English 215.1
Studies in a Genre: The Literature of Immigration
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Professor: Dr. Lisa A. Kirby
Office: Pearsall 177
Office Hours: WF, 11:30-1:0
Tuesday, 9:00-10:00, 1:00-3:00
and by appointment
Phone: 252-985-5337
E-mail: LAKirby@ncwc.edu
Website: http://faculty.ncwc.edu/lakirby
Fall 2005
MWF 1:10-2:10
Classroom: BA 235
Course Description
English 215 is a course that focuses on texts from a particular genre—including short stories,
drama, the novel, or poetry. In this particular section of English 215, we will be studying the
broadly constructed genre of prose, in the form of novels, short stories, and non-fiction essays.
More specifically, all of the texts we will be reading in this class are grouped around the
literature of immigration. In addition to studying the conventions that make up prose writing, we
will also be exploring how issues of immigration and nationhood are represented in American
literature. The term “American” is one that resists easy definition. The American experience
itself differs greatly across lines of race, ethnicity, class, gender, geographical location, political
beliefs, and social constructions. In this course, we will explore stories and narratives detailing
the immigrant experience in the United States, taking into account such issues as identity, the
American Dream, and nationhood. Because this is a Writing Intensive course, we will be
spending a great deal of time cultivating the writing process and critically exploring literature
through the written word. The prerequisite for this course is successful completion of English
111 and 112.
Course Requirements
Texts
The following texts are required for this course and must be purchased:
 Cather, Willa. My Ántonia.
 Di Donato, Pietro. Christ in Concrete.
 Mendoza and Shankar. Crossing into America: The New Literature of Immigration.
 Tan, Amy. The Joy Luck Club.
 Access to a handbook and dictionary
 Other materials provided by professor or put on reserve in the library
Writing Intensive Courses
This is a Writing Intensive course (WI). The general characteristics of a writing intensive course,
according to the North Carolina Wesleyan College Catalog, are:
 Expression of ideas and information is at least as valued as the ideas and
information.
 Writing occurs on a regular basis both in and out of class.
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Writing is evaluated carefully, in detail, for style and grammar.
At least 3,000 words of written work is expected.
Writing should be shaped by class discussion with the possibility for revision.
As content is equally as important as form, I will examine students’ papers for poor English
usage and I will make notations on those papers about areas of weakness that I perceive. Students
should ensure that they study my comments/remarks and review any areas of weakness I
indicate.
Assignments and Grading
Students are responsible for completing all reading, writing, and library assignments. In addition,
any student given extra tutoring assignments will be expected to fulfill this task as part of the
course requirements. Final grades will be determined as follows:
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Essay #1
Essay #2 (in-class writing)
Essay #3
Essay #4
Final Exam
Response Journals
Presentation
15%
10%
15%
20%
15%
15%
10%
Writing Assignments
Whether they take the form of in-class or out-of-class writings, I expect students to put forth
effort and take each writing assignment seriously. We will be using the writing process in this
class, which means that each essay will be taken through the prewriting, drafting, revising, and
editing stages. Students must turn in all stages of their writing in order to receive credit for an
assignment. To stay organized, students should purchase a paper folder for this class. All essays,
along with all stages of writing, will be turned in with this folder.
Paper Format
All of the major papers should be typed, double spaced, and in 12 pt. font. Students should turn
in all of their papers in folders to keep their work organized. For all assignments, I will require
that students turn in their prewriting, rough drafts, peer review, final draft, Works Cited page,
and any required sources. Without these materials, I will not grade the paper.
The formal papers should comply with MLA standards, and students should cite from the course
texts as their main sources. All papers should typed and double-spaced, with an extra page for
Works Cited. The proper heading for all assignments should look like the following:
Smith 1
John Smith
English 215
Dr. Kirby
August 23, 2006
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Title of Assignment
Most informal or in-class writings can be handwritten, although it is best to type work whenever
possible. Handwritten work, whether written in class or out, should be submitted on lined paper
and students should skip every other line. All work must be dated and must state the student’s
name, course name and section, and my name.
Response Journals
An important part of the writing for this class will be response journals over the assigned
readings. Students will complete either in-class or out-of-class response journals that I will
assign. Sometimes these journals will be over specific prompts; other times, I will let students
freewrite on issues that are of interest to them. The purpose of these responses is to give students
a place to engage with the reading assignment in preparation for class discussion as well as an
opportunity for me to respond to their writing. If I allow students the opportunity to freewrite the
journals, some suggestions for topics include:
1. discussion of how issues of immigration or nation are represented in the assigned
reading;
2. discussion of another major theme in the writing;
3. posing compelling questions about some aspect of the reading;
4. comparing the text to another work of literature; or
5. reflecting on a character, plot device, quote, or point of action in the story that is of
interest.
