Latino/Latin American Studies 285 and English 260/360 Mexican-American Literature
Laurence Musgrove, Department of English and Foreign Languages
Office: N416, Telephone: 298-3241, Email: musgrove@sxu.edu
General Course Description
Mexican-American Literature: a course on Mexican-American literatures written in English, with
special emphasis on contemporary writers and Mexican-American cultural influences.
Prerequisites: English 102 for 260 and English 207 for 360.
Learning Objectives
1. Analyze, interpret, and respond to a broad range of texts thoughtfully and critically.
2. Discuss various features of a work of literature (e.g. genre, theme, tone, structure,
imagery).
3. Write about literature using the conventions of critical discourse.
4. Understand historical, cultural, and biographical influences on literature.
5. Practice different theoretical approaches to literature.
6. Cultivate a deeper appreciation and enjoyment of literature
7. Understand and use the writing process to focus, organize, and develop ideas effectively.
8. Find, evaluate, and use information sources (library, technology).
9. Be more aware of the uses and abuses of language in society.
10. Understand how Mexican-American culture influences literary production.
Texts





Bless Me Ultima, a novel by Rudolfo Anaya
Brownsville, a collection of short stories by Oscar Casares
Borderlands/La Frontera, a poetic, cultural studies analysis by Gloria Anzaldua
Zoot Suit and Other Plays, a collection of three plays by Luis Valdez
My Father Was a Toltec, a collection of poetry by Ana Castillo
Assignments
 Resume
 Initial Learning Goals and Achievements
 Video Reflections
 Daily Learning Journal Responses
 Literary Analysis Essay
 Research Project for 360 Students
 Final Self-Evaluation
 Final Learning Goals and Achievements
Academic Honesty: All work composed for this class must be written exclusively for this class
and be your original work. You may of course receive assistance on your writing, but submitting
someone else’s work as your own or failing to acknowledge sources appropriately will be
grounds for plagiarism. Violations of academic honesty will result in failure. See your Student
Handbook for more on Academic Honesty.
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LS 285 and ENGL 260 Final Portfolio: Your grade for the course will be based entirely upon
the ingredients in your portfolio. You must save all of your graded work throughout the semester
and submit it in a manila folder at the end of the term. These ingredients and their point values
are listed below.
INGREDIENT
Resume
Initial Learning Goals and
Achievements
Average of 18 Learning
Journal Responses
Average of Video
Responses
Literary Analysis Essay
Final Self-Evaluation
Final Learning Goals and
Achievements
Total
Divide Total by 790
=Final Grade
POINTS
POINTS
POSSIBLE
EARNED
100
100
FACTOR
FACTOR TOTAL
TOTAL
X 10
1000
X 10
1000
100
X 200
20000
100
X 10
1000
100
100
100
X 500
X 50
X 10
50000
5000
1000
79000
360 Final Portfolio
INGREDIENT
Resume
Initial Learning Goals and
Achievements
Average of 18 Learning
Journal Responses
Average of Video
Responses
Literary Analysis Essay
Research Project
Final Self-Evaluation
Final Learning Goals and
Achievements
Total
Divide Total by 1790
=Final Grade
POINTS
POINTS
POSSIBLE
EARNED
100
100
FACTOR
FACTOR TOTAL
TOTAL
X 10
1000
X 10
1000
100
X 200
20000
100
X 10
1000
100
100
100
100
X 500
X1000
X 50
X 10
50000
100000
5000
1000
GRADE EQUIVALENCIES
Letter Grade Numerical Equivalent
A
100
B
88
C
78
D
68
F
58
179000
Grade Ranges
93-100
84-92
74-83
64-73
0-63
2
Tentative Schedule
Part One
Class Topic
Reading Assignment
Writing Assignment
Part Two
Class Topic
Reading Assignment
Writing Assignment
Part One
Class Topic
Mini-Lesson
Reading Assignment
Writing Assignment
Part Two
Class Topic
Mini-Lesson
Reading Assignment
Writing Assignment
Part One
Class Topic
Mini-Lesson
Reading Assignment
Writing Assignment
Part Two
Class Topic
Mini-Lesson
Reading Assignment
Writing Assignment
Part One
Class Topic
Reading Assignment
Writing Assignment
Part Two
Class Topic
Reading Assignment
Writing Assignment
Tuesday
June 14
Introductions, syllabus, schedule;
Defining Terms
June 14
What Happens When We Read;
Issues in Reading and Responding to
Literature;
Questions about Mexican-American
Literature
Thursday
June 16
Picturing Reading as a Process: The
Basics
Zoot Suit 7-16, 21-64
June 16
Video: Real Women Have Curves
June 21
Picturing Reading as a Process: The
Expanded Model
MLA Conventions
Zoot Suit, 65-94
Learning Journal 1; Video Response
1; RESUME DUE
June 21
June 23
What the Reader Brings
Analogies
Anaya, 1-53
Learning Journal 2; Video Response
2; Learning Achievements and Goals
Due
June 23
Video: Zoot Suit
Video: The Family
June 28
The World of the Text: Topic
Creating Titles
Anaya, 54-110
Learning Journal 3;
Video Response 3
June 28
The World of the Text: Form
June 30
The World of the Text: Author
Video: Rodriguez
Learning Journal 4
July 5
Kinds of Responses: Personal
Anaya, 185-228
Learning Journal 7;
Video Response 5
July 5
Kinds of Responses: Biographical
Video: Luis Rodriguez
Learning Journal 8
Video: Gary Soto
Learning Journal 6
July 7
Kinds of Responses: Historical
Anaya, 229-277
Learning Journal 9;
Video Response 6
July 7
Kinds of Responses: Cultural
