English 692 B: Theme Studies in Literature: Ethnic Literature
Summer 2012
Second four-week session: July 2- July 27
Rarick Hall 360
8:30-10:45
Sharon Wilson
Rarick Hall 373
Office Hours:
M-TH 11:00-12:00
785-628-4285 (Voice Mail)
swilson@fhsu.edu
Texts:
Alexie, Sherman. Absolutely True Diary of a Part-Time Indian. Little Brown, 2009. ISBN: 139780316068208.
Anderson, Laurie Halse. Chains. Anthenneum Books, 2010. ISBN: 13-9781416905868.
Cisneros, Sandra. House on Mango Street. Vintage Press, 1991. ISBN: 13-9780679734772.
Edwardson, Debby Dahl. My Name is Not Easy .Marshall Cavendish, 2011. ISBN: 13-9780761459804.
Hosseni, Khaled. A Thousand Splendid Suns. Riverhead Trade, 2008. ISBN: 13-9781594483851.
Krivak, Andrew. The Sojourn. Bellevue Literary Press, 2011. ISBN: 13-9781934137345.
Johnson, Angela. The First Part Last. Simon and Schuster, 2010. ISBN: 13-9781442403437.
Kwok, Jean. Girl in Translation. Riverhead Trade, 2011. ISBN: 10-1594485151.
Lai, Thanhha. Inside Out and Back Again. HarperCollins, 2011. ISBN: 13-9780061962783.
Stratton, Alan. Chandra’s Secrets. Annick Press, 2004. ISBN: 13-9781550378344.
Zusak, Marcus. Book Thief. Alfred Knopf, 2007. ISBN: 13-9780375842209.
Required Readings:
I made some changes to the required reading list because two the books were only available on Kindle.
Course Description:
A study of short stories and novels as they illustrate the way in which a variety of U.S ethnic cultures
engage the dominant society and contribute to it while maintaining their cultural identities. This class will
teach students to read, understand, and appreciate the literary genres from diverse ethnic backgrounds
considered to be minority, such as, Native Americans, Hispanic Americans, Asian Americans, and Arab
Americans. This class will discuss major themes and concepts such as, individuation, the journey,
universal stages individuals undergo, conflicts, the influence of physical and social environment, and the
impact of religion, culture, and ethnicity in defining self. In addition, the class will consider the ways in
which history, myth, and imagination contribute to the formation of an identity. Finally, this class will
help students
 Read thoughtfully;
 Understand and practice the writing process;
 Expand their vocabulary;
 Develop oral communication skills;
 Develop an ability to enjoy reading literature from diverse cultures; and
 Develop a criteria on which to base the quality of ethnic literature they may assign in their
classrooms.
Objectives: The students will be able to accomplish the following:
 Develop and respond to rationales for using Ethnic Literature in their classrooms;
 Analyze and discuss several novels;
 Recognize, define and apply critical terminology of literary genres;
 Regard the U.S as a “mosaic” in which each culture/ethnic group retains it uniqueness while
adding to the richness of mainstream society;
 Define and distinguish between assimilation and acculturation;



Understand that while each work of literature from different ethnic groups has individual
characteristics traditionally associated with that ethnic group, it also shares common traits and
universal themes with works from other ethnic cultures;
Recognize and appreciate the contextual, transient nature of human values, morality, and
experiences as they occur in literature; and
Develop students’ abilities to analyze, interpret, and evaluate literature through discussions and
writing assignments.
Requirements:
 Read all texts closely, critically and be prepared to discuss them;
 Participate in small group discussions and a group report;
 Take two tests, one mid-term and one final; the tests will combine objective questions with at
least one essay;
 Write and orally present a “book talk” over a novel or series of short stories that focuses on a
particular ethnic group and adheres to one of the themes, issues, topics etc. , we discussed in
class. I will provide you with a Bibliography of potential novels and short stories you can discuss.
The dates for the book talks will be given once enrollment is finalized; and
 Construct a lesson plan, a major project, OR a multi-media project over one of the novels
assigned in the class. The novels you can select from include the following: The Sojourn,
Chandra’s Secrets, or Book Thief*
 *Models and explanations for written and oral requirements will be included within the packet of
information you receive on the first day of class.
Grade Distribution:
Class Participation
Book Talk
Tests
Major project
Class Schedule:
Week I
July
O2:
03:
20%
20%
30%
30%
04:
05:
06:
Meet and greet; discussion of House on Mango Street
Discussion:
Absolutely True Diary of a Part-Time Indian; schedule Book
Talks
No class, a holiday
Discussion:
Chains
Research Day
09:
10:
11:
12:
13:
Discussion:
My Name is Not Easy; Group assignments
Discussion:
A Thousand Splendid Suns
Discussion:
A Thousand Splendid Suns /Review for Mid-term test
Mid- Term Test
Research Day
16:
17:
18:
19:
Discussion:
Discussion:
Discussion:
Discussion:
23:
Group Discussions
Week II
July
Week III
July
Week IV:
July
The First Part Last/Group work on oral presentation
Inside Out and Back Again/Group work on oral presentation
Girl in Translation
Girl in Translation/ Group work on oral presentation
24:
25:
26:
27:
Group Presentations
Group Presentations
Final Exam
Evaluation and Research Day