LIT 127.7. J. Martin Third World Literature II/Post-Colonial Lit.2nd Sem. 2013-14 1/5

ATENEO DE MANILA UNIVERSITY

LOYOLA SCHOOLS COURSE SYLLABUS

LIT 127.2: Third World Literature II (Postcolonial Literature)

Department of English, School of Humanities Second Semester, SY 2014-2015

Three units, core course Dr. Jocelyn Martin

Mondays, Wednesdays and Fridays, 12:30-13:30 B-305 A. Course description This course surveys the literatures of the Non-Western world from the nineteenth century to the present. Representative literary and theoretical texts from or on Latin America, Asia and Africa will be discussed according to the following issues: Orientalism and representation, colour and ethnicity, language and education, resistance, the postcolonial and the postmodern. B. Learning outcomes At the end of the semester, students should be able to:

Discuss issues related to Postcolonial literature and culture.

Acquire methods of academic writing and public debate.

Through written and oral output, produce articulated ideas on the subject through oral presentations and academic papers.

C. Course outline

Week Topic

1 - Nov. 10-14 General Introduction

2 - Nov. 17- 21 Orientalism and Representation Orientalism, Edward Saïd (“Introduction” and Chapter One)

3 - Nov. 24-28 History, maps and museums : “The Poetics and the Politics of Exhibiting Other Cultures” , Henrietta Lidchi in Hall, Stuart. Representation: cultural representations and signifying practices. London:

Sage Publications /The Open University Press , 1997

4 – Dec. 1- 5 Heart of Darkness, Joseph Conrad

5 – Dec. 8- 12 Part One of Dream Jungle, Jessica Hagedorn

6 – Dec. 15-19 Film: Apocalypse Now, Francis Ford Coppola

Christmas break

7 – Jan. 5- 9 Due: first essay on Orientalism and Representation Colour and Ethnicity The Souls of Black Folk, W.E.B. DuBois (“The Forethought”, Chpts. I,II,X, XIV) Black Skin, White Masks, Frantz Fanon (“Introduction” and Ch. V)

8 – Jan. 12- 16 Filipina Eurogamy: Skin Color as Vehicle of Psychological Colonization, Ronald Hall (Chpts. I,II,III).

“Fagen and Other Ghosts: African-Americans and the Philippine-American War”, Rene Ontal in Shaw, Angel Velasco and Luis H. Francia. Vestiges of war. N.Y.: New York University Press, 2002.

9 – Jan. 19- 23 Due: second essay on Colour and Ethnicity Language and Education

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“Minute on Indian Education”, Thomas Macaulay in Ashcroft, Bill, Gareth Griffiths, and Helen Tiffin. The Post-colonial studies reader. London: Routledge.

“On the Abolition of the English Department”, Ngugi Wa Thiong’o in The Post-colonial studies reader. Miseducation of the Filipino, Renato Constantino

10 – Jan. 26- 30 Film

11 – Feb. 2- 6 Things Fall Apart, Chinua Achebe

12 – Feb. 9- 13

Resistance The Negritude movement: Discourse on Colonialism, Aimé Césaire (www.humanities.uci.edu/critical/Cesaire_Discourse_Colonialism_JPrev.pdf)

13 – Feb. 16- 20 Due: third essay on Language and Education Pramoedya Ananta Toer, This Earth of Mankind

14 – Feb. 23-27

Magic Realism as “energy of the margins”: chapters from Magical realism: theory, history, community, Zamora, Lois Parkinson and Wendy B. Faris. Durham, N.C. : Duke University Press, 2000, c1995

A short story by Gabriel Garcia Màrquez “Fish-Hair Woman”, Merlinda Bobis

15 – March 2-6 START OF SENIORS’ ORAL EXAMS (or the Friday before) Simultaneous work for non-seniors this week: 1) Fourth essay on Resistance: Due for everyone except the seniors on Friday at 4 pm in my pigeonhole. For the seniors, fourth essay due date TBA Postcolonial and Postmodern 2) View on Youtube: Lyrics of “Go down, Moses” and “Redemption Song” (Bob Marley), and the MTV of “Do You Remember the Time” (Michael Jackson)