Castillo: The Toltec
Learning Journal 10
Tuesday
Anaya, 111-184
Learning Journal 5;
Video Response 4
June 30
The World of the Text: Audience
Thursday
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Part One
Class Topic
Mini-Lesson
Reading Assignment
July 12
Kinds of Responses: Formal
July 14
Kinds of Responses: Topical
Anzaldua, Introduction and Preface 122, Interview 227
Writing Assignment
Learning Journal 11
Anzaldua, Towards a New
Consciousness 99-113; Ehecatl, The
Wind, 123-160
Learning Journal 13
Part Two
Class Topic
July 12
Kinds of Responses: Audience
Analysis
July 14
Kinds of Responses: Interpretive
Mini-Lesson
Reading Assignment
Writing Assignment
Part One
Class Topic
Castillo: La Heredera
Learning Journal 12
July 19
Kinds of Responses: Creative
Castillo: Ixtacihuatl Died In Vain
Learning Journal 14
July 21
Review: Checking with Other
Resources
Mini-Lesson
Reading Assignment
Anzaldua, 161-225
Casares, I Thought You and Me Were
Friends
Learning Journal 17
LITERARY ANALYSIS ESSAY
DRAFT 1 DUE
July 21
Review: Checking with Ourselves
Writing Assignment
Learning Journal 15
RESEARCH DRAFT 1
Part Two
Class Topic
Mini-Lesson
Reading Assignment
July 19
Kinds of Responses: Ethical
Writing Assignment
Part One
Class Topic
Mini-Lesson
Reading Assignment
Learning Journal 16
July 26
Review: Checking with the Text
Writing Assignment
Learning Journal 19
Part Two
Class Topic
Mini-Lesson
Reading Assignment
July 26
Review: Checking with Others
Writing Assignment
Castillo: In My Country
Casares, They Say He Was Lost
Castillo: Otro Canto; Five Random
Arrows
Learning Journal 20
4
Castillo: Women Are Not Roses; The
Invitation
Learning Journal 18
July 28
Casares, Don’t Believe Anything He
Tells You
Learning Journal 21
July 28
FINAL PORTFOLIO DUE
RESPONSE
READER
TEXT
REVIEW
5
Personal
Biographical
Historical
Cultural
Formal
Audience- Analysis
Topical
Interpretive
Creative
Ethical
Topic
Knowledge
Attitudes
Skills
Form
Author
Checking with Other Resources
Checking with Ourselves
Checking with the Text
Checking with Others
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Audience
Ten Response Strategies
Personal. When we focus on how the experiences described in the text remind us of experiences
we’ve had or people we know, we respond in a personal way to literature. As we are reading and
responding, our personal attitudes, knowledge, and experiences take over. In order to
concentrate on the ideas and memories that come to us, we sometimes unknowingly stop reading,
forgetting the text altogether. Nevertheless, if we limited our relationships with literature to
personal responses only, we would limit our experiences in literature dramatically. The study of
literature must go beyond expressing personal memories even though they are an important part
of the process. While these associations may bring us comfort, they don’t take us very far in our
study of literature because they don’t challenge us to go beyond first impressions and familiar
territory.
Biographical. When we focus our interests on the life of the author, we respond biographically.
To examine the life of the author and attempt to make connections between his or her life and the
events in the work is another very common strategy. However, to assume that every work is
autobiographical can unnecessarily interfere with our appreciation of the author’s creative power.
Historical. When we are interested in the historical contexts of the work, we respond
historically. Readers often investigate the connections between a story, poem, or play and the
historical events which may have inspired or influenced the work. Making these connections can
provide readers with a better understanding of both the historical events and the literary world the
author has created.
Cultural. Cultural responses occur when we consider how social contexts influence our
judgments about the cultural world of the text. Similar to a historical response, cultural
responses focus on the contexts out of which a text is produced. However, a cultural response
emphasizes societal norms, hierarchies of power, and human rights. For instance, when we are
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concerned about issues related to privilege, race/ethnicity, gender and sexuality, as well as
economic and social class, we may create responses that focus on cultural identity and difference.
Formal. When we investigate and respond to the composition of the poem, story, or play, we
respond formally. In such cases, we examine the meter, rhyme, and line length of a sonnet, or we
describe a story’s narrative perspective. We identify the characters, setting, action, plot structure,
and main conflicts in a novel. Formal responses are especially rewarding and pleasurable to us
when we can relate the form we’ve discovered to possible reasons why the author chose that
form. There’s no real value in identifying formal aspects of a work if we don’t explore their
potential effects upon readers.
Audience Analysis. When we imagine the audiences for which the author might have been
writing, we are engaged in audience analysis. In addition, when we study how different readers
respond differently to the same text or how readers have responded differently in different
historical periods to the same text, we are practicing a form of audience analysis.