If completed out of class, response journals must be at least one full page and no longer than two
pages, typed, double-spaced, and using proper MLA style. If completed in class, the journals can
be handwritten. Each journal is worth one point, and I will be using a check system. In other
words, if a journal receives a √+, that means the student gets the full one point credit. If the
journal is simply given a √, then that counts for only half credit. Not turning in a journal, not
responding to the assigned prompt, or otherwise not giving proper time and attention to the
journal will result in a grade of zero. Together, these journals will be worth 15% of the final
grade for this course. If a student is going to be absent, his/her out-of-class response journal
can be turned in by class time on the day it is due. If a student misses an in-class writing
journal due to an unexcused absence, the student will not be allowed to make up this
writing assignment. While it may seem that these journals are not worth much, they can quickly
add up. Just think: the highest grade a student who does not complete any of the journals can
make in the class is 85, provided all other assignments receive perfect scores.
Presentations
For the presentation portion of the course, students will be presenting biographical information
about an author and a literary analysis of an assigned text. While not so much a presentation, this
component will instead consist of the student leading the class in discussion of the assigned
reading for that day. These discussions will be tied to the third essay assignment and will take
place during the months of October and November. More information will follow as we near
those dates.
Final Exam
The final exam will cover issues and topics we have discussed throughout the semester. There
will be both identification and essay portions of the exam, and it will be comprehensive. While
the essay portion will ask students to demonstrate their skills of literary criticism and critical
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thinking, the identification questions will require students to test their memories of major
characters, events, literary terms, and ideas. I draw equally from the reading materials and class
discussion to determine the identification questions; therefore, it is essential that students keep up
with their reading and take good notes during class. If students are absent, they should be sure to
get the notes from one of their peers. The final exam will count for 15% of the final grade.
Conferences
As part of our course requirements, students will be expected to meet with me periodically for
individual conferences. Attendance at these conferences is a required component of this course,
and students will receive a class absence for each missed conference.
Course Policies and Procedures
Students with Disabilities
Students with disabilities who believe that they may need accommodations in this class are
encouraged to contact the Office of Disability Support Services (DSS) at 985-5369 as soon as
possible to coordinate and implement accommodations in a timely fashion. The Office of DSS is
located in the Student Support Center, Pearsall 188.
The Writing Lab
The Writing Lab is an academic support service available to Wesleyan students. Writing
specialists and peer tutors are available for one-on-one tutorials in Pearsall 186. The Lab also
offers an Online Writing Lab (OWL) that allows students to e-mail questions about their writing,
submit drafts online for review, or access handouts on various writing-related topics. Please call
(252) 985-5325 or visit the Lab’s Web site at http://annex.ncwc.edu/writing_lab/ for more
information. The Lab is a wonderful resource for all Wesleyan students, and I strongly encourage
students to visit the Lab for additional help with their writing.
Attendance
Each student is expected to attend class regularly and participate in class activities. Because we
will be doing so much in-class discussion of assigned reading and writing, attendance is crucial.
If a student is going to be absent, it is his/her responsibility to contact and discuss with me any
missed work, even if the absence is excused. Students must let me know if they have a legitimate
reason for missing class such as participation in college-related activities or athletics. If he/she is
an athlete, it is the student’s responsibility to get in touch with me prior to being absent from
class regardless of whether I receive e-mails from coaches or the athletic department. I will not
accept notes from parents, doctors, or the like as excuses; the only excused absences are those
sanctioned by the College.
All students are allowed three unexcused absences. For each absence beyond the third, one’s
semester grade will be penalized by 5%. Generally there will be no exceptions to this policy, and
any requests for exceptions must be made before a fourth absence is incurred. Students are
responsible for all work missed due to absences. With a student’s fifth absence, he/she will be
dropped from the class with a grade of “F.” Please be aware that coming late or leaving early
two times counts as one absence.
Late work
All assignments must be turned in at the beginning of class time on the day they are due. I will
not accept any late work for any reason. This means that students should not put off printing
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their papers until five minutes before class time, nor should they show up late to class because
they were working on their papers. If a student is going to be absent on the day an assignment is
due, the assignment must be turned in to me prior to class time on the day of the absence or it
will not be accepted. If a student finds that he/she is in need of an extended deadline, a written
request must be made at least 24 hours before the due date; I will then consider the situation and
determine whether an extension is warranted.
