Fall 2008
82521 TCL 464 Latina/o Literature MWF 10:45-11:35
Professor Marta Sánchez
mesanchez@asu.edu
This course studies the idea of narrative in cultural productions, print and film, by U.S. Latinos/as in
comparative and transnational frameworks. Our examples concern the various Spanish-language
countries and their communities in the U.S.: Puerto Rico, Honduras, Dominican Republic, Cuba,
Mexico, and El Salvador.
Readings: When I Was Puerto Rican by Esmeralda Santiago; How the García Girls Lost Their Accents
and The Wondrous Life of Oscar Wao by Dominican Americans Julia Alvarez and Junot Díaz;
Dreaming in Cuban by Cuban American Cristina García; Enrique’s Journey by Mexican American
Sonia Nazario. Films: La guagua aérea, Raising Victor Vargas, García Girls, La Misma Luna.
Assignments required: three papers (4-pages), discussion moderator
assignments; oral presentation, and final paper (or exam).
Also required: regular class attendance. Satisfies Gen Studies Designation HU
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LITERARY TEXTS (AVAILABLE AT ASU BOOKSTORE)
WHEN I WAS PUERTO RICAN ($11.25, used)
HOW THE GARCIA GIRLS LOST THEIR ACCENTS ($12 used)
DREAMING IN CUBAN ($10.50 used)
ENRIQUE’S JOURNEY ($15 new, $11.25 used)
WONDROUS LIFE OF OSCAR WAO ($14 paperback coming in September)
FILMS (Students must view on their own)
RAISING VICTOR VARGAS
GARCÍA GIRLS
LA MISA LUNA
CUBAN DOCUMENTARY
COURSE BACKGROUND
This course examines the idea of narrative in Latino/a cultural productions. Our focus is literary
writings and film. The descriptor “Latino/a” refers to the populations who in the distant and
recent past have migrated to live in the United States from Spanish-speaking countries of the
Américas. One element common to literary writings and film is narrative or story telling. How
does a writer tell a story? How does a filmmaker tell a story? What kind of stories do the particular
writers and filmmakers studied in this course tell? What constraints determine the content and
style? Represented are authors and filmmakers from Puerto Rican-, Dominican-, Cuban-, and
Mexican-American cultural groups.
COURSE TOPIC AND OBJECTIVES
*to read literary writings and view films and analyze their story-telling approaches and content.
*to identify, analyze , and think critically, orally and in writing, about the issues with which these
writings and films repeatedly engage. Some examples of issues will come from areas of
language, assimilation and transculturation, trans-generational conflict, social class mobility
and others.
COURSE REQUIREMENTS AND GRADING:
Students will be evaluated as follows:
1 Attendance, engagement with class texts, oral participation in class. Students must come to class
on time. Students are to arrive promptly at 12:15. No credit for class if student is more than 10 minutes
late or leaves before instructor ends class. Students are responsible for coming to class with comments
and questions on texts, films and assigned articles. Students are expected to engage actively in
class discussion and to show respect for diverse viewpoints.
15%
2 Approximately, 10 blackboard discussion postings, depending on enrollment. Each student will
take a turn as “moderator” of blackboard discussions. Blackboard discussions are organized around
student responses to a question posted. Beginning the fifth week or so, the student will make up a
question and send it to me; I will post it by no later than Saturday 5p. Students will have until
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Wed 5p to respond. The moderator will collect, summarize, and comment on the responses and
prepare himself/herself to moderate a discussion on Friday.
Blackboard discussion are interactive: in addition to thoughtfully answering the question, each
student must respond to at least one other student’s answer.
The instructor will be responsible for leading the discussion the first Fridays. The first question
will be posted by Saturday Aug XX , no later than 5pm, and the deadline to post is Wed Aug XX
at 5p.
20%
3 One position paper, due week 7; with an argument developed by means of specific examples and
interpretive commentary; it should present an intelligent and focused reading of class texts (print
and film). Instructor will identify texts. 5-6 pages
20%
4 Each student will be responsible for one oral presentation: 10 minutes. This presentation, due
during the last semester weeks, may be related to the research paper (see 5 below), and it should
reveal evidence of student’s awareness of his/her critical perspective. All students are expected to
attend class during these weeks to support their peers. Attendance will be worth double these
weeks.
20%
5) Final research paper: 8 pages for undergrads; 10 pages for MA; a comparative study showing
good grasp of the storytelling concept and act in one written and one filmic text, within the context
of Latino history and culture. Some secondary sources are required.
