Chabot College
Fall 2002
Replaced Fall 2010
Course Outline for English 22
MEXICAN AMERICAN/LATINO LITERATURE OF THE U.S.
Catalog Description:
22 - Mexican American/Latino Literature of the U.S.
3 units
Introduction to literary works in fiction, poetry, drama and the essay which are concerned with the
Mexican-American/Latino cultural experience. Analysis of literature in the context of the historical growth
of Mexican American/Latino identity in the United States in the 19th and 20th centuries. Strongly
recommended: Eligibility for English 1A. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1. demonstrate familiarity with and explain a critical perspective on the varied achievements in
imaginative literature by Mexican American/Latino writers;
2. analyze literary works in relation to their historical and cultural contexts with particular attention to
identifying unstated premises and hidden assumptions;
3. demonstrate knowledge of the structures of the works studied and analyze them in terms of such
literary components as plot, character, tone, style, and figurative uses of language (such as
metaphor, irony, paradox, symbol);
4. contrast the diversity of the works while comparing their treatment of common themes, such as the
cultural importance of ritual and magic or the challenges of creating a bilingual art form;
5. critically evaluate distinctive elements of Mexican American/Latino literature (such as various ways
the literature combines traditional cultural myths, values and practices with the concerns and
dilemmas of living in modern America) while drawing and justifying inferences about the literary
works based on these elements;
6. demonstrate understanding of the particular contributions of Mexican American/Latino writers to
American history and contemporary American culture;
7. evaluate arguments in literary criticism and related nonfiction in terms of fairness, accuracy,
completeness, and effectiveness;
8. write a research paper on a literary topic.
Course Content:
1. Critical reading of a representative sample of literary works including poetry, drama, essays, short
stories, and novels
2. Analysis of supplemental readings giving historical, cultural and critical contexts for the works studied
3. Critical viewing of media relevant to the historical and cultural milieu of the works studied
4. Writing of several papers, including a research paper, involving a critical
analysis of thematic or structural aspects of the works considered
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture
Large and small group discussion
Student presentations
Multimedia
Guest lectures by writers and critics, when possible
Chabot College
Course Outline for English 22
Page 2
Fall 2002
6. Field trips to visit museums, to attend plays, readings and other performances, when possible.
Typical Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Research critical reactions to the novel Pocho. What controversies emerge?
b. With members of your small group, prepare a presentation of the one-act play Soldado Razo to
present to the class.
2. Methods of Evaluating Student Progress
a. Short critical papers
b. One long critical paper or research project
c. Journal writings
d. Oral presentations
e. Quizzes and exams, including a final examination
f. Participation in small and large group discussion
Textbook(s): (Typical):
Mexican American Literature, ed. Charles Tatum, Harcourt Brace Pub., 1990
Bless Me, Ultima, Rodolfo Anaya, Tonatiuh-Quinto Sol International, 1989
Woman Hollering Creek, Sandra Cisneros, Vintage Pub., 1991
Pocho, Jose Antonio Villarreal, Doubleday Pub., 1970
Working in the Dark, Jimmy Santiago Baca, Red Crane Books, 1992
After Atzlan, ed, Ray Gonzalez, Godine Pub., 1992
Early Works, Luis Valdez, Arte Publico Press, 1990
Special Student Materials:
None
dk 11/01/01
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