English 25 Tu/Th 2:20-3:45 PSC 3 Spring 2013

Instructor: Dr. Valarie Zapata Office: PSC 1B Hours: T 12:30-2, 4-5:30; W 12-2

Th 1-1:50
Contact Info: (951) 571-6153 valarie.zapata@mvc.edu

Course Syllabus: Latino/a Literature of the United States

Course Description: Prerequisite(s): None. Advisory: ENG 1B Latino literature of the regional United States in all genres from the early oral traditions, chronicles, and epic poems of the 15th through 19th centuries to the essays, poems, plays, and novels of 20th century authors. The course will also explore Latino history, culture, and identity as expressed in the writings of American Latino writers. This class serves as an introduction to Latino/a culture and literature in the United States, with a major focus on Mexican Americans/Chicanos, Puerto Ricans, and Dominican Americans from the 1960s on. Topics to be covered: the importance/significance of home, theater as social power and critique, individual and group identity in relationship to race/ethnicity, nationalism, identity in relationship to place, social/economic class, gender, sexuality, family, living in the margins, and the struggle for selfdetermination. 54 hours lecture. (Letter Grade, or Pass/No Pass option.) ADVISORY ENTRY SKILLS Before entering the course, students will be able to: Read, analyze, and critically discuss college-level literary texts, recognizing key ideas and literary elements. Support oral and written arguments about literary works with effectively integrated, relevant, and sufficient evidence drawn (as appropriate) from texts. Compose developed, unified, coherent, stylistically fluent essays that demonstrate an ability to critically reflect on the texts and issues addressed in the class. STUDENT LEARNING OUTCOMES Upon successful completion of the course, students should be able to: 1. Recognize and appreciate some of the distinctive features of the major writers, literary works, movements, and genres in American Latino literature from the 1400s to the present, and synthesize ideas that connect them into a tradition. Critical Thinking - Generalize appropriately from specific contexts Critical Thinking - Integrate knowledge across a range of contexts Communication Skills - Read college-level materials with understanding and insight Breadth of Knowledge - Understand the basic content and modes of inquiry of the major knowledge fields 2. Explain how this literature both reflects and shapes a American Latino literary tradition that intersects with American and Latino/a history and that illustrates how differences of culture, gender, and other social markers may shape a writer's or community's literature. Global Awareness - Demonstrate understanding of ethnic, religious and socioeconomic diversity Global Awareness - Demonstrate understanding of alternative political, historical and cultural viewpoints 3. Employ college-level methods of literary analysis to reading and interpreting American Latino literature and literature in general. Communication Skills - Read college-level materials with understanding and insight

3a. Read literary works closely, recognize differences in language use, understand figurative language, distinguish between literal and metaphorical meanings. Critical Thinking - Generalize appropriately from specific contexts Communication Skills - Read college-level materials with understanding and insight Breadth of Knowledge - Respond to and evaluate artistic expression 3b. Employ the basic language and terminology of literary analysis to the discussion and interpretation of various works of literature. Critical Thinking - Consider and evaluate rival hypotheses Communication Skills - Read college-level materials with understanding and insight Communication Skills - Speak with precision and clarity to express complex thought Breadth of Knowledge - Understand the basic content and modes of inquiry of the major knowledge fields Breadth of Knowledge - Respond to and evaluate artistic expression 3c. Develop an appreciation for works of literature as unique contributions to / reflections of culture. Application of Knowledge - Be life-long learners, with ability to acquire and employ new knowledge 4. Demonstrate critical thinking and writing skills through the process of constructing responses to, interpretations of, and arguments about literature. Critical Thinking - Construct sound arguments and evaluate arguments of others Communication Skills - Write with precision and clarity to express complex thought Breadth of Knowledge - Understand the basic content and modes of inquiry of the major knowledge fields 4a. Synthesize diverse points of view in the classroom and listen to the ideas of others while taking literature as a focus for discussion and analysis. Critical Thinking - Consider and evaluate rival hypotheses Communication Skills - Listen thoughtfully and respectfully to the ideas of others Communication Skills - Speak with precision and clarity to express complex thought 4b. Provide valid logical premises in support of an interpretation, analysis, or argument about literary works, and support premises with effectively sufficient evidence draw (as appropriate) from literary texts and the writer's prior experience and knowledge. Critical Thinking - Construct sound arguments and evaluate arguments of others Critical Thinking - Generalize appropriately from specific contexts Critical Thinking - Integrate knowledge across a range of contexts Breadth of Knowledge - Respond to and evaluate artistic expression 4c. Demonstrate an ability to apply principles of sound critical thinking to their own interpretive arguments by composing unified and coherent written analyses of literary works. Critical Thinking - Construct sound arguments and evaluate arguments of others Communication Skills - Write with precision and clarity to express complex thought 4d. Think creatively within and beyond literary studies, making some connections between the literary work, and the intellectual and cultural forces that shape individuals' lives. Critical Thinking - Integrate knowledge across a range of contexts Critical Thinking - Identify one's own and others' assumptions, biases, and their consequences Application of Knowledge - Be life-long learners, with ability to acquire and employ new knowledge Required Texts and Materials: Piri Thomas. Down These Mean Streets. Judith Ortiz Coffer. Silent Dancing. Cherrie Moraga. Heroes and Saints and Other Plays. Julia Alvarez. How the Garcia Girls Lost their Accents. Junot Diaz. The Brief and Wondrous Life of Oscar Wao. 5-8 Blue Books (available at bookstore and Lions den) Access to a computer with Internet access and printing capabilities

