Eng 259, World Literature
Spring 2013
Online
Dr. Deborah Hodgkins
301 Normal Hall
768-9423
Office Hours: MW 10:00-11:30
and by appointment
deborah.hodgkins@umpi.edu
Required Texts: Heart of Darkness (and the Congo Diaries), Joseph Conrad (also
available online)
Things Fall Apart, Chinua Achebe
The God of Small Things, Arundhati Roy
Other readings will be provided on Blackboard
Recommended: Prentice Hall Reference Guide to Grammar and Usage, Muriel Harris,
8/e.
Colonialism and Postcolonial Perspectives
This course is intended to be neither a comprehensive nor chronological overview of
world literature—indeed, that would certainly not be possible! It is intended, however, to
introduce you to a range of literary styles, approaches, and subject matter from a variety
of nations outside or subjected to the Anglo-American tradition. Many of the texts we
will explore—from Africa, India, South America, Central America, Mexico and the
Caribbean—are “postcolonial” works, meaning they are written by authors from nations
formerly colonized by the British, Spanish, French, German, Dutch, and Americans.
The term “postcolonial” perhaps needs clarification—and we’ll be working towards
understanding and clarifying that term over the course of the semester. Leela Gandhi, a
prominent scholar of Indian literature, notes that “postcolonialism can be seen as a
theoretical resistance to the mystifying amnesia of the colonial aftermath. It is a
disciplinary project devoted to the academic task of revisiting, remembering and,
crucially, interrogating the colonial past. The process of returning to the colonial scene
discloses a relationship of reciprocal antagonism and desire between coloniser and
colonised.” Many of the texts we’ll encounter document the often torturous and
treacherous condition of postcolonial life: the uncertainty of identity, nationality, history,
and subjectivity itself.
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Topics we will address include: defining—and examining the limits of—the postcolonial
condition; colonization and decolonization; writing in the colonizer’s language; the
effects of political, religious, and gender relations upon the postcolonial subject. We will
begin the course by covering some basic literary (as well as extra-literary) concerns, ones
which we will subsequently revisit over the course of the semester:
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what do we mean by the term “postcolonial” and what is the relevance of examining
literature from such a perspective?
what does the “Third World” mean and why do critics continue to employ the term?
how have the concepts and power relations incorporated in such terms influenced the
author's(and his or her society's) sense of identity?
how closely does literature reflect the political and social beliefs not only of its author
but also of the culture that produces it?
can we understand literature without knowing something about the history, politics,
cultural beliefs, and philosophies of those who write it?
how can an understanding of such issues germane to another's culture subsequently
enrich our understanding of ourselves: our values, beliefs, prejudices, biases, and
anxieties?
Class meetings will focus primarily on student-centered discussions supplemented by
some brief lectures from the instructor. To make this kind of discussion-centered course
work, members of the class must complete the readings and be willing to contribute
frequently to discussions. Therefore, all members of the class are expected to have
completed the readings by their scheduled discussion date, or, in the case of a longer
work, to have completed the entire text by the first session devoted to a particular work.
Any exceptions will be noted on the Blackboard Discussion Board forums.
Note: I wish to acknowledge my indebtedness to Ray Rice, as many elements of this
syllabus draw from his own.
Campus Resource: The UMPI Writing Center
Located on the first floor of South Hall, the writing center offers one-on-one
consultations for writers at all levels of course work, at all stages of the writing process.
See https://umpi.mywconline.com to register and schedule a live appointment in the
writing center. For more information you can also check out our web page:
http://www.umpi.edu/academics/english/writing-center.
Students distant from campus may contact me about how to access our services
asynchronously via Blackboard.
Online Writing Resource: Access the Purdue University OWL pages at
http://owl.english.purdue.edu/handouts/research/r_mla.html for information addressing a
number of writing issues, and particularly MLA style for citations of sources.
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Library Databases and Resources:
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MLA International Bibliography
Academic Search Premier
Literature Resource Center
Course Requirements
I have designed this course as a seminar in which discussion is central. I will post lecture
notes and pose questions, but your thoughtful responses to the readings, lectures, and
questions are essential to a rich, engaging discussion. The active participation of each one
of us in this discussion will be the key to a successful course.
All reading should be finished before you post. All written responses should be critical
and analytical rather than merely summative. All formal essays should scrupulously
follow the rules of academic writing, particularly MLA format.
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Reading Responses/Discussion on Black Board Discussion Board. Two weekly
reading response post of a minimum of 300 words each.
