ENG422: Topics in Multiethnic American Literature—The Harlem Renaissance
TR 2:10-3:25 p.m. Pawling Hall 301
Syllabus and Daily Schedule Spring 2011
Instructor:
Office:
Phone:
Dr. Kristin Czarnecki
Pawling 110
(502) 863-8132
Office Hours: M 2-4, T 1-2, R 4-5 and by appointment
Email:
kristin_czarnecki@georgetowncollege.edu
Mailbox:
#339
Course Description
This course will focus on the fiction, poetry, drama, essays, and journalism of the Harlem Renaissance,
the extraordinary period of African American literary and artistic achievement in the 1920s and 1930s
(although there are varying accounts of the time frame)—occurring across the country but flowering most
prominently in New York City’s Harlem neighborhood. We will read works by the era’s brightest literary
stars, including Zora Neale Hurston, Langston Hughes, W.E.B. Du Bois, Nella Larsen, and Jean Toomer,
and address important historical, cultural, social, and political concerns of the time, particularly concerning
race and gender. We will also explore the dynamics of literary “groups” along with the period’s influences
on contemporary culture, including Toni Morrison’s 1992 novel, Jazz, inspired by Harlem Renaissance
events.
Course Objectives and Outcomes: The student who successfully completes this course will
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demonstrate a core knowledge of Harlem Renaissance texts in exams, papers, and class
discussion
understand the historical and cultural contexts of the period known as the Harlem Renaissance
use the written word to communicate clearly, effectively, accurately, logically, and gracefully, as
made evident in papers and essay exams
show in paper conferences and in completed written work the ability to speak and write effectively
on literary issues
apply analytical reasoning to Harlem Renaissance texts, as demonstrated through class
discussions, papers, and exams
apply research and documentation skills to papers on aspects of the Harlem Renaissance
Required Texts
Hurston, Zora Neale. Their Eyes Were Watching God. 1937. New York: Harper Perennial, 2006.
Larsen, Nella. Passing. 1929. New York: Norton (Norton Critical Edition).
Morrison, Toni. Jazz. 1992. New York: Vintage, 2004.
Patton, Venetria, and Maureen Honey, eds. Double-Take: A Revisionist Harlem Renaissance Anthology.
New Brunswick: Rutgers, 2001.
Toomer, Jean. Cane. 1923. New York: Norton, 1987 (Norton Critical Edition).
This course carries a Cultural Awareness at Home Flag designation.
Course Requirements
Participation: This course entails a great deal of steady reading throughout the semester. In order to do
well in the course, you must keep up with the reading, arrive to class on time, and be fully prepared each
day to listen, think, evaluate, question, and respond. The quality of your class participation is always the
most significant factor when you are between two grades. I will be happy to work with you and help
you—with assignments, with difficult readings, with the concepts crucial to the course, and with the skills
taught and presupposed in this class. Note: “Participation” entails more than showing up for class; it
involves constant, active, vocal engagement with course materials. Another Note: You may bring drinks
to class, but no food, please.
Reading Responses: Once a week (except when noted), you will post a response to the day’s reading
on Moodle. Responses should be at least several paragraphs long; that is, you must elaborate on
ideas—with examples or quotations from the reading, for instance—and develop your thoughts in a
detailed manner. For your responses/ questions, you could:
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consider/ask about what you see as the reading’s significant images and themes, OR
consider/ask about a plausible interpretation of an ambiguous section/image/theme, pointing out
specific lines or sections that support your ideas, OR
relate the text to contemporary issues or events, or to another work we have read, AND
write at least two questions for class discussion.
Responses and questions should encourage rigorous intellectual conversation and/or debate yet remain
cordial and respectful. You will need to read and think about each other’s responses/questions
before class meets so that you come to class as fully prepared as possible. Feel free to respond and
get the conversation going on Moodle, too. Note: Every day, whether you post a response or not, you are
responsible for reading the assignment closely and preparing to discuss it in class.
Panel/Group Presentation: With a group of classmates, you will give a panel presentation (about an
hour) that enlarges upon our primary course materials, offering further information and insights into the
writers and works we cover in class.
Panel Preparation: As a group, select your author/reading/topic. Then, each panel member is to
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Locate a critical or theoretical article on your topic
Contact each other about your article to make sure there is not too much overlap
Write a two- to three-page summary and response paper; that is, briefly summarize the article
and then explain how it leads to a greater understanding of the topic
Prepare two discussion questions for the class
Panel Presentation: Each panel member will
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Read his or her write-up aloud to the class
Provide discussion questions and lead discussion
Discuss as a group how the different critical perspectives work together
You will hand in your write-ups, and the group as a whole will receive a grade based on the write-ups and
presentation. I will provide more detailed guidelines later in the semester.
Essays: You will write two essays. One will be a six- to eight-page analysis of the topics and works
under discussion. You could write about a theme, image, or character in a novel, a couple of comparable
essays, an essay that seems to work well with a short story, etc. The goal is to devote attention to a
specific aspect, concept, or detail of a specific work that intrigued, troubled, confused, or delighted you.
You will also explain how a close reading of the work(s) enhances your understanding of the Harlem
Renaissance. The other will be a ten- to 12-page research essay on a topic relevant to our course that
engages in some way with the larger critical/ theoretical issues we will be discussing throughout the
semester. You must have your topic approved by me. You will work on the essay in stages and present
your work to the class. Relevant due dates are on the syllabus, and you will receive an assignment
sheet well in advance with specific instructions and guidelines.
NOTE: All writing assignments are due in class on the assigned day; I will not accept emailed work or late
work unless there is a demonstrable emergency.