Three Ring-Binder for supplementary readings Course Reader and Supplementary Readings to be supplied by professor. You will also be printing materials/essays/readings/handouts throughout the semester.

Recommended Materials: --A flash drive for storing work. You must have a copy of final drafts of all papers. (Always have more than one back-up!) Computer or printing disasters will not be an acceptable excuse for late work. I always recommend that students email a copy of their essays to themselves. Grading: Grades will be based on the following: Assignments/In-class work/Quizzes/Participation 150 pts (15%) Essay #1 Close Reading Essay (in-class) 100 pts (10 %) Essay #2 Thomas/Cofer unit 100 pts (10%) Essay #3 Diaz/Alvarez unit 100 pts (10 %) Midterm 100 pts (10%) Dramatic Presentation 100 pts (10 %) Professor for a Day 100 pts (10%) Reading Response Journal 150 pts (15%) In-class final 100 pts (10%) Total 1000 pts (100%) Course Policies: Assignments: -->All essays and assignments will be typed in 12 point New Times Roman (or comparable) and will be double-spaced with one-inch margins. -->All work must be in MLA format. -->You must meet length requirements for essays. If you have trouble meeting the required length please let me know. -->Essays are due promptly at the beginning of class, unless otherwise specified. You will only be allowed to turn in one late essay (due by the next day). However, you must clear it by me at least 24 hours in advance. No exceptions. -->I will not accept late assignments. -->As we approach the first essay I will clearly outline the standards to which you will be held. Revision Policy: You may revise any of the major essays you have written for the class. To revise means to re-see, re-think, and re-write an essay. Generally, this means making significant changes to all parts of an essay. The new grade will replace the old grade. But, there are some rules: 1) You must meet with me before beginning the revision process; 2) You must meet with a WRC instructor (and get a signed pink or yellow slip) before submitting a revised paper; 3) You can turn in only one revised essay at a time; 4) You must turn in the originally marked/graded essay with the revision (as well as the pink or yellow slip with the draft you worked on with a WRC instructor); 5) The slip must be dated at least one day earlier than the day you turn in the revision; 6) If the original essay is marked by a total lack of effort (in short, if it failed to meet five or more of the minimum requirements), then it cannot be rewritten for a new grade. In other words, the revision policy is reserved for students putting forth their best efforts; 7) I will not accept revisions in which the writer has made only minor grammatical corrections. Attendance: Attendance is mandatory, and students are expected to be present and on time for all class sessions. The Communications Department at Moreno Valley College has a policy that establishes absences equivalent to one week of class sessions, irregular attendance, or a pattern of absences as sufficient cause for dropping a student from class. However, as emergencies and illnesses do come up, you are given a certain number of personal days for which you owe no explanations; these are your days on