25%
Students are expected to write grammatically correct English, following standard rules of
punctuation and word usage, and the MLA style for citation of sources.
SCHEDULE OF CLASSES, READINGS, ASSIGNMENTS
WEEK 1
INTRODUCTION OF THEMES, TEXTS, TOPICS
8.25
Review Syllabus, Readings, Assignments
8.27
“Thesis on Latino Bloc” – Essay #1
8.29
“Latino Bloc”
WEEK 2
9.1
PUERTO RICAN HISTORICAL CONTEXT
Holiday
9.3
When I was Puerto Rican - Esmeralda Santiago
“How to Eat a Guava”. . . pp 3-60
9.5
When I was Puerto Rican
“The American Invasion of Macún”. . .pp 61-130
(Posted on Blackboard)
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SCHEDULE OF CLASSES, READINGS, ASSIGNMENTS (cont’d)
WEEK 3
9.8
When I was Puerto Rican - “El Mangle”. . . pp 131-85
9.10
When I was Puerto Rican - “Dreams of a Better Life” . . .pp 188-end
9.12
ESSAY #2
WEEK 4
9.15
La guagua aérea - clips shown in class
9.17
La guagua aérea - clips shown in class
9.19
RECAP When I Was Puerto Rican and La guagua aérea
WEEK 5
9.22
DOMINICAN - HISTORICAL CONTEXT
How the García Girls Lost Their Accents - Julia Alvarez
9.24
García Girls
9.26
García Girls
WEEK 6
9.29
Film - García Girls clips shown in class
10.1
García Girls
10.3
RECAP: García Girls – literary text and film
WEEK 7
10.6
CUBAN HISTORICAL CONTEXT
Dreaming in Cuban – “Ordinary Seductions”. . . pp 3-101
10.8
Dreaming in Cuban – “Imagining Winter”. . .pp 105-203
10.10
(Posted on Blackboard)
clips shown in class
Dreaming in Cuban – “The Languages Lost”. . . pp 213-44
WEEK 8
10.13
Film – Cuban documentary clips shown in class
10.15
Documentary film clips shown in class
10.17
RECAP: Dreaming and documentary film
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SCHEDULE OF CLASSES, READINGS, ASSIGNMENTS (cont’d)
WEEK 9
10.20
MEXICAN AMERICAN – HONDURAS AND MEXICO
Enrique’s Journey - Sonia Nazario
The Boy Left Behind, Seeking Mercy. . .pp 3-60
10.22
Enrique’s Journey – Facing the Beast, Gifts and Faith. . .pp 61-135
10.24
Enrique’s Journey – On the Border, A Dark River, The Girl Left Behind
. . .pp 137-240
WEEK 10
0.27
Film: La misma luna clips shown in class
10.29
La misma luna clips shown in class
10.31
RECAP: Enrique’s Journey and Luna
WEEK 11
11.3
DOMINICAN
Brief and Wondrous World of Oscar Wao – Junot Díaz
11.5
Oscar Wao
11.7
Oscar Wao
WEEK 12
11.10
FILM - Raising Victor Vargas clips shown in class
11.12
Raising Victor Vargas (cont’d) clips shown in class
11.13
RECAP: When I was Puerto Rican and Raising Victor Vargas
WEEK 13
11.17
Workshop –Student Presentations
11.19
Student Presentations (cont’d)
11.21
Student Presentations (cont’d)
WEEK 14
11.24
Student Presentations (cont’d)
11.26
Student Presentations (cont’d)
11.27–28
Thanksgiving Break
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WEEK 15
12.1
Workshop – Prepare Student Final Papers
12.3
Open
12.5
Open
WEEK 16
12.8
Final Class
12.10
Reading Day
Final Paper
It is very important that you read and understand the following:
ACADEMIC DISHONESTY!
In the “Student Academic Integrity Policy” manual, ASU defines “’Plagiarism” [as] using another's
words, ideas, materials or work without properly acknowledging and documenting the source.
Students are responsible for knowing the rules governing the use of another's work or materials
and for acknowledging and documenting the source appropriately.” You can find this definition at:
http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm#definitions
Academic dishonesty, including inappropriate collaboration, will not be tolerated. There are severe
sanctions for cheating, plagiarizing and any other form of dishonesty.
DISCLAIMER:
PLEASE BE ADVISED THAT THE CLASS READINGS MAY CONTAIN MATERIAL THAT
CHALLENGE YOUR RELIGIOUS, SEXUAL, RACIAL, AND POLITICAL MORES.