Mid-Term and Final Exam: There will be an in-class mid-term exam and a final exam; dates are noted
on the syllabus.
Quizzes: Be prepared for frequent quizzes. Some will be factual, designed to help you see the level of
detail and retention necessary to work with these texts. Others will be short essays to model the sort of
questions you might ask yourself as you read on your own. Quizzes invite you into the ongoing activity of
speculating, making connections, and thinking through significant issues. Quiz questions can also serve
as springboards for essay topics. Missed quizzes cannot be made up.
Attendance: You are allowed three absences in case of illness or emergencies. If you miss a class,
contact me or a classmate immediately to see what you missed. For every absence over the three
allowed, your participation grade will suffer, and excessive absences, regardless of reason, may
necessitate your withdrawal from the class.
Moodle: Our class will have a Moodle site where I will post the syllabus and other documents, set up
discussion forums, suggest web resources to go along with course materials, administer quizzes, send
emails to the entire class, and provide space and sometimes prompts for conversational threads. Please
check Moodle regularly (several times a week) for any new postings or prompts.
Academic Honesty: Academic Honesty is governed by the Georgetown College Honor Code. According
to the Georgetown College Student Handbook, Honor Code infractions include cheating, stealing, and
lying in relation to academic matters. I will address any infractions using the procedures outlined in the
Handbook. If you violate the Honor Code, you will fail the assignment in question and could fail the class
as well.
Grade Breakdown:
Essay 1
Panel Presentation
Essay 2
Mid-Term Exam
Final Exam
Reading Responses
Quizzes
Participation
15%
10%
20%
15%
20%
10%
5%
5%
A 93-100 points; A/B 88-92; B 83-87; B/C 78-82; C 72-77; D 63-71; F 62 and below.
GPA scale: A = 4; A/B = 3.5; B = 3; B/C = 2.5; C = 2; D = 1; F is 0.
Spring 2011 Daily Schedule
All readings except for the novels are in Double-Take: A Revisionist
Harlem Renaissance Anthology. Please read all author introductions.
The schedule is subject to change.
Week One
T 1/18
Th 1/20
Week Two
T 1/25
Th 1/27
Week Three
T 2/1
Course introduction; review syllabus and schedule.
Non-fiction Prose/Manifestos: Alain Locke, “The New Negro” (3-6); William Stanley
Braithwaite, “The Negro in American Literature” (10-16); Brenda Ray Moryck, “A Point
of View: An Opportunity Dinner Reaction” (28-35).
George S. Schuyler, “The Negro-Art Hokum” (36-9); Langston Hughes, “The Negro Artist
and the Racial Mountain” (40-4); W.E.B. Du Bois, “Criteria of Negro Art” (47-51); and
Jessie Redmon Fauset, “Impressions of the Second Pan-African Congress” (75-82).
Essays by Elise Johnson McDougald, Marita O. Bonner, Alice Dunbar-Nelson, and
Marion Vera Cuthbert (103-20).
All poems by Georgia Douglas Johnson (152-8), Angelina Weld Grimke (170-4), and
Claude McKay (271-77).
Th 2/3
All poems by Langston Hughes (458-69) and Countee Cullen (554-62).
Week Four
T 2/8
Toomer, Cane, “Karintha-Prayer” (3-70).
Th 2/10
Week Five
T 2/15
Finish Cane; also read one article from the “Contemporary Criticism” and one from the
“More Recent Criticism” section of the book, and prepare to discuss them. Print and
bring Essay One assignment.
Read Grimke, “Goldie” (174-88); Zora Neale Hurston (322-4), “Sweat” (329-38); Rudolph
Fisher (386-7), “City of Refuge” (388-99); and Wallace Thurman (520-1), “Emma Lou”
(526-37).
Th 2/17
Panel Presentation
Week Six
T 2/22
Larsen, Passing: Editor’s Introduction (ix-xxvii) and Part One: Encounter (5-35).
Th 2/24
Finish Passing. Read critical article.
Week Seven
T 3/1
Bring two copies of essay draft. Peer review.
Th 3/3
Langston Hughes, Mulatto: A Tragedy of the Deep South (476-505).
Week Eight
M 3/7
Essay One Due to my Office by 3:00 p.m.
T 3/8
Review for mid-term exam.
Th 3/10
Mid-term Exam.
Week Nine
Spring Break 
Week Ten
T 3/22
See Moodle for jazz music assignment.
Th 3/24
Watch Zora Neale Hurston Jump at the Sun DVD.
Week Eleven
T 3/29
Hurston, begin Their Eyes Were Watching God (Chapters 1-6). Final date to drop a
course without a grade, change a course to P/F, or audit a course
Th 3/31
Continue Their Eyes Were Watching God (Chapters 7-15).
F 4/1
Research paper topic selection write-up due by 3:00 p.m.
Week Twelve
T 4/5
Finish Their Eyes Were Watching God
Th 4/7
Panel Presentation
Week Thirteen
T 4/12
Morrison, Jazz
W 4/13
Final date to drop a course WP/WF
Th 4/14
Morrison, Jazz
F 4/15
Research paper annotated bibliography due by 3:00 p.m.
Week Fourteen
T 4/19
Finish Jazz.
Th 4/21
Paper Conferences—No Class.
Week Fifteen
T 4/26
Research Paper Presentations
Th 4/28
Research Paper Presentations
Week Sixteen
T 5/3
Research paper due. Review for Final Exam.
Final Exam:
Tuesday, May 10 from 3:00-5:00 p.m.