Topical. Topical responses uncover topics or issues introduced by the text. Because literature
anthologies are often organized by theme, topical responses are another frequent mode of literary
analysis. When readers comment upon what the story or poem is “about,” they often refer to a
topic or theme.
Interpretive. When we imagine what the author intended us to believe or feel about the topics
in the text, we are responding interpretively. Attempting to understand what the author actually
intended by a story, poem, or play is difficult, perhaps impossible, and sometimes of no real
interest to the reader. Still, imagining the possible intentions of a literary work can lead us to
interesting discoveries about the work, ourselves, and potential audiences. Interpretive
responses also require that we offer evidence from the world of the text and our own lives to
support our claims. And again, we have to be careful in our search for interpretation that we
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don’t assume there can be only one “right” answer and it’s our task to find it. Reading and
responding to literature is a process of exploring possibilities.
Creative. Creative responses occur when we use another author’s language, style, characters, or
forms to create our own story, poem, or play, we are responding creatively. Many new works of
literature are influenced by earlier works. To write a sonnet in response to another sonnet is a
creative response. To write a screenplay version of a novel is another common creative strategy.
Ethical. When we imagine the value of the literary work to potential readers, we are reading
ethically. In other words, when we make judgments about what ideas, behaviors, or desires are
promoted by the work, we are concerned about the relationship between the reader and text, as
well as the kind of response the reader might have. Reading and responding ethically also occurs
when we think of other readers we want to share a poem, story, or play with because we think
they will find the work pleasurable or intriguing. Taking the responsibility to dedicate ourselves
to close and educated readings of literature is also reading ethically. That is, when we
acknowledge a literary work may have more to offer us than we know, and when we accept our
responsibilities in the ongoing process of reading and response, then we act ethically toward the
literary work.
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Are Chicanos the Same as Mexicans?
And Who are Hispanics?
Here is a “taxonomy" that may be a useful reference for this topic:
"Spanish people"
This term is used frequently in the United States to refer indiscriminately to any person that
speaks Spanish. As such, it is imprecise and often inappropriate in that it includes people from
more than two dozen countries, spanning all of the American continent, the Caribbean and Spain.
The term does apply specifically, however, as the proper name for the native people of Spain, and
for this reason it is as incorrect to use it to refer to any and all Spanish-speakers as the term
"English" would be to refer to citizens of New Zealand, Australia or the United States.
Hispanics
This term is often used to refer collectively to all Spanish-speakers. However, it specifically
connotes a lineage or cultural heritage related to Spain. As many millions of people who speak
Spanish are not of true Spanish descent (e.g., native Americans), and millions more live in Latin
America (cf., "Latino" below) yet do not speak Spanish or claim Spanish heritage (e.g.,
Brazilians) this term is incorrect as a collective name for all Spanish-speakers, and may actually
be cause for offense.
Latino
This term is used to refer to people originating from, or having a heritage related to, Latin
America, in recognition of the fact that this set of people is actually a superset of many
nationalities. Since the term "Latin" comes into use as the least common denominator for all
peoples of Latin America in recognition of the fact that some romance language (Spanish,
Portuguese, French) is the native tongue of the majority of Latin Americans, this term is widely
accepted by most. However, the term is not appropriate for the millions of native Americans who
inhabit the region.
Mexican
Specifically, the nationality of the inhabitants of Mexico. Therefore, the term is used
appropriately for Mexican citizens who visit or work in the United States, but it is insufficient to
designate those people who are citizens of the United States (they were born in the US or are
naturalized citizens of the US) who are of Mexican ancestry. The various terms used to properly
designate such people are described below, however, it is important to explain why these people
feel it is important to make such a distinction. US citizens who are troubled by this often point
out that most immigrants do not distinguish themselves by point of origin first, (i.e., GermanAmerican), but simply as "Americans" (another troublesome term, but we won't get detoured by
that here). Here are some reasons why many US citizens of Mexican extraction feel that it is
important to make the distinction:
*Not "Americans" by choice
A scant 150 years ago, approximately 50% of what was then Mexico was appropriated by the US