which to be sick, tend to family, suffer car breakdowns, etc. However, please note that you cannot make up work missed due to an absence, regardless of the reason for the absence. Arriving after the start of class constitutes a tardy; leaving before the end of class constitutes an early exit (like a tardy). Three tardies and/or early exits will equal an absence. Missing more than twenty minutes of class, however, may constitute an absence. You get three (3) personal days for this class. Missing four or more class sessions, for any reason, will have a significant negative impact on your course grade. If you miss more than two class sessions in a row, please be aware that on the third absence, you may be dropped from the class; however, this is not a guarantee that you will be dropped. Students who are allowed to add this class on or after the first day of class must officially register with Admissions by the ADD deadline and pay fees per Admissions and Records procedures. Students who choose not to continue the course are responsible for dropping themselves. Failure to officially drop the course may result in an F. Tips for Success: Correspondence: You can best reach me via email. Make sure you identify our class in the subject line. I check my email often. If you do not receive an email from me the same day its because I didnt receive it. Budget Your Time Well: This is a 3-credit class, so be prepared to work hard. There is a considerable amount of reading, do not fall behind. Save and back up everything: Keep all your work and make back-up copies of all essayshard copies and on disk. Don't throw anything away until you receive a grade for the course. Classroom Policies: It is common courtesy to remain quiet while others (including the professor) speak. It is a campus-wide policy that no food or drink should be consumed in any of the classrooms. Plastic bottles that can be re-sealed are permitted in the room. TURN OFF OR MUTE ALL CELL PHONES AND OTHER BEEPING PARAPHERNALIA BEFORE ENTERING CLASS. NO TEXT MESSAGING DURING CLASS. Other Miscellaneous policies: If a student must drop this course, it is the responsibility of the student to officially drop the class by submitting a drop card to the Admissions office. The instructor reserves the right to make changes to this syllabus providing that they are communicated to the class. DONT DISAPPEAR! If you have concerns about anything your written work, class activities, absences, plagiarism, or anything else related to this class, please come to talk to me after class, call me, email me never assume anything until youve heard it for sure from me. Students with Disabilities: If you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned work, please contact the staff in Disabled Student Services at (951) 571-6138. All information is confidential.

