growth of adolescents. Additionally, the course investigates
the factors that influence and affect adolescents’ appreciation for literature. Texts will be read for
their literary and aesthetic value, taking into account specific historical terms and conditions of
their literary production.
Course Objectives:
(1) To sensitize students to the role of literature in the lives of the adolescent.
(2) To expose students to a variety of literature in the lives of adolescent.
(3) To effectively criticize texts using critical theories such as Postcolonial, Feminism,
Marxist, Multiculturalism, Psychoanalytical and Reader Response criticisms.
(4) To provide the tools to read independently, critically and carefully and to understand the
dynamics of the growing field of criticism around this material.
Proposed Texts:
1.
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6.
Kinkaid, J. (1985). Annie John. New York: Penguin Books.
Knowles, J. (1988). A Separate Peace. New York: Bantam Books.
Braithwaite, E.R. (1977). To Sir with Love. New York: Jove Books.
Salinger, J. (1951). The Catcher in the Rye. Boston: Little, Brown and Company.
Bronte, C. (1999). Wuthering Heights. New York: W. W. Norton & Company.
Edgell, Z. (1987). Beka Lamb. London: Heinemann.
Course Policies and Students Responsibilities:
MATERIALS AND TEXTBOOKS: For this class, you will need to rent or purchase the
required texts.
ATTENDANCE AND PUNCTUALITY: In order to obtain full credit for this course, students
should attend no less than 80% of the classes scheduled for the course. Therefore, students with
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more than 20% unexcused absences in this course will receive a grade that reflects a less than
optimal mastery of the full course content. If you must be late for a session, use the back or side
entrance to the classroom, once one is available – please do NOT interrupt the lecturer. Arriving
more than 15 minutes late for class will result in your being marked absent. Note, however, that
frequent use of this “grace period” can ultimately affect your performance. No interruptions via
cellular calls will be entertained.
READING: The most important work in this course is the careful, patient, and thorough reading
of the assigned texts. You will need to finish the assigned readings by the time indicated on the
reading schedule. I encourage you to keep a reading journal or take reading notes one each text.
DEADLINES FOR COURSEWORK: Essays, drafts, and other out-of-class assignments are
due at the beginning of the class period for which they are assigned. Failure to turn in work when
it is due impedes a student’s progress and disrupts the instructor’s planning and evaluation of
other students’ work. The lecturer is not required to accept or evaluate work submitted beyond
established deadlines. If late work is accepted, a reduction of one letter grade will be made for
each class day that it is late.
SCHOLASTIC HONESTY: Turning in work that is not your own or any other form of
scholastic dishonesty will result in a major course penalty or most likely failure of the course.
Passing off the work of others as your OWN can be either plagiarism or collusion. Both are
scholastic offences that the instructor will not tolerate. If you have any questions during the
course of the program about the use you are making of source material, talk to the instructor
before turning in the assignment in question.
In case your lecturer has a question about your work, keep any drafts, notes, papers or research
materials that you produce during the course until after you receive a final grade. To help you
keep track of so many papers, we suggest that you keep all materials which you generate for this
course in a ring binder.
Method of Instruction
Class discussions and presentations
Group/peer workshops
Written assignments
Seminars
Individual and Group Conferencing
N.B.: This course will be conducted in seminar form. Readings, reports and papers will be
assigned with the intention of delivering them during class sessions. Consequently, your
participation in discussions, research, and presentations will determine your success in this
course.
Course Requirements and Evaluation Scheme
Oral Group Presentations (1)
Interpretive Essay based on text (1)
15%
15%
Tests (1)
15%
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UB Grading Key
(A) 100 –95 (A-) 94 -90
(B+) 89 – 85 (B) 84 -80
(C+) 79 – 75 (C) 74 - 70
(D+) 65 – 69 (D) 64 - 60
(F) 59 – 0
Participation
4 Journals
Final Paper
10%
20%
25%
Assignments:
Unannounced Quizzes: 10%
Quizzes will be assigned on the required reading assignments due before class discussion.
Informal Writing Assignment: Thoughts on Adolescent Literature
2 page, double spaced, typed document on General Comments, Reactions and Thoughts to your
exposure to Adolescent Literature. Include your experience as an adolescent in Belize; issues,
problems, challenges you believe Belizean adolescents currently face; the effects of the society,
religion, politics, parenting, education, media, globalization, etc. on adolescents.
Oral Group Presentations: 15%
Each of you will work with a group of four to five (or depending on class size) others to facilitate
a class discussion. This assignment gives you the chance to work in small groups to develop
questions, ideas, presentations, and approaches for directing class discussion. The class will be
yours to lead for a day. Organize the class and discussion in whatever way seems most
productive and most interesting to you and your group. Whatever you do, your aim should be to
help the other students in the class understand and discuss the day’s assigned reading. I expect
each member of the group to participate in both the planning of the class as well as the in-class
discussion.