as spoils of war, and in a series of land "sales" that were coerced capitalizing on the US victory in
that war and Mexico's weak political and economic status. A sizable number of Mexican citizens
became citizens of the United States from one day to the next as a result, and the treaty declaring
the peace between the two countries recognized the rights of such people to their private
properties (as deeded by Mexican or Spanish colonial authorities), their own religion (Roman
10
Catholicism) and the right to speak and receive education in their own tongue (for the majority,
Spanish) [refer to the text of the treaty of Guadalupe-Hidalgo]. Therefore, the descendants of this
population continue to press for such rights, and many hold that theirs is a colonized land and
people in view of the fact that their territory and population was taken over by military force.
*Mexicans first, "Americans" second?
Another and more numerous class of US citizens of Mexican extraction are either descendants
of, or are themselves, people who conceive of themselves as temporarily displaced from Mexico
by economic circumstances. As opposed to the waves of European migrants who willingly left
their countries due to class and religious discrimination, and sought to make their lives anew in
the "new world" and never to return to the "old land," these displaced Mexicans typically
maintain strong family ties in Mexico (by visiting periodically, and by investing their incomes in
homes or kin in Mexico), and usually intend to return to Mexico provided they can become
economically secure. Therefore these people maintain and nurture their children in their
language, religion and customs.
However, There is great tension within this population between those of Mexican birth who
conceive of themselves as temporary guests in the US, and their descendants who are born in the
US, are acculturated with the norms of broader US society in public schools, and are not
motivated by the same ties that bind a migrant generation of Mexicans. This creates a classic
"niche" of descendants of immigrants who are full-fledged US citizens, but who typically do not
have access to all the rights and privileges of citizenship because of the strong cultural identity
imbued in them by their upbringing and the discriminatory reaction of the majority population
against a non-assimilated and easily identified subclass. This group of people feels a great need
to distinguish itself from both its US milieu and its Mexican "Mother Culture," which does not
typically welcome or accept "prodigals." This is truly a unique set of people, therefore, in that it
endures both strong ties and strong discrimination from both US and Mexican mainstream parent
cultures. The result has been the creation of a remarkable new culture that needs its own name
and identity.
Mexican-American
This term is commonly used to recognize US citizens who are descendants of Mexicans,
following the pattern sometimes used to identify the extraction of other ethnic Americans (e.g.,
"African-American). This term is acceptable to many Mexican descendants, but for those who do
not identify with a Mexican heritage, but rather with a Spanish heritage, it is unacceptable (cf.,
"Hispano," below). Also, for those who do not view themselves as "Americans" by choice, this
term is problematic, and for others the implication that the identity of the bearer is unresolved, or
in limbo, between two antipodal influences, belies their self-concept as a blend that supersedes
its origins and is stronger, richer and more dynamic than either of its cultural roots.
Hispano
This term is preferred by that subpopulation, located primarily in the US southwest, who identify
with the Spanish settlers of the area, and not with the Mexican settlers (specifically, the Creole
Spanish-Native American race). There is in fact an important number of these people located
along the Rio Grande Valley of New Mexico and in the northern Sangre de Cristo mountain
range of the same state. This group has been traditionally a very closed and conservative one, and
recent evidence provides important explanations for this: they seem to be descendants of
persecuted Jews who fled Spain during the 16th and 17th centuries and sought refuge in what
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were then the farthest reaches of the known world. They survived by minimizing their contact
with outsiders and by hiding or disguising their religious and cultural identities as much as
possible. Historical researchers call them "cryptic Jews."
Chicano
A relatively recent term that has been appropriated by many Mexican descendants as unique and
therefore reflective of their unique culture, though its first usage seems to have been
discriminatory. The most likely source of the word is traced to the 1930 and 40s period, when
poor, rural Mexicans, often native Americans, were imported to the US to provide cheap field
labor, under an agreement of the governments of both countries. The term seems to have come
into first use in the fields of California in derision of the inability of native Nahuatl speakers
from Morelos state to refer to themselves as "Mexicanos," and instead spoke of themselves as
"Mesheecanos," in accordance with the pronunciation rules of their language (for additional
