Please note: your final papers are due at raphaeljohncomprone@gmail.com by Wednesday of next week.
Please mark FINAL on your final papers. You need to turn in only 3 revised papers with the writing rubric attached at the end of the paper. Please analyze your paper according to the rubric.
8/19/11
Please turn in your drafts of your Phyllis Wheatley paper by the end of this week. We will watch The Great Debaters this week. Also, read Toni Morrison's essay "The Site of Memory" and turn in an essay discussing your views of the importance of memory in African American culture based on Toni Morrison's insights. This paper will be due Fri. 30th along with your paper on the movie. When analyzing the movie, focus on a few scenes that you thought were interesting and state why. Discuss what the movie was about and discuss how it relates to today.
All papers should be 3-4 pages in length and written according to MLA format.
Lastly, the reading assignment for my book, Poetry, Desire, and Fantasy in the Harlem Renaissance, is to read the first chapter. Please do so.
8/23/11
We discussed the vocabulary for the poem "On Imagination" by Phyllis Wheatley.
Please define the following terms for the poem:
refulgent
pomp
diffuse
sovereign
abode
pinions
Fancy
flora
empyreal
rove
thine/Thou
fragrant
flourish
cease
lay
sovereign
Please keep the definitions in your notebook.
Example of a quote integrated into a paper (an in-text citation):
The imagination allows Wheatley to escape the hardships of earthly existence: "We on thy pinions can surpass the wind,/And leave the rolling universe behind" (lines 17-18). In these lines, Wheatley masks her true feelings about slavery by referring to the abstract powers of the imagination.
Saint Paul’s College: Department of Humanities & Behavioral Sciences
African American Literature
Class Time: Office:
1-1:50 p.m. RH 136
Classroom: Office Hours:
RH KIVA MWF 10-12 p.m. RH 136
T R 8-9:30 a.m. Russell Hall Rm. 136
Office Phone: contact by email only Credit Hours:
Email: raphaeljohncomprone@gmail.com 3
Website: www.comprone.info
Pre-requisite: Students must have completed Composition II and must have passed the exit examination for Composition II.
Required Texts:
Comprone, Raphael. Poetry, Desire, and Fantasy in the Harlem Renaissance. Lanham, Maryland: UPA, 2006.
The Norton Anthology of African American Literature: Second Edition. Ed. Gates & McKay. New York: Norton, 2003.
Endorsmement Competencies for Education Majors:
Knowledge of reading strategies and techniques used to enhance reading comprehensive skills.
Knowledge of varied works from British, American, world, and ethnic/minority literature appropriate for English instruction.
Selection of Texts:
This anthology is REQUIRED, and you cannot pass the course without using it because all exams will be open book. You must also purchase my book because we will be using it extensively when covering the Harlem Renaissance.
Course Description: The purpose of this course is to familiarize students with the achievements of African American writers throughout time. We will study the various historical periods in African American literature and discuss the contributions of African American writers to American society and culture. We will cover the Black Arts Movement and the Harlem Renaissance this semester. We will also watch movies of these two important time periods in African American literature.
Course Rationale: The purpose of this course is to develop an awareness of the significance of African American literature in American society.
Course Goals, Objectives, and Corresponding Program Outcomes:
1 Develop an awareness of the achievements of African American writers and their contribution to American democracy and culture
2 Discuss the historical struggle of African American writers in American society
3 Develop students’ writing skills in an academic context
4 Develop among students an awareness of the importance of essays, music, poetry, drama, short stories, and novels written by African Americans
Expectations for Student Behavior as Related to Course Objectives and Their Corresponding Program Outcomes:
Please arrange for meeting with me during office hours. Students must behave appropriately by: 1) avoiding talking when the professor is speaking, 2) being punctual (students will lose points for tardiness and excessive absences), 3) ALWAYS bringing their textbooks to class, 4) actively participating in class, 5) not plagiarizing, 6) avoiding the use of foul language and abusive behavior, 8) being polite to other students, and 9) following the dress code and wearing appropriate attire, 10) send all revisions of your assignments with an email to raphaeljohncomprone@gmail.com (you must CLEARLY label your assignment and the attachment when you send it to my email. In the text of your email, put your name, the course you are taking, and the assignment that you are attaching. If you send an assignment to the wrong email, you are responsible for the missing assignment).
The attendance policy is as follows:
Students missing more than 9 times (EXCUSED or UNEXCUSED) must WITHDRAW or receive a failing grade of F.
This policy will be strictly enforced.
Students with 2 or less absences will receive an additional 10% for their final grade. Excused absences will not be factored into this calculation, e.g. a student who has three excused absences and no unexcused absences will not receive an additional 10% added to his or her final grade.
Students cannot obtain excuses for absences after the semester is over.
Class Format, Process, and Methods of Instruction:
We will incorporate the QEP writing rubric format designed for writing intensive courses:
Saint Paul’s College General Education Program
Core Program Course Rubric (CPRC)
Writing Rubric
5 (Skilled); 4 (Proficient); 3 (Average); 2 (Marginally Acceptable); 1 (Unacceptable)
Focus and Thesis (1-5)
Questions: Does the essay respond to the prompt in a focused way? Does the essay maintain a single focus throughout?