Reflection Paper: On the day of your presentation turn in a typed (double-spaced) two-page
commentary on your presentation. In this short paper, discuss:
- What were the major aims of your class plan? What were you trying to do?
- Which part or aspect of the class did you find most successful? Why?
- Which part or aspect of the class did you find least successful? Why?
- What did you learn about your text or topic while working on this group project?
- How did your group work together? Who did what? What was your major contribution
to the effort?
Scheduling and Preferences: In order to coordinate the groups, I need to know something about
your preferences. Which authors, topics and texts most interest you? A sign up sheet will be
handed out in class where you must record your preferences. Keep this sheet for your reference.
Complete and hand this sheet on or before _______________.
Advice: If you are flexible, let me know, and I might put you in a group needing a third person to
round it out. If you’re rigid, be rigid and list specific authors, texts, and topics. If you have
several interests, list as many as you would like. Also, if there is anyone in the class whom
you’d like to work, write down that person’s name and perhaps some panels you’d like to
develop together.
Dates: On or before _________________, I will collect the panel preference sheets. I will then
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arrange you into groups. The class discussions will be scheduled sometime between
______________ and ________________ during a regular class session.
Interpretive Essay based on text: 10%
At mid-term, students will hand in a 3-4 page interpretive essay on any of the required texts. You
have the option to use the text from your presentation. The purpose of the paper is to approach the
text closely and critically. The paper should have and develop strong arguments and should show
strong textual support for it. This paper does not require secondary sources.
Journal Assignments: (10% of Portfolio Grade) A 1-2 page, double-spaced type written
document must be written and brought to class for the assigned course readings and to facilitate
discussion. You must save and compile your journal entries for the Portfolio element of this
course.
Comparative Analysis: 20%
Students will write a 4-6 page comparative analysis of two texts due on _______________. This
paper should reflect your ability to critically read, compare and analyze a common issue (eg.
Identity, effects of colonialism, feminism, gender issues, nationalism, other issues discussed in
class) prevalent in two texts, using a postcolonial theoretical perspective. This paper should
integrate at least 2 primary and 3 secondary sources with your original and interesting arguments.
You are highly encouraged to utilize supplementary handouts distributed in class as your
secondary source material. You MUST utilize proper MLA formatting to cite your sources in a
Works Cited Page. A rubric will be handed out that outlines the grading scheme of this
assignment.
Proposals: I will need a proposal from everyone sometime before ________________. I will
accept three different kinds of proposals: (1) a paper conference with me; (2) a one page, typed
explanation of the option you’ve selected and a preliminary indication of what you would like to
do with the topic; or (3) an email version of #2.
Individual Presentation (5%): Each student will be responsible to conduct a 15 minute
presentation that discusses the topic, thesis and research of their Comparative Analysis Paper. A
sign up sheet will be handed out to schedule your presentation.
Test (1): 15%
Two in-class writing tests will be announced and assigned based on the required readings. You
must come prepared for tests with the necessary blank sheets and pens. You may use your text for
tests.
Participation: 10%
In order to gain full marks for participation, you must abide by all course requirements and
policies. Participating in constructive, course related discussion requires that you ask relevant
questions, make productive suggestions, respectfully argue and show respect for the opinion of
others’ comments, show enthusiasm and attentiveness, etc. Informal and Related
talking/discussion must be discreet to avoid distraction. Irrelevant discussions, speaking out of
turn, disrespect towards others’ comments, inattentiveness, lack of enthusiasm, failure to meet
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course requirements, rules of conduct and policies do not only penalize your participation grade
but will also affect your overall performance and evaluation.
Calendar of Assignments
All reading assignments should be completed by the beginning of class on the day marked. All
writing, no matter how small, should be in a form suitable for reading by other students or me.
The calendar and the grade weight are subject to change. Changes, if any, will be announced in
class.
Course Schedule
Week 1
Introduction of course outline, policies and each other
What is Adolescent Literature?
Significant Terms in Adolescent Literature
Jamaica Kincaid’s Annie John
Week 2 – 4
Discussion: Annie John
Journal Response to Reading of Annie John
Weeks 5 – 7
Reading TBA
Weeks 8 – 10
Documentary
Reading TBA
Weeks 11 – 14
Reading TBA
Mid-Term Interpretive Paper Due
Week 13: Easter Break
Weeks 15 – 18
EXAM WEEK
 This course outline is subject to change at the instructor's discretion.
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