Class Participation and Draft Workshops
Students should arrive to class prepared to discuss that day’s reading and writing assignments
and participate in any assigned group work. While from time to time I may volunteer them for
certain questions, I rely on students to voice their opinions and participate in class discussion.
Additionally, before submitting final drafts of some of your major papers, students will work in
small groups evaluating each other’s work in peer review workshops. How seriously students
evaluate, how specific their comments, and how helpful they are will be evaluated by the class as
well as me. If a student does not have a rough draft on the day of the workshop or is absent
without turning in a draft, a full grade will be deducted from the paper. All the writing students
complete for this course is public; that means, that students must be willing to share their writing
at any point during the course of the semester in small groups or with the entire class.
Plagiarism
Plagiarism, or academic dishonesty, is the appropriation, theft, purchase, or obtaining by any
means another’s work, and the unacknowledged submission or incorporation of that work as
one’s own offered for credit. Appropriation includes the quoting or paraphrasing of another's
work without giving proper credit. Please refer to pages 68-69 of your North Carolina Wesleyan
College Catalog for the official university policy on plagiarism. There is a zero tolerance policy
for plagiarism in this course. If you are found guilty of committing plagiarism and it is a firsttime offense, the best you can hope for is a failing grade for the paper. For all cases of
plagiarism, you will be reported to the Vice President of Academic Affairs, Registrar, Chair of
the Humanities Division, the student’s advisor, and coaches. Repeat offenders will be penalized
by a failure in the class or academic suspension.
Class Environment
I place a very high value on the way students conduct themselves in the classroom. A student’s
maturity, respect, and professionalism are expected at all times. If I find that a student is not
meeting these requirements, he/she will be asked to leave class for the day and counted absent.
That means I expect students to act with a proper amount of responsibility and collegiality. Our
class will be most successful if we work in an environment of cooperation and good citizenship.
In addition to completing one’s assignments in a timely manner, we can foster a successful
classroom environment if we all observe the following policies:
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Students should arrive on time to class and remain for the entire class period unless prior
arrangements have been made with me;
Students should arrive prepared with their books, paper, and writing instrument daily;
Cell phones, pagers, iPods, and the like should be turned off and out of sight at all times;
Students must complete all of the reading assignments for this class. Reading
comprehension and critical thinking are essential parts of making sure the class has
mastered the skills necessary to pass. If students come to class without having completed
that day’s reading assignment, I have no way of evaluating their progress;
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We will have many class discussions in English 215, so I expect and encourage students
to speak during class time. However, when side conversations take place among
individual students, this can prove very disruptive. I expect all students to give their peers
and me the proper respect by refraining from individual conversations;
Remember that this is an academic environment and proper language and behavior are
expected. Offensive or discriminatory language will not be tolerated;
Please do not spend class time studying for other classes, reading other materials, or
sleeping; and
While the focus of the course is on literature and its conventions, there are times when the
class will discuss issues that are both political and contentious. Though I do not plan to
make known my own political beliefs, I strongly encourage students to share their
opinions in a respectful and collegial way. I do not expect everyone to agree all the time,
but I do expect students to express their disagreement in a civil and mature way.
Some Words of Advice
This is a course that will require a good bit of reading. I have tried to make reading selections
that I think the class will find engaging, and I will also try very hard to keep the reading
assignments manageable. However, it is the students’ responsibility to complete all of their
readings prior to coming to class, and some will be quite lengthy. Because this is a class that
relies heavily on class discussion and participation, this is not a course where students can “get
by” if they do not complete the reading. Furthermore, relying on Cliff Notes, Spark Notes, and
the like will not cut it. I understand that, from time to time, other responsibilities may keep
students from completing a reading assignment; however, if it becomes clear that a student is
repeatedly not reading and participating in class discussion, I will drop him/her from this class.