Goal: Identifiable thesis representing adequate understanding of the assigned topic. Thesis or focus is developed throughout essay.
Evidence (1-5)
Questions: Does the writer support assertions with evidence or examples? Is evidence cited according to required guidelines (such as MLA)? Are quotations integrated into the student’s own writing? Goal: Accurate evidence that is well documented, relevant, well integrated, and/or appropriate.
Organization (1-5)
Questions: Does the student divide paragraphs by idea? Does the student develop paragraphs beyond two sentences? Does the student distinguish between an introductory paragraph, a body paragraph, and a conclusion? Goal: Effective paragraphing with few overall organizational problems. Introduction and conclusion are effectively related to the whole.
Style and Mechanics (1-5)
Question: Is the essay written according to the conventions of Standard Written English? Some sentence-level errors are normal, but not multiple errors of multiple kinds. Goal: Effective and varied sentences; minimal errors in sentence construction; only occasional punctuation, spelling and/or capitalization errors.
Students can only receive incompletes upon permission by the instructor (an incomplete can only be filed for during the semester) and only if they are experiencing financial difficulties or a grave personal matter (I must be notified in person by the student or by a relative before the end of the semester). Excuses will only be accepted from the Provost's office. I will only accept assignments in person (do not slip any assignments under my office door--I am not responsible if any of these assignments should end up missing). It is the student's responsibility to make up any missing work and to check on his or her grade during the semester. Absolutely no excuses for absences can be issued after the semester is completed (if you do not show me the excuse during the semester--you have to show me the excuse in person, do not put it under my door--I will not give you an excuse--this applies to athletes as well). Athletes must personally give me a copy of their game schedule and indicate to me the days they will be absent. They must also make up any work and or missed instruction the day after their absence. ABSOLUTELY no grade changes are possible after the semester. Please check with me before the end of the semester to see if you have any outstanding work to complete.
90% Papers
10% Participation and attendance
Course Outline and Assignment Due Dates:
TBA
Tentative List of Assigned Readings and Assignments:
In class assignments and blog posts:
You will receive extra credit for posting on my blog. You will be required to keep your in class assignments in a folder that will be collected periodically throughout the semester.
Assignment:
The assignment you have is to comment on the poem "On Imagination" by Phillis Wheatley. Can you describe what you think it must have been like to be African American and a poet in the 18th century at a time when slavery still existed? To what it extent do you think Wheatley had to mask her true intentions when writing to please the dominant white society that treated her as an exceptional genius?
What do you think African Americans can learn from Wheatley's poem today?
Be as specific as possible. You should refer to particular lines in your post to support your argument. You can also discuss the historical context in which Wheatley wrote.
Write 2-3 pages and use MLA format.
Assignment: Watch the film American Gangster with Denzel Washington. Write a 3-4 page on the film discussing its theme and at least two scenes that deal with the problem of drugs. Do not summarize the entire film. In your conclusion, discuss whether you feel that drugs continue to be a problem in American society. Support your viewpoint with research (at least one outside source). Write according to MLA format.
What comment does this film make about American society? How have drugs become an alternative source of income in an urban underworld in American society? Is our government doing enough to solve the problem, or will always remain a perennial issue for American society? Discuss one scene in the film that you thought was very powerful and effective. How did it make you think critically about the problem of drugs and materialism in American society?
Assignment: Watch the film The Great Debaters with Denzel Washington. Write a 3-4 page paper about the film, focusing on two scenes in the film. Relate the theme of the film to present day life in America. What can we learn specifically from this film? Avoid summarizing the plot of the film. In your paper, conduct research on the topic of the film.
This is another great movie with Denzel Washington. What do you think is the role of language and eloquence in the history of African American culture? How did the ability to debate transform the world during the pre-Civil Rights era? What can we learn from this film about our power to change the world we live in?
Describe one scene in the film that you find thought provoking and inspiring. Explain why.
Assignment: Write a 3-4 page paper comparing and contrasting one poem by June Jordan or Lucille Clifton with a poem by Nikki Giovanni. Discuss the theme of each poem and the imagery and metaphors used in the poem. Write according to MLA format.
Assignment: Write a 2-3 page paper about one of Sterling Brown's poems. Use MLA format. Discuss the theme and the imagery used in the poem.
Choose one of Sterling Brown's poems and write about it. How does he represent the culture of the Harlem Renaissance? To what extent does Brown's poetry deal with the theme of cultural renewal and expression dominant in the Harlem Renaissance period? What were some of the characteristics of the Harlem Renaissance?
Read the works of June Jordan, Lucille Clifton, and Nikki Giovanni. Choose TWO of their poems and compare and contrast them. Discuss why you are interested in them in your comment on the blog.
Assignment: African American Literature: Read Toni Morrison's "The Site of Memory" Write a 3-4 page paper on Morrison's essay.
Read Toni Morrison's "The Site of Memory." Discuss what comments she is making on ethnic identity, race, and representation. How does her writing differ from the poetry of Phyllis Wheatley or the poetry of women writers like Nikki Giovanni during the Black Arts Movement?
Assignment: Write a 2-3 page paper on a poem by James Weldon Johnson. Discuss the imagery in the poem and its theme. Address Johnson's representation of African