Midterm Essay (4-5 pages)
Research Essay (7-9 pages).
All writing assignments submitted in class must be typed, with pages (except the first
page) numbered and stapled. Assignments turned in after the class in which they are due
will be marked late.
I expect each formal essay to be informed by work with secondary sources—1-2 sources
for the midterm essay (which in some cases may be confined to critical sources provided
as part of course material), and 3-5 sources for the Research Essay (at least 2 of which
must be from books and/or peer reviewed professional journals external to class
materials). Work with library resources—URSUS, Indexes and Databases, particularly
MLA—and online sources that you have been able to properly evaluate as legitimate and
authoritative by consulting with me before using them in your essays.
Blackboard. All students are required to log on to the course's “Blackboard” page,
found at http://www.courses.maine.edu. Please see
http://www.learn.maine.edu/crs/bb5_guide.html for current login info – if you have not
already done so, you must activate your UMaine System email account before you can
enter Blackboard. For further information, see the Quick Guide at
http://www.learn.maine.edu/crs/bb5_guide.html. This site will primarily be used for
posting responses and queries to other students. See below for further information. Any
readings required for this course that are not mandatory purchases will also be posted on
this site, either as downloads or links to web pages.
Blackboard will be our primary tool for discussion and communication (both for things I
send to you as well as those things you send to me and each other). Therefore, it is
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imperative that you check Blackboard regularly (no less than twice per week, but I would
suggest doing so more frequently) and post frequently. I will try to post responses and
comments as often as possible. Emails to the group will be sent via Blackboard, so it is
essential that you check your maine.edu email regularly.
Blackboard Discussion Forums. I will post lecture notes addressing materials under
discussion and a forum for the discussion board by the Sunday evening (at the latest)
before discussion “opens” for scheduled readings each week. Thus, Blackboard
discussion of scheduled readings will commence each Monday morning (with some
exceptions); my notes or links to other material will be made available no later than the
evening before.
A Suggestion for Reading and Responding:
1. Read all of the assigned readings for the weekly period (or half week unit if
reading is divided into two units for the week.
2. Read the lecture notes (and/or links) posted for that period in the “Assignment”
folder for that week.
3. Post your Blackboard responses to the texts and each others’ postings.
Weekly Discussion Forum Responses. Critical and reflective responses, sometimes
directed and sometimes open, to issues and ideas encountered during reading and
discussion. Students must post a minimum of two responses (of approximately 300
words or more for each) per weekly discussion forum. First postings must be made
within three days after a discussion forum becomes “active,” although students may
continue to post in any thread over the course of the semester at any time. Students may
post both an original thread (minimum of 300 words) and respond to an existing thread
(posted earlier—or subsequently—by another student) to each assignment sequence; or
students may post two substantive response threads. Regardless, each posting must
include points of analysis and/or application of concepts. Students may make more than
two posts (there are no limits to postings), but I do not count “short” postings (of one or
two sentences) toward the length requirements. I do, however, strongly encourage you to
post as much and frequently as possible; you will be much more engaged in this course if
you do so, and your grade will indubitably reflect that fact. Ideally, these responses will
help form your thoughts for future assignments. I will comment on and/or respond to as
many posts as possible. I will assign a grade on a one to five scale (five being the highest)
for responses each week based on the criteria below.
Evaluation of Individual Thread Responses:
1. Responses must be made in a timely fashion.
2. Responses must demonstrate a careful and thoughtful reading of the
assigned writings.
3. In the course of each forum, each student is expected to respond to one or
more of the points raised by other students, saying more than "I agree" or
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"I disagree." Offer examples, additional arguments, counter-arguments,
comparisons, related ideas, comparisons, etc.
4. Contributions must not read like book reviews giving purely personal
reactions; they should focus on what you have learned or think you can
teach others about these texts.
5. Posts should act as the opening comments in an ongoing discussion, not
seeking to close off debate with the last word, but inviting responses. It is
perfectly legitimate to ask questions or ask for clarification of points you
don't understand.
6. Contributions should whenever possible bring in useful comparative
material from other readings, discussions with students, etc.
Evaluation of Responses to Peers’ Postings:
1. Students are expected to take part continuously in discussion by making
responses over the course of the week. In other words, don’t log in only
on Monday mornings or Sunday nights.
2. You must go beyond merely agreeing or disagreeing to make substantial
points.
3. Everyone must express themselves in civil language.
4. Posts should contribute to ongoing discussion, helping to develop ideas
and themes raised in the original posts. Whenever possible try to tie
together different viewpoints or make comparisons.