General Grading Rubric for Formal Paper Assignments This rubric provides a general description of papers that fall in each of the five grade categories. You should use it to prepare your papers, and to understand your grades once papers have been returned. An A level paper (Final Grade Range: 100-90) is outstanding; that is, it stands out in relation to other papers responding to the assignment. The thesis is clear, original, and insightful, and it addresses the topic fully and explores the issue(s) thoughtfully. The essay features clear, focused, coherent organization with sophisticated transitions, including repetition of key terms, repetition of important ideas with a difference, and other transition devices. The quotes are well-chosen, introduced smoothly, insightfully explained, and insightfully connected to the essays thesis. There are sophisticated distinctions between what they say and what I say as well as insightful developments of why it matters and of naysayers. The essay is nearly free from errors in mechanics, usage and sentence structure, and there is evidence of the student's thoughtful and stylistic use of language, including awareness of audience. In all regards, this paper is an excellent response to the assignment and has a consistent, authoritative, and unique "voice." In a B paper (Final Grade Range: 89-80), the writer has in some way moved beyond the basics of the assignment expectations, offering some thoughtful observations and insights. The essay will display a writers clear understanding of the writing task and material and will have a clear and fully developed thesis. Although the paper may have minor weaknesses in paragraphing, it will contain evidence of the writer's ability to organize information into coherent and unified paragraphs that display specific and detailed development. Most quotes will be well-chosen, introduced fully, and clearly connected to the thesis. Distinctions between they say and I say are clear, as are explanations of why it matters. Naysayers are present. This essay will be largely free from serious errors and may have some repeated minor errors, but it will be generally clear and well written with a consistent voice. A C level paper (Final Grade Range: 79-70) will have a discernible plan with a beginning, middle, and end and will complete at least the basic tasks of the assignment it is competent, adequate, and satisfactory. Thesis may be only vaguely stated, though it is at least implied throughout, and the I say is clearly distinct from they say. There may be somewhat ambiguous and imperfect reasoning, and it may rely on unsupported generalizations or undeveloped ideas in places. Quotes are relevant to the thesis, but the essay may not always draw out those connections. For example, attempts at introducing and explaining quotes may be rough but the attempts must be present. The essay will be organized and paragraphed well enough to allow the reader to understand the point of the discussion and attempts to use transitions between paragraphs are evident. It may contain errors, but not enough to continually distract the reader from the content. The essay must satisfactorily complete the basic requirements of the assignment to receive a C grade on an essay. A D level paper (Final Grade Range: 69-60) shows serious difficulty completing or satisfying the tasks of the assignment: it lacks an overall plan with a beginning, middle, and end; key ideas in paragraphs lack development or illustration; OR errors in word choice, sentence structure, and mechanics seriously interfere with readability. It may fail to clearly introduce or define its central thesis, either because there is not a clear distinction between they say and I say or because a thesis may be stated, but the essay does not support the thesis. Quotes may not be relevant, clearly introduced, explained, or connected to the thesis. Sometimes, a D essay does not have quotes, relies too heavily on quotes, or shows confusion in distinguishing quotes from the authors own ideas. Transitions between points are awkward or nonexistent. Paragraphs may be somewhat disorganized though the total effect will not necessarily be chaotic. The writer's control of language may be uncertain. The paper may contain one or more of the following defects: serious errors in reasoning; little or no development or support of ideas; few or no connections between ideas. Oftentimes, this paper relies on summary of readings rather than expository discussion. An F (usually 55-50) would be assigned to a paper if it simply does not exhibit any of the basic requirements of composition writing: it has no clear thesis, or the thesis does not respond to question asked in prompt; the organization is unclear or nonexistent to the point that the logic and/or argument of the paper are unknowable. Serious and frequent errors in word choice, sentence structure, or mechanics interfere with basic readability. Papers that are well-written but of incomplete length may also receive this grade. A O (zero) F is given for any paper not turned in, turned in after late deadlines, or if it is an unapproved essay on a subject matter other than what was assigned.

READ, SIGN, AND BRING TO CLASS. Plagiarism and Cheating Contract: Plagiarism is a form of cheating. Make sure that your work is original. Any time you use someone else's work and do not give that person credit, it is plagiarism. If you are suspected of plagiarism, you may be asked to present rough drafts or related materials and discuss the topic intelligently. This is important because I must be able to gauge what you have learned. Copying the work of another person, whether an essay or answers during a test, is considered plagiarism. Copying the work of another person, even though some cultures consider this sharing work, is considered plagiarism at RCC, an act of academic dishonesty. If you are uncertain about sharing vs. plagiarism, be sure to ask for clarification. The Districts Board of Trustees issues policies governing academic integrity. Board Regulation 6080, Section III. C. 1 and 2 approved on January 25, 2005 states: For instances of academic dishonesty a faculty member may take any one of the following actions: The faculty member may reduce the score on tests or assignment(s), reduce the grade in the course, fail the student in the course or recommend to the appropriate administrative officer that the student be suspended from the course. If course suspension is recommended, the administrative officer will review the information regarding the instance of academic dishonesty, notify the student, and will prescribe appropriate due process procedures. The administrative officer will make note of the offense in the students educational records. A second instance of academic dishonesty may result in expulsion proceedings. Any tuition and applicable fees will not be refunded as a result of disciplinary action for academic misconduct. The English and Speech Communications Department at RCC has determined that Any student who uses the published or unpublished writing, ideas, and/or words of another person without crediting the original author will receive an F. To clarify, in this course, any student who cheats will receive an automatic F for the assignment. If you are suspected of cheating again you will be automatically reported to the Dean of Instruction where a disciplinary record will be established and filed. If you are having difficulties or concerns over your writing please come and talk to me. I am here for you. We will work through writing issues together. I am here to be your resource!!

I have read and understand the aforementioned Plagiarism and Cheating Contract.

___________________________________ Name

___________________________________ Date