details, refer to the file MEXICO on this same subdirectory). An equivocal factor is that in vulgar
Spanish it is common for Mexicans to use the "CH" conjunction in place of certain consonants in
order to create a term of endearment. Whatever its origin, it was at first insulting to be identified
by this name. The term was appropriated by Mexican-American activists who took part in the
Brown Power movement of the 60s and 70s in the US southwest, and has now come into
widespread usage. Among more "assimilated" Mexican-Americans, the term still retains an
unsavory connotation, particularly because it is preferred by political activists and by those who
seek to create a new and fresh identity for their culture rather than to subsume it blandly under
the guise of any mainstream culture.
For additional information and resources on Chicano Studies, a good starting point is the
Chicano-Latino Network (CLNET) accessible through the University of California - Los Angeles
Gopher Server:
http://www.azteca.net/aztec/chicano.html
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RESUME
Name
Address
Telephone
Email
PRESENT EDUCATIONAL OBJECTIVE
In this section, you should describe your main purpose for attending college.
I plan on receiving a college degree in a health-related field so that I can go to medical school
I plan on getting an MBA.
I am taking a range of courses that will help me eventually choose my major.
I am planning on a degree in elementary education.
HIGHLIGHTS OF QUALIFICATIONS AND ACCOMPLISHMENTS
In this section, you should list your most significant qualifications, relevant experiences,
accomplishments, and strengths that would contribute to your educational objective.
During high school, I served as a volunteer at a local hospital.
I was captain of our volleyball team.
I was student council president in high school.
I graduated with academic honors.
I was an active member of the speech and drama clubs in high school.
Last summer, I traveled to Europe.
EMPLOYMENT
In this section, you should list your employment history.
EDUCATION
In this section, you should list the high schools and colleges you’ve previously attended
accompanied by the dates of attendance.
OTHER GENERAL INTERESTS
In this section, you should list other activities of personal interest.
13
Student Name
Professor Musgrove
Mexican American Literature
Date
Learning Achievements and Goals
Compose a short paragraph to each of the following.
1. I feel confident about my writing in the following ways for the reasons given.
2. I feel confident about my ability to read and respond to literature in the following ways for
the reasons given.
3. I would like to improve my writing ability in the following ways for the reasons given.
4. I would like to improve my ability to read and respond to literature in the following ways for
the reasons given.
5. I can see how these improvements would relate to my academic work and career plans in the
following ways.
6. I would like to learn the following about reading and responding to literature.
7. I would like to learn the following about Mexican-American literature in particular.
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Student’s Last Name #
Student’s Name
Musgrove
Mexican American Literature
Date
Description of Assignment
A Standard Format for Learning Journal Reading Responses
Following Modern Language Association guidelines, this page demonstrates the standard
format for essays written in this class. Left, right, top, and bottom margins are set at one inch,
and a header with the writer’s last name and page number is set at one-half inch from the top of
every page and right-justified.
The standard heading at the top left is also left-justified. For the purposes of this course,
I’d prefer that you single-space this heading, and I’ve added an extra line in the heading so that a
writer can more easily keep track of the assignment submitted. After the heading, the title of the
response is centered above the body of the response. This title should be an original title created
for the response or essay. This title should not be made bold, underlined, or put in quotation
marks. All of the other text is left-justified and double-spaced.
The first line of each paragraph begins with a one-half inch tab, and there should be no
extra spaces between paragraphs. All text should be formatted in Times New Roman, Arial, or
Courier New, and the font size should be no larger than 12.
15
Guidelines for Learning Journal Reading Responses
In this class, your learning journal reading responses are one of the main ways you will use
writing to engage, respond to, and learn from the course reading assignments. Each learning
journal entry should be at the minimum four short paragraphs, one page, and typed.
In these four paragraphs, you should complete the following.
1. Briefly summarize the assigned reading. This is not a detailed account of the events, but a
short overview of the assigned reading.
2. Describe how you might relate your experience, someone you know, or some previous
knowledge to the reading. In some cases, you may be able to easily relate some experience or
another individual or prior knowledge to the reading. In other cases, this may be more
difficult; if this is the case, challenge yourself to make the connection.