5. Reponses should not be made constantly to the same individual or small
group. Try to spread responses around. If challenging or difficult posts
have been made, try to respond to them rather than choosing easier ones.
Using Academic Search Complete and (especially!) MLA databases. Use of library
databases is essential to your longer essay. I will expect you to have several secondary
sources. Students have two resources for library services, both through the UMPI library
pages and the University College resource pages. To access the UMPI library
electronically, visit: http://www.umpi.edu/library . Students may contact Virginia
Fischer, the Reference Librarian, directly by phone at 768-9602 or via email at
virginia.fischer@umpi.edu. General contact information for the UMPI library can be
found at http://www.umpi.edu/library/directory. Students will need their ID number to
access databases or order and reserve texts. Remote access to University System
resources is available through www.learn.maine.edu/ocls. This allows you access to
(virtually) the same services provided at your “home” campus (through the Mariner
“Indexes and Databases”). With the increasing number of essays now available as “full
text” (as pdf or html files), you can often get immediate access (print off and/or
download) many sources through your database searches, without having to make
interlibrary loan requests. But plan all of this out in advance; give yourself at least a two
weeks’ head start in researching your sources for your longer critical essay, because
sources you may want or need may still be available only through interlibrary loan
requests.
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Evaluation of Critical Essays will include the following:
1. Topics should be finalized by dates stated on course schedule at the
latest. Ideally you will share your thinking toward a topic much sooner,
but I allow these late dates for topics to accommodate those wishing to
write on the later readings.
2. Students must regularly correspond with the professor about their
research, trying out ideas, asking questions, etc.
3. UMS library resources must be used; papers may not draw solely on Web
resources.
4. Papers must be written in standard formal English.
Grades
Blackboard Responses and Participation
Midterm Essay
Research Essay
40%
25%
35%
Attendance
On time contributions to the Discussion Board also stand for your attendance in the
course. If you are not participating, you are not attending. Non-attendance/participation in
the first two weeks from the course will cause you to be dropped from the course. Nonattendance/participation for three weeks after this period will result in an “L” grade for
having “left” the course unless there is time for you to withdraw.
Plagiarism
Plagiarism is the representation of another's words or ideas as one's own (see the
University of Maine at PI Student Academic Integrity Policy, which I will distribute).
Violations of academic integrity also include turning in work previously submitted in
other courses (so, in a sense, it is possible to plagiarize yourself). Students found to have
committed acts in violation of this policy will fail the assignment and often the course as
well, and may face additional university sanctions. Violations resulting in sanctions are
reported to the Dean of Students.
Not all examples of plagiarism in student work are intentional, however. Students often
have difficulty learning to work well with source materials (especially materials on the
Internet), so please consult me any time you have a question. We can work together on
how to properly use quotations, to paraphrase and summarize ideas and arguments, and to
cite sources in your work. You may also work from writing you have done prior to this
course, as long as you show me the original piece and then develop new work.
Accommodations
The University of Maine at Presque Isle provides reasonable accommodations upon
request to qualified individuals with documented disabilities. Students with documented
disabilities have a right to ask for accommodations and are encouraged to talk directly
with the responsible faculty member, supervisor or other staff person to explore possible
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accommodations. For assistance with accommodations or academic support services,
contact Mary Kate Barbosa, Director of Student Support Services, South Hall, at 7689613 or by email at mary.barbosa@umpi.edu . A copy of the accommodations request
form can be found at http://www.umpi.edu/current-students/sss/disabilityservices/registration.
**Final Notes** If you have any questions or concerns at any time during this course,
please email me, call me, or if you are on campus, stop by my office. While our goal is
to do quality, serious work in this class, we should also enjoy the experience and our
participation in this online community. I’m here to do whatever I can to foster a positive
and intellectually rewarding experience for all.
So, What “Do I Do First?
1. Send me an email if you would like me to have an email address in addition to
your maine.edu account. Keep in mind that email to the group will go to
maine.edu addresses.
2. Log on to Blackboard at www.courses.maine.edu if you already haven’t done so.
3. Go to the ENG 370, Maine Writers course page.
4. On Discussion Board page, post to the Welcome Forum, which is basically an
introduction about yourself and expectations to the rest of the class (more
directions are posted under Welcome Forum).
5. Go to Assignments, download and/or print all of the material in the Week 1
Assignment folder.
