African American Literature
Fall 2011 – Richard Schur
Contact Information
336 Burnham Hall, Ext 6834, rschur@drury.edu
Office Hours: M 3-5, T 9-11:00, F 2-4 and by appointment
Course Description
This course will explore a wide range of African American literature, from the freedom narratives to
contemporary writing. We will also consider contemporary race relations, in particular whether we
live in a “post-racial” age as many periodicals announced after the election of Barack Obama as
president. The course material will likely challenge the assumptions, stereotypes, everyday practices
and social values of most students-regardless of his/her racial or ethnic identity. As a course that
satisfies part of the major requirements for an English degree and the Minorities and Indigenous
Culture (MIC) requirement for the Global Studies minor, we will engage in both literary and cultural
analysis. This course is reading-intensive and it moves at a lively pace! Please be aware that failing
behind in the reading will likely hurt your grade!
Course Objectives
1.
2.
3.
To understand how African American writing has contributed to conversations about freedom
and equality in American history and culture.
To improve student abilities in reading, analyzing, and writing about literature.
To identify the major trends in contemporary African American literary production.
Course Assignments
Participation ("A" participation is contributing twice/week minimum)
Freedom/Equality Paper (6-8 pages)
Book Review (3-4 pages)
Final Paper (8-10 pages)
20%
25%
20%
35%
Attendance
Students are expected to attend all class sessions. Students who miss 4 or more class sessions will
automatically receive an "F" for the course. (Students involved in sports, extra-curricular, or work
activities may petition by Sept 1, 2011 for a waiver from this policy, provided that they can identify
which sessions they will miss because of their activity).
Participation
This is a discussion intensive class. Students will be expected to speak, raise questions, complete
group projects, etc. every week. "A" level participation will meet this expectation by participating in a
reasonable mannera each week. "B" level participation would be evidenced by regular participation,
but perhaps not each week. "C" level participation is evidenced by occasional talking in class. "D" or
"F" grades are reserved for student who do not speak in class or speak infrequently. Students will
earn half their participation grade before mid-terms and the second half for the period that runs
from mid-terms until the end of the term.
Papers
All written work must be edited, spell-checked, and typed prior to being submitted. Because the
Drury community places a high value on academic integrity, plagiarism in any form is prohibited
and all sources (even for paraphrases and statistics) must be identified and cited properly.
Plagiarism, in any form, may be grounds for failing an assignment (or lowering a grade) and, if
repeated, failing the course. All instances of plagiarism will be documented and forwarded to the
Dean's Office. A first incident will result in a failing grade on the assignment. A second incident
may result in a failing grade for the course and expulsion from Drury.



a
Freedom/Equality Paper (6-8 pages) – This paper shall develop a thesis about how a several
(2 to 3) African American writers approach questions of freedom and equality in American
culture. For example, papers could examine how overt or explicit these themes are in the
texts or a paper could discuss how gender affects their approach to freedom or equality.
Another way a paper could approach the question is whether writers emphasize one term or
the other. When I grade this assignment, I will be evaluating (1) whether there is a clear
thesis; (2) how well the paper demonstrates the thesis; (3) whether the paper demonstrates
mastery over the 2 or 3 texts discussed; and (4) the use of citation and documentation. This
assignment will allow students to demonstrate progress on course objective one.
Book Review (3-4 pages) – This paper is a review of ONE text we have read and discussed.
(Students can write about any of the novels, short story collections, or plays we explore in
class). The paper should summarize the book completely, evaluate the book’s strengths and
weaknesses, and recommend who should read it and why. Because a book review should
convey a blend of description and informed judgment, I am less concerned with citation and
thesis development. Rather, I will be grading for style, grammar, and editing along with the
content-mentioned above. Here are a few samples (http://www.wcu.edu/20080422.pdf,
http://www.nytimes.com/pages/books/review/index.html,
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/the_tls/). This
assignment will allow students to demonstrate progress on course objective two.
Final Essay (8-10 pages) – This essay will constitute your final thoughts about the course
A "reasonable manner" means that the participation is on-topic, respectful, and indicates that the student has read the
assigned reading.
material. In particular, students will answer an important and ongoing question in the study
of African American literature: What is distinctively “African American” about African
American literature? In other words, how do the readings for this course (and beyond)
constitute a tradition? Is it based on shared historical experiences, cultural practices, literary
themes, or an overarching perspective or style? The essays must incorporate 4 to 5 sources
from the semester. I will evaluate the essays based on (1) thesis construction; (2) idea
development; (3) mastery of texts and historical periods; and (4) citation and documentation.
This paper must include some discussion of Apex Hides the Hurt.
Grading Scale
92% or higher
90 - 91.99%
88 - 89.99%
82 - 86.99%
80 - 81.99%
78 - 79.99%
A
AB+
B
BC+
72 - 76.99%
70 - 71.99%
68 - 69.99%
62 - 66.99%
60 - 61.99%
C
CD+
D
D-
A Note about Language
Given the course’s subject-matter, one of the first issues we will need to consider is how language
matters. While the writers we will be studying (not to mention many contemporary comedians and
hip-hop stars) may employ variants of the “N-word” and perhaps the words “colored” or “Negro” to
refer to a person or a group of people, we will NOT be employing these words in class discussions.