16 – March 9-13 “The Postcolonial and the Post-Modern,” Kwame Anthony Appiah; and “Post-modernism or Post-colonialism Today,” Simon During, both found in The Post-colonial studies reader The Black Atlantic, Paul Gilroy (Chapter One)

17 – Mar 16- 20- “Cultural Identity and Diaspora”, Stuart Hall in Braziel, Jana Evans and Anita Mannur. Theorizing Diaspora, A Reader. Blackwell Publishing, 2003. Briefing for exams Start of oral exams for non-seniors

18 – Mar 23 -27 Due for everyone except seniors- fifth and last essay on Postcolonial and Postmodern

D. Required readings/References Refer to the list above. E. Course requirements Short essays – 50 % Oral exams – 20% Report – 20 % Class participation – 10%

100%

1) The grade for class participation includes one’s attendance, active participation in class and general conduct.

2) Written evaluations a. All papers are expected to be written as academic essays which suppose a written level of

English (as opposed to an “oral” level). In such papers, therefore, thesis statements should exist and then developed in structured and coherent paragraphs and sentences. Lastly, essays are to conform to the MLA Handbook format. Of course, plagiarism is a major offense (Cf. Student Guide to the Code of Academic Integrity).

b. Essays should be composed of a minimum of 1200 (five pages), including bibliography and footnotes, up to a maximum of 1990 words (eight pages), including bibliography and

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footnotes. They are double-spaced and typed-written in either Times New Roman or Calibri 12 points. Papers are to be submitted as print-outs on A4 bond paper. Usage of neat scratch bond papers (e.g., back of old photocopies) is allowed. Unless indicated otherwise, all papers must be submitted to the teacher personally during class time. Late essays will incur one letter grade deducted per day late.

c. Here is the evaluation grid for written works:

A-4 (92-100) B+ 3.5 (87-91) B 3.0 (83-86) C+ 2.5 (79-82) C 2.0 (75-78)

1. Structure and argument

Introduction lucidly sets out issues and methodology. Introduction proposes the student's argument clearly and develops it systematically. Conclusion expresses the student's own independent judgment in a mature way.

Introduction sets out problem(s) and method of approach. Different arguments are presented clearly. Essay concludes with a synthesis that is not just a summary, and which shows some independence of view.

An attempted argument even if it does not always flow smoothly, with a conclusion which summarises the position argued and shows some critical awareness of relevant issues. Essay is not always clearly structured.

A discussion of relevant points in some order. Deals with some of the issues but treats those issues superficially and is too descriptive. Does not answer the questions directly. Does not come to a justifiable conclusion.

An assortment of points without apparent structure.

2. Knowledge and understanding

Deep and detailed knowledge and understanding. Sophisticated use of concepts and technical terms. Shows wide-ranging awareness of context, and an independent approach to the issues raised. Makes interesting and / or original connections. Makes independent judgments.

Good knowledge and understanding with accurate and well-contextualised use of concepts and technical terms. Shows awareness of the implications of issues raised. Shows some independent judgment.

Work shows general knowledge and understanding. Issues are discussed and concepts and technical terms are used, but not always appropriately.

The work shows some knowledge of the subject, but the student has not identified the key issues and / or has handled material accurately.

Work misses the point of the assignment. Material has been misunderstood and concepts and technical terms are mishandled.

3. Use of sources Wide-ranging and insightful use of primary and secondary sources, at least some of which are located by the student. Excellent range and depth of reference to primary sources. Engages critically with evidence in secondary sources.

Critical use of sources, showing ability to make comparisons between different secondary interpretations, to quote aptly and to reference accurately. Good range and depth of reference to primary sources and to relevant critical and background material. Full and accurate

Use of and reference to several sources, though summarising rather than analysing. Based largely on secondary sources and class notes. Shows adequate reading but little originality.

