University of Wisconsin-Whitewater
Curriculum Proposal Form #4
Change in or Deletion of an Existing Course
Type of Action (check all that apply)
Course Deletion
Course Revision
Description Change*
Title Change
Number Change
Contact Hour Change and or Credit Change
Grade Basis
Add Cross-listing
Requisite Change
Repeatability Change
Diversity Option
General Education Option
area: GH ***
Computer Requirement
Writing Requirement
Other:
* Use Form 5, if only a Description Change
*** Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2103 (Summer 2010)
Current/Old Course Number: ENGLISH 202
Cross-listing: RACEETH 202
New Course Number:
Cross-listing:
Current/Old Course Title:
Introduction to U.S. Latino Literature
New Course Title:
Introduction to U.S. Latino Literature
25-Character Abbreviation (if new title): Intro. to U.S. Lat. Lit.
Sponsor(s):
Pilar Melero
Department(s):
Languages and Literatures
College(s):
Letters and Sciences
List all programs that are affected by this change:
General Studies
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Revised 10/02
Yes
They will be submitted in the future
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Proposal Information:
(Procedures can be found at http://acadaff.uww.edu/Handbook/Procedures-Form4.htm)
I.
Detailed explanation of changes (use FROM/TO format)
There is one change
1. FROM a Diversity course
TO a Diversity and General Studies course
II.
Justification for action: I have added the General Studies (humanities) component to
make the course, which is already a diversity course, available to more students. The
course addresses most of the General Education objectives:
1. By examining the literature of Latinos in the U.S. in its historical context, the students
learn to think critically and analytically about a U.S. Latino culture and literature usually
underrepresented in mainstream English courses, integrate and synthesize historical
knowledge, and draw conclusions from complex information about the history and
literature of Latinos in the U.S.
2. By learning about U.S. Latino literature, students will make sound ethical and value
judgments based on the development of a personal value system, on an understanding of
the cultural heritage students share, but that has been understudied in mainstream
English courses. Also, by taking a close look at the history and literature of U.S. Latinos,
the students will gain a knowledge of past successes, failures, and consequences of
individual roles and societal choices.
3. By engaging in the study of U.S. Latino literature and history, students will understand
and appreciate the cultures of the U.S.A. and other countries, both contemporary and
historical; appreciate cultural diversity; and live responsibly in an interdependent world.
4. By analyzing U.S. Latino literature students will acquire the capacity to expand that base
over their lifetime by understanding the way that knowledge is generated, organized,
tested, and modified, while recognizing the past and current limits to understanding.
5. Students in U.S. Latino literature will engage in educated and guided discussions of the
literature and produce written papers examining what they have read. Hence, they will
communicate effectively in written, oral, and symbolic form with an appreciation of
aesthetic and logical considerations in conveying ideas.
6. Students will be exposed to literature, theatre, and film in the U.S. Latino literature class,
thus they will get an opportunity to appreciate the importance of the fine and performing
arts.
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III.
Syllabus/outline (if course Revision). This is NOT a course revision, but I am attaching an
updated syllabus with a week/by/week schedule:
U.S. Latino Literature
Spring 2009
(Tentative Calendar)
Dr. Melero
I.UNDERSTANDING THE ROOTS OF LATINO LITERATURE IN THE U.S.
January 21:
 Read: Introduction, Herencia, pp. 1-321
 The Intricacies of Perspective
 Defining Latino, handout
January 28:
 Latino Realities in the U.S. Read: Pat Mora, Bilingual Blues, and Where You From
(handouts); Made in Texas (in D2L)
 Timeline of Latino Historical and Cultural Events, handout
II. NATIVE LITERATURE
February 4:

The Narrative of Protest
Read: Rodolfo “Corky” González, I am Joaquín (Yo soy Joaquín), 195
Read: Pedro Pietri, Puerto Rican Obituary, 212
February 11 and February 18:
 Identity
Read the following:
Piri Thomas, Down These Mean Streets, 234
Miguel Piñeiro, A Lower East Side Poem, 238
Aurora Levins Morales, Ending Poem, 268
Tato Laviera, AmeRícan, 27 (U.S. Latino, handout)
Carolina Hospital, The Hyphenated Man, 24 (U.S. Latino, handout)
Tino Villanueva, Chicano Dropout, 38 (U.S. Latino, handout)
Martín Espada, Revolutionary Spanish Lesson, 130 (U.S. Latino, handout)
Gloria Anzaldúa, How to Tame a Wild Tongue, 254
February 25:
 Gender, Color and other etcéteras
Read:
Nelly Rosario, On Becoming, 64 (U.S. Latino, handout)
Verónica Chambers, Secret Latina at Large, 38 (U.S. Latino; handout)
Cherríe Moraga, La Güera, 247
Judith Ortiz Coffer, The Story of My Body, 546 (Latino Boom, handout)
1
UNLESS otherwise noted, all readings are from Herencia. The Anthology of Hispanic Literature in the United
States
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THE LITERATURE OF IMMIGRATION
March 4
 Encounters with the Modern City:
Salomón de la Selva, A Song for Wall Street, The Secret, 352
 Negotiating New Realities
Anonymous, The Dishwasher, The Deportee, 379
Junot Díaz, No Face, 417
Mario Bancastro, Odyssey to the North, 421
March 11
 Early Perspectives on Class and Gender
Read:
Luisa Capetillo, How Poor Women Prostitute Themselves, 432
María Luisa Garza, The Intelligent Woman, 434
Jesús Colón, The Flapper (La Flapper), 441
 Cultural [Dis]Junctures
Read:
Jesús Colón, Kilping and I, 470
Roberto Fernández, Miracle on Eight and Twelfth, 473
Dolores Prida, The Herb Shop, 476
March 18
 The [Dis]located Self
Julia de Burgos, I was my Own Route, 488
Virgil Suárez, Spared Angola, 496
Cristina García, Matrix Light, 503
Carolina Hospital, Finding Home, 101 (Latino Boom, handout)
Judith Ortiz Coffer, The Latin Deli: An Ars Poética, 105 (Latino Boom, handout)
THE LITERATURE OF EXILE
April 1 and April 15:
 Cuba:
Cristina García, unpublished essay (handout)
Gustavo Pérez-Firmat, Next Year in Cuba (book)
April 22:
Balseros
April 29:
 Others:
Marjorie Agosín, United States, 120 (U.S. Latino, handout)
Claribel Alegría, Nocturnal Visits, 121 (U.S. Latino, handout)
Isaac Goldemberg, Self-Portrait, 139 (U.S. Latino, handout)
Victor Montejo, The Dog, 131(U.S. Latino, handout)
Alicia Partnoy, The One Flower Slippers from The Little School, 161 (U.S. Latino, handout)
Claribel Alegría, The Politics of Exile, 166 (U.S. Latino, handout)
April 29-May 6
FINAL WORDS
Julia Álvarez, How the García Girls Lost their A
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