These words have histories and frequently invoke, intentionally or not, a history of racism. We can
and should explore this history and learn their multiple meanings and how they are used in
contemporary African American literature. However, we must do so in a way that is respectful to all
students. I am paraphrasing but Jay Z, for example, has stated repeatedly that white listeners should
not even sing the “N-word” when listening to his music.
Similarly, we will encounter various dialects (i.e. not “standard” English) over the semester. I urge
students to be extremely careful when using it. Language is kind of like a knife. In the hands of a
surgeon it can be used to heal wounds, but in other hands that same knife can result in serious
injury. Perhaps more than in any other class, you will need to choose your language carefully.
A Note about Being Open-Minded
Drury, for most of its history, has been an institution that has served mostly white students, hired
mostly white faculty, and thrived in a community (i.e. Springfield) that is overwhelmingly white.
Because most Drury students went to high school within 150 miles, the resulting campus culture has
tended to reinforce dominant white values, perspectives, and attitudes. Drury and the very dynamics
that shape this learning environment will be one of the subjects of this course! History and culture,
while influential and shaping our worldview, do not determine our consciousness. Students are free
to learn and develop their own ideas. To do that, however, we must take the time to read carefully,
listen to one another (especially those who were raised in different communities or with different
perspectives), and be willing to change. Studying the history of race in America can be confusing and
an emotional experience. Don’t be too surprised if you find yourself having surprising feelings or if
you notice classmates have an emotional experience to a particular reading or class discussion.
Of course, not all Drury students are white and many white students have nurtured friendships
across racial and ethnic lines. Also, American culture has become filled with African American voices
from Toni Morrison and Spike Lee to Dave Chappelle and Kanye West. It will be incumbent upon us
to place our experiences and friendships within the broader range of African American culture. We
should be ready to map majority and minority views and experiences WITHIN the African American
community. As within any community, we will learn that there are differing perspectives and major
conflicts. We should also consider how cross-racial communication (including our own discussions)
can change or alter how opinions get expressed and the intensity with which they are articulated.
The challenge here is to understand a particular person’s view or experience and how that individual
voice is related to the greater whole.
Statement Regarding Students with Disabilities
Drury University is committed to making reasonable efforts to assist individuals with a disability in
their efforts to avail themselves of services and programs offered by the University. Drury University
will provide reasonable accommodations for persons with documented qualifying disabilities. It is
the student’s responsibility to request accommodations.
To receive accommodations please contact Ed Derr in the Disability Support Services Office, Findlay
Student Center, room 1116, 417-873-7457, ederr@drury.edu.
Texts:
LeRoi Jones, Dutchman and the Slave.
Frederick Douglass, Narrative of the Life of Frederick Douglass.
Lorraine Hansberry, A Raisin in the Sun.
Frances Harper, Iola Leroy.
Langston Hughes, The Ways of White Folks.
James Weldon Johnson, Autobiography of an Ex-Coloured Man.
Alice Walker, The Color Purple.
Colson Whitehead, Apex Hides the Hurt.
COURSE CALENDAR
Aug 24 - Syllabus and Introductions
Aug 26 – Narrative, preface, intro, chaps 1-3
Aug 29 – Narrative, chaps 4-9
Aug 31 – Narrative, chap 10 – end
Sept 2 – Iola Leroy, chap 1-5
Sept 7 – Iola Leroy, chap 6-13
Sept 9 – Iola Leroy, chap 14-21
Sept 12 – Iola Leroy, chap 22-28
Sept 14 - Iola Leroy, chap 29-end
Sept 16 - Autobiography, 1-3
Sept 19 – Autobiography, 4-6
Sept 21 – Autobiography, 7-9
Sept 23 – Autobiography, 10- end
Sept 26 – Book Review or Freedom/Equality Paper Due
Sept 28 – Ways, Cora Unashamed & Slaves on the Block
Sept 30 – No Class (Rosh Hashanah)
Oct 3 – Ways, The Blues I’m Playing
Oct 5 – Ways, Poor Little Black Fellow
Oct 7 – Ways, Little Dog & Berry
Oct 10 – Raisin Act I
Oct 12 – Raisin Act II
Oct 14 – Raisin Act III
Oct 17 - TBA
Oct 19 – TBA
Oct 21 - Fall Break
Oct 24 - Dutchman
Oct 26 - Dutchman
Oct 28 – The Slave
Oct 31 – The Slave
Nov 2 – Color Purple 1-50
Nov 4 – Color Purple 51-99
Nov 7 – Color Purple 100-147
Nov 9 – Color Purple 148-191
Nov 11 – Color Purple 192-243
Nov 14 – Color Purple 244-288
Nov 16 Book Review or Freedom/Equality Paper Due
Nov 18 TBA
Nov 21 TBA
Nov 23-25 Thanksgiving Break
Nov 28 – Apex 1-53
Nov 30 – Apex 57-123
Dec 2 - Apex 123- 183
Dec 5 – Apex 187-212
Dec 7 - TBA
Dec 9 - TBA
Final Paper Due on Wednesday, December 14th at Noon.