3. Describe what you take to be the most memorable idea or event presented. You should also
explain why you believe it to be memorable for you.
4. Ask and answer a question about what you’ve read. The question will reveal your interest in
the characters, events, topics, and craft of the assigned reading. To write “I don’t have a
question.” would not be appropriate. The question, of course, shouldn’t be answered by the
reading but come from another source or from what you believe might be an appropriate
answer.
In addition, you should include at least one in-text citation from the reading assignment. This
should be a direct quotation and include a parenthetical page reference that corresponds to the
cited information. This may appear in any of the four paragraphs.
Learning Journal Evaluation Criteria
INGREDIENT
Summarizing reading
Relating experience
Describing memorable idea
Asking question
Answering question
In-text citation
Standard format
Total
Excellent
20
20
20
10
10
10
10
100
Other Effects on Grade
Spelling errors each
Incorrect sentences each
Good
18
18
18
9
9
9
9
90
-5
-5
16
Average
16
16
16
8
8
8
8
80
Poor
14
14
14
7
7
7
7
70
Very Poor
12
12
12
6
6
6
6
60
Student’s Name
Musgrove
Mexican American Literature
Date
Video Response #
Respond to the questions below.
1. What was the title of the video?
2. What topics did the video address?
3. What events, ideas, and people were most memorable? Why?
4. What is most significant thing you learned about Mexican-American culture from the video?
Why was it significant?
5. What questions did the video raise in your mind about Mexican American culture or
literature? How might you go about answering these questions?
17
Literary Analysis Essay Assignment
Mexican-American Literature
Musgrove
The purpose of this assignment is to practice the art of literary analysis. Select one of the options
below and compose a 4 to 5 page essay.
1. Analyze Zoot Suit by using five of the following seven response strategies: personal,
historical, cultural, formal, topical, interpretive, and ethical.
2. Analyze Bless Me, Ultima by using five of the following seven response strategies:
personal, historical, cultural, formal, topical, interpretive, and ethical.
We will discuss and practice these response strategies in class during the next couple of weeks,
but I’ve provided a definition of each of these strategies in this packet.
As for the actual writing of this assignment, I would recommend that you first write about the
text you’ve selected using the response strategies above. You can do this in any order you wish,
but in this drafting stage you would want to focus your writing on one strategy at a time. Next,
organize and incorporate what you’ve written into a coherent essay by composing transitions
between sections, by creating a thoughtful conclusion, and finally by developing an effective
introduction that includes a concise thesis statement. This thesis statement should serve to help
your reader understand the focus of your essay.
Follow the same format you have been using for your learning journals, create an original title,
and use the MLA format for parenthetical citations. You are not to include or refer to secondary
sources. You will also not need to attach a works cited page.
The first draft of this essay is due in class on Thursday, July 21. The final draft will be due in
your final portfolio.
Essay Grades
Essays will be graded according to the essay evaluation criteria included in this packet. Students
may revise essays once after receiving the first evaluation. An essay’s final grade will be an
average of the two grades it receives. For example, if an essay received a C on the first graded
version and an A on the second version, the final grade for that essay would be a B.
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Research Project for English 360 Students
The purpose of this writing project is to review at least five critical perspectives on one of the
authors we are reading in this class.
In order to complete this analysis, your goal is to compose an essay of no fewer than 8 pages in
which you
1. provide a biographical sketch of the author from sources other than the course texts,
2. summarize the main argument of each critical perspective,
3. identify common themes or issues/debates that arise out of these critical perspectives,
4. and then conclude with what you determine to be the most important thing you learned
from these perspectives about the authors contribution to Mexican-American literature.
Two places to begin your research would include Literature Resource Center and MLA
International Bibliography, both available through the Byrne Memorial Library online journal
articles and databases search engine at (http://www.sxu.edu/library/articles_arts.asp).
The first draft of this project is due by Tuesday, June 19. The final draft is due in your final
portfolio.
Use MLA format for citing and documenting sources. A works cited page will also be necessary
for this assignment.
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Student Name___________________________________ Essay # ______ Version # ______
Evaluation Criteria
A
an excellent essay
B
a good essay
C
an acceptable essay
D
a poor essay
F
an unacceptable essay
No evaluation