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Course Schedule
Week 1: Introduction
Wednesday, August 23
Friday, August 25
Week 2: Genre Studies
Monday, August 28
Introduction to course
Go over syllabus
Homework: Read packet of readings
Syllabus activity
Discuss readings
In-class writing
Homework: Read Crossing, pages xiii-xxvi
Genre activity
Discuss reading
Discuss genre
Homework: Read Cather, pages 5-46
Literary term activity
Wednesday, August 30
Introduction to Cather
Discuss My Ántonia
Homework: Read Cather, pages 47-90
Friday, September 1
Discuss My Ántonia
Hand out guidelines for Essay #1
Week 3: My Ántonia
Monday, September 4
Labor Day Holiday—no class
Homework: Read Cather, pages 93-126
Wednesday, September 6
Discuss My Ántonia
Homework: Read Cather, pages 127-61
Friday, September 8
Discuss My Ántonia
Homework: Read Cather, pages 165-207
Week 4: My Ántonia
Monday, September 11
Discuss My Ántonia
Homework: Finish Cather, pages 211-44
Wednesday, September 13
Finish discussion of My Ántonia
Homework: Finish draft of Essay #1
Friday, September 15
No class—conferences
Homework: Work on draft of Essay #1
Week 5: My Ántonia
Monday, September 18
Peer review workshop: Essay #1
Homework: Finish final draft of Essay #1
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Wednesday, September 20
Essay #1 due
Hand out guidelines for Essay #2
Homework: Read Di Donato, pages 3-44
Friday, September 22
Introduction to Di Donato
Discuss Christ in Concrete
Homework: Read Di Donato, pages 45-94
Week 6: Christ in Concrete
Monday, September 25
Discuss Christ in Concrete
Hand out guidelines for Essay #3
Homework: Read Di Donato, pages 97-128
Wednesday, September 27
Discuss Christ in Concrete
Homework: Read Di Donato, pages 131-96
Friday, September 29
Discuss Christ in Concrete
Homework: Finish Di Donato, pages 199-226
Week 7: Christ in Concrete
Monday, October 2
Finish discussion of Christ in Conrete
Homework: Prepare for Essay #2
Wednesday, October 4
Essay #2: in-class writing
Homework: Read Crossing, pages 257-80
Friday, October 6
Discuss “The Legal Mapping of U.S. Immigration”
Discuss “A Nation of Immigrants”
Homework: Read Crossing, pages 3-20
Week 8: Historical Context of Immigration
Monday, October 9
Discuss Pérez and Alvarez
Homework: Read Crossing, pages 21-38
Wednesday, October 11
Discuss Shankar and McCourt
Homework: Read Crossing, pages 39-58
Friday, October 13
Discuss Bahrampour and Cisneros
Homework: Read Crossing, pages 59-71
Week 9: The New Literature of Immigration
Monday, October 16
Discuss Hagedorn and Nixon
Homework: Read Tan, pages 3-41
Wednesday, October 18
Introduction to Amy Tan
Discuss The Joy Luck Club
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Friday, October 20
Week 10: The Joy Luck Club
Monday, October 23
Fall Break—no class
Homework: Read Tan, pages 42-83
Discuss The Joy Luck Club
Homework: Read Tan, pages 87-121
Wednesday, October 25
Discuss The Joy Luck Club
Homework: TBA
Friday, October 27
Library assignment
Homework: Read Tan, pages 122-55
Week 11: The Joy Luck Club
Monday, October 30
Discuss The Joy Luck Club
Homework: Read Tan, pages 159-205
Wednesday, November 1
Discuss The Joy Luck Club
Homework: Read Tan, pages 206-36
Friday, November 3
Discuss The Joy Luck Club
Homework: Read Tan, pages 239-87
Week 12: The Joy Luck Club
Monday, November 6
Discuss The Joy Luck Club
Homework: Finish Tan, pages 288-332
Wednesday, November 8
Finish discussion of The Joy Luck Club
Homework: TBA
Friday, November 10
TBA
Homework:
Week 13: Crossing into America
Monday, November 13
Read Crossing, pages 83-96
Discuss Martinez and Kincaid
Homework: Read Crossing, pages 97-129
Wednesday, November 15
Discuss Pak and Lee
Homework: Read Crossing 130-46, 237-43
Friday, November 17
Discuss Viramontes and Morales
Homework: Read Crossing, pages 147-55,
161-77
Week 14: Thanksgiving
Monday, November 20
Discuss Kambanda and Obejas
Wednesday, November 22
Thanksgiving Holiday—no class
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Friday, November 24
Thanksgiving Holiday—no class
Homework: Read Crossing, pages 197-219
Finish draft of Essay #4
Week 15: An Overview of Immigration Literature
Monday, November 27
Discuss Rodriquez
Peer review workshop: Essay #4
Wednesday, November 29
Week 16: Finals
Monday, December 4
Last Day of Classes
Essay #4 due
Conclude course
Review for final exam
Homework: Study for final exam
Final Exam—1:00-3:00