Limited use of sources, with inconsistent referencing.

Use of lecture notes and own opinion without evidence of adequate reading.

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presentation of references and bibliography.

4. Style and presentation

Excellent standard of work. Efficiently and lucidly written, without unnecessary complication. Faultless presentation, expression and bibliography. Carefully word-processed with judicious use of academic conventions.

Accurate and lucid expression. Good standard of written English. Clear and correct presentation with very few errors of form or style. Citations and bibliography follow conventions in the MLA Handbook.

Moderately good standard, though room for improvement in matters of stylistic expression and / or grammar and punctuation. Some capacity to present work with appropriate citation and bibliography.

Needs to be improved in most respects. Writing is unsophisticated. A basic knowledge of grammar, syntax, spelling and punctuation. Essay is weakened by inappropriate or inaccurate language.

Inappropriate style and / or command of written English.

3) Oral evaluations a. The final oral exam will be a one-to-one discussion between the student and lecturer. b. During the semester, students can choose to present one of the works to be studied. c. The evaluation grid for oral presentations is the following:

A-4 (92-100) B+ 3.5 (87-91) B 3.0 (83-86) C+ 2.5 (79-82) C 2.0 (75-78)

Deep and detailed knowledge and understanding. Sophisticated use of concepts and technical terms. Shows wide-ranging awareness of context, and an independent approach to the issues raised. Makes interesting and / or original connections. Makes independent judgments. Eloquent and excellent command of the language accompanied by appropriate body language. Not only confident but pedagogical as well. Voice is clear.

Good knowledge and understanding with accurate and well-contextualised use of concepts and technical terms. Shows awareness of the implications of issues raised. Shows some independent judgment. Exhibits a good command of the language and appropriate body language is maintained. Looks confident; voice is clear.

Manifests general knowledge and understanding. Issues are discussed and concepts and technical terms are used, but not always appropriately. Exhibits a fair command of the language.

Shows some knowledge of the subject, but the student has not identified the key issues and / or has handled material accurately. Communication skills could be improved.

Misses the point. Question has been misunderstood and concepts and technical terms are mishandled. Communication skills are hampered by several factors.

F. Classroom policies

1) Readings. Students are expected to have read and prepared for the day’s activities. It is encouraged that texts be printed copies (as opposed to electronic ones). During the course of the semester, additional homework may be assigned and slight modifications in the course programme may be made in order to adapt to the needs of the class.

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2) Attendance. Students should not exceed nine absences (cf. Handbook Section IV, # 25). There is no distinction between excused and unexcused absences (Faculty Handbook, III, 1.5.4.2). In case of extreme cases such as hospitalisation or participation in sports tournaments, please inform the lecturer and be ready with justified documents. Further, students who come to class after attendance has been checked will receive a half-cut. Fifteen minutes tardiness is considered an absence. On the 10

th cut, the student will automatically be dropped

from the course. If the lecturer is not in class at the prescribed time, please wait for the next ten minutes. If the teacher is still absent after this time, students may consider themselves dismissed. However, if the class is notified of the lecturer’s time of arrival, most probably through the beadle, please wait until the designated time, after which students may consider themselves dismissed. Finally, students should not go out of the class as soon as sessions have started. Instead, they should make use of the breaks to fetch water or go to the water closet. In case of class cancellations due to weather conditions or unforeseen circumstances, please check the e-group for messages.

3) Gadgets. Phones and other forms of mobile communication must not be used in class. Other

electronic devices such as laptops should only be used with permission from the teacher. If a student is caught using Facebook or other similar forms of personal communications, he or she will be asked to step out of the class and will incur an absent mark that day. Picture-taking of lecture presentations are prohibited.

G. Consultation hours M-W-F, from 13:30-14:30, English Department, De la Costa Hall I prefer setting an appointment for consultations. Please reach me through e-mail: jmartin@ateneo.edu. Only class beadles will obtain my mobile number. Consider FB communications as inexistent.