a clear aim, a strong introduction, and a thoughtful conclusion
strong supporting details
excellent incorporation and acknowledgement of sources
logically developed and very well organized
a tone appropriate to the aim of the essay
stylistic maturity and confident facility with language as demonstrated by sentence
variety and appropriate word choice

virtually free of surface and usage errors

a clear aim and a strong introduction and conclusion

good supporting details

good incorporation and acknowledgement of sources

logically developed and well organized

a tone appropriate to the aim of the essay

lacks the stylistic maturity and facility with language of an A essay

largely free of surface and usage errors

a clear aim, an introduction, and a conclusion

adequate supporting details

adequate incorporation and acknowledgement of sources

competence in logical development and organization, although it may exhibit
occasional organizational and developmental weakness

a tone appropriate to the aim of the essay

basic competence in sentence variety and word choice

a pattern of surface and usage errors

lack of a clear aim, focus, or conclusion

lack of sufficient support

supporting details may be trivial, inappropriate, logically flawed

inadequate incorporation or acknowledgement of sources

flaws in organization/development

inappropriate tone

stylistic flaws characterized by lack of sentence variety and by evidence of limited
vocabulary

frequent usage or surface errors

focus may be too general or too specific

lack of support

failure to incorporate and acknowledge sources appropriately

lack of organization

inappropriate tone

serious stylistic flaws

serious usage or surface errors
Essays receiving no grade will

fail to address the topic or assignment,

fail to fulfill other requirements of the assignment,

show evidence of plagiarism,

or fail to be accompanied by previous drafts.
Recommendations for Revision
Recommendations for Editing
20
Minimal Marking
Incorrect word
Incorrect sentence
Insert
Reverse order
Delete
Yes!
Upper case/lower case
Join
Provide more support
Awkward phrasing
Combine ideas
Start new paragraph
Wow!
21
Final Self-Evaluation
Mexican-American Literature
Respond to each of the following questions with a short paragraph of at least four sentences each.
These responses must be typed.
1. Which of your writing goals was most important to you and why?
2. Which of your reading goals was most important to you and why?
3. Which of your goals about reading and responding to literature was most important to you
and why?
4. Which of your learning goals about Mexican-American literature was most important to you
and why?
5. To what degree have you been able to achieve these goals? What proof can you offer in
support of your answer?
6. What is the most important thing about Mexican-American Literature you’ve learned in this
class?
7. What did you like best about this class?
8. If you had the opportunity to change this class, what would you recommend?
Final Learning Achievements and Goals
Review your initial learning achievements and goals. Based upon what you’ve been able to
achieve and what you would now like to achieve in relation to your goals, submit a newly revised
and typed version following the format of the initial list of achievements and goals.
22
Academic Performance Agreement
Mexican-American Literature
Musgrove
In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created
this document titled “Academic Performance Agreement.” Please read this information carefully because it outlines
the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University
writing community at large. If you agree to the terms and conditions set forth below, please sign your name on one
of the two copies I will provide you. By signing and returning this agreement to me, you commit yourself to the
standards of conduct and academic performance listed below. If you do not accept these standards, you should see
your advisor about withdrawing from this course.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
I understand that attendance is a requirement of the class and that 4 half-day absences of any sort (excused or
unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another
student, rather than the professor of the class, to discover what I’ve missed.
I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with
teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts
and that I will not attempt to enter the class after the door has been closed.
I understand that pagers and cell phones must be turned off before entering class. I understand if my pager or
cell phone rings during class I will be asked to leave the class.
I understand that this class has substantial reading and writing requirements. These requirements will demand
that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for
every one hour of scheduled class time.
I understand that purchasing the current editions of the course texts and bringing the texts to class to support my
discussion of the assigned readings is a requirement of the course.
I understand that I should be prepared each day to share my written responses to the reading assignments in
class. I will submit these reading responses at the beginning of each class.
I understand that I will be required to contribute to class discussions and small group work in class. In other
words, I will be required to speak in class, share my ideas, and respect the ideas of others.
I understand that any writing I submit must be my own and written exclusively for this class.
I understand that my learning journals and essays should be composed and saved on a word-processor or
personal computer. I also understand that I should schedule my time and supplies carefully so that I know when