6. By Wednesday of the first week of class post to the introduction forum. By the
following Sunday, post to the forum for the first readings. Remember not only to
submit a posting based upon your own responses to the readings, but to also
respond to another person’s posting (and you may definitely respond to multiple
postings, which I strongly recommend; the more you post, the better!).
7. Email or call me if you have any questions.
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Course Schedule
(subject to change)
Week 1
Jan 22-27
Introduction to course.
Literature and the Postcolonial Condition
Pablo Neruda (Chile): “The United Fruit Co.”
Rosario Castellanos: "Learning About Things" (Mexico)
(handout, on Blackboard)
Derek Walcott: "The Sea is History" and “A Far Cry from
Africa” (St. Lucia) (handout)
Robert Parker, Intro and chapter 10 on postcolonial theory
from How to Interpret Literature: Critical Theory for
Literary and Cultural Studies
Assorted readings from Bhabha, Fanon, Said, Spivak—we
will refer to these readings on post-colonial theory and
literary criticism throughout the class, so keep them handy!
Week 2
Jan 28-Feb 3
Colonialism and its Aftermath—Africa
Joseph Conrad, Heart of Darkness
Week 3
Feb 4-10
Joseph Conrad, Heart of Darkness
Chinua Achebe (Nigeria), “An Image of Africa: Racism in
Conrad's "Heart of Darkness" (handout)
Chinua Achebe (Nigeria), Things Fall Apart
Week 4
Feb 11-17
Achebe, Things Fall Apart
Week 5
February Vacation
Week 6
Feb 25-March 3
Kofi Awoonor (Ghana), “Night of My Blood”
Ngugi wa Thiong’o (Kenya), “The Return”
Wole Soyinka (Nigeria), “The Swamp Dwellers” (Drama,
Bessie Head (Botswana—and South Africa), “The
Collector of Treasures”
Nadine Gordimer (South Africa), “A Soldier’s Embrace”
Topic for Short Essay due
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Week 7
March 4-10
Yusef Idriss, “A House of Flesh”
Rifaat (Egypt), “Another Evening at the Club”
Nawal El Saadawi (Egypt), “A Modern Love Letter” and
“She Has No Place in Paradise”
Draft of Short Essay Due by end of day Saturday
Week 8
March 11-17
Colonial Narratives, Postcolonial Critiques, and
Fragmentation: India
Thomas Babington Macaulay on Education for India
(handout)
George Orwell: “Shooting an Elephant”
(http://www.onlineliterature.com/orwell/887/)
Rudyard Kipling (Britain), “The White Man’s Burden”
(http://www.wsu.edu/~wldciv/world_civ_reader/world_civ
_reader_2/kipling.html)
R. K. Narayan (India), “Gateman’s Gift”
Nissim Ezekiel (India), “Goodbye Partiss Pushpa T. S.”
Mahasweta Devi (India), “Breast-Giver”
Week 9
March 18-24
Arundhati Roy, The God of Small Things
Week 10 March 25-31
Arundhati Roy, The God of Small Things
Week 11 April 1-7
Revision of Short Essay Due by end of day Sunday
Spring Vacation
Week 12 April 8-14
Latin America and the Caribbean: “The Boom” and
Magical Realism
Jorge Luis Borges (Argentina), “The Intruder,” “The
Circular Ruins,” “Death and the Compass,” and “Borges
and I”
Background readings
Julio Cortazar (Argentina), “House Taken Over,”
“Azolotl,” and “The Night Face Up”
Week 13 April 15-21
Gabriel Garcia Marquez (Colombia), “Big Mama’s
Funeral”
G. Cabrera Infante (Cuba), from A View of Dawn in the
Tropics
Isabel Allende (Chile), “Phantom Palace”
Rosario Castellanos (Mexico), “Death of the Tiger”
Final date for approval of Topic for Final Essay
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Week 14 April 22-28
Writing, Protest, and Revolution
Nicolas Guillen (Cuba), “Can You?”
Manlio Argueta (El Salvador), “Microbus to San Salvador”
Pablo Neruda (Chile), “Poet’s Obligation” and selected
poems (handout)
Jamaica Kincaid (Antigua), “Girl”
Rigoberta Menchu (Guatemala), “The Death of Dona
Petrona Chona” (handout)
Week 15 April 29-May 5
Draft of Longer Researched Essay due by end of day
Saturday, April 27
Week 16 May 6-10
Derek Walcott (St. Lucia), “The Spoiler’s Return”
Background readings
Wrapping up.
Week 17 May 15
Final Draft of Longer Researched Essay Due by
midnight Wednesday, May 15