I have access to a word-processor or computer and that I have adequate paper and printing supplies.
I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students.
I also understand that I can get help with my ideas and writing in the Learning Assistance Center. However, I
also understand that I should never claim someone else’s ideas or writing as my own.
I understand that when I use the ideas of others in my writing that I must let my readers know whose ideas are
whose and where I found them. I understand that plagiarism (or the failure to acknowledge the ideas of others
appropriately) is a form of academic dishonesty and will result in failure.
I understand that I must adhere to the due dates for all writing assignments because late work will not be
accepted. I also understand that all writing assignments are due at the beginning of the class period.
I understand that I should think of writing as a complex process of planning, drafting, revising, editing, and
presentation. Consequently, I understand that I should schedule time to complete each of these tasks before
submitting my work.
I understand that I can make an appointment with my instructor to talk about any aspect of the class, including
course assignments, my writing, the required reading, or comments and grades on my writing.
I understand that my learning and engagement with others occurs best when the attitudes of hope, courage,
honesty, consideration, humility, persistence, caring, and respect are present.
Student Signature _______________________________________Date _________________________
23
Academic Performance Agreement
Mexican-American Literature
Musgrove
In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created
this document titled “Academic Performance Agreement.” Please read this information carefully because it outlines
the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University
writing community at large. If you agree to the terms and conditions set forth below, please sign your name on one
of the two copies I will provide you. By signing and returning this agreement to me, you commit yourself to the
standards of conduct and academic performance listed below. If you do not accept these standards, you should see
your advisor about withdrawing from this course.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
I understand that attendance is a requirement of the class and that 4 half-day absences of any sort (excused
or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact
another student, rather than the professor of the class, to discover what I’ve missed.
I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes
with teaching and learning. I understand that the instructor will shut the door to the classroom when the
class starts and that I will not attempt to enter the class after the door has been closed.
I understand that pagers and cell phones must be turned off before entering class. I understand if my pager
or cell phone rings during class I will be asked to leave the class.
I understand that this class has substantial reading and writing requirements. These requirements will
demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of
study time for every one hour of scheduled class time.
I understand that purchasing the current editions of the course texts and bringing the texts to class to support
my discussion of the assigned readings is a requirement of the course.
I understand that I should be prepared each day to share my written responses to the reading assignments in
class. I will submit these reading responses at the beginning of each class.
I understand that I will be required to contribute to class discussions and small group work in class. In other
words, I will be required to speak in class, share my ideas, and respect the ideas of others.
I understand that any writing I submit must be my own and written exclusively for this class.
I understand that my learning journals and essays should be composed and saved on a word-processor or
personal computer. I also understand that I should schedule my time and supplies carefully so that I know
when I have access to a word-processor or computer and that I have adequate paper and printing supplies.
I understand that I will benefit from discussing my ideas and writing with my family, friends, and other
students. I also understand that I can get help with my ideas and writing in the Learning Assistance Center.
However, I also understand that I should never claim someone else’s ideas or writing as my own.
I understand that when I use the ideas of others in my writing that I must let my readers know whose ideas
are whose and where I found them. I understand that plagiarism (or the failure to acknowledge the ideas of
others appropriately) is a form of academic dishonesty and will result in failure.
I understand that I must adhere to the due dates for all writing assignments because late work will not be
accepted. I also understand that all writing assignments are due at the beginning of the class period.
I understand that I should think of writing as a complex process of planning, drafting, revising, editing, and
presentation. Consequently, I understand that I should schedule time to complete each of these tasks before
submitting my work.
I understand that I can make an appointment with my instructor to talk about any aspect of the class,
including course assignments, my writing, the required reading, or comments and grades on my writing.
I understand that my learning and engagement with others occurs best when the attitudes of hope, courage,
honesty, consideration, humility, persistence, caring, and respect are present.
Student Signature _______________________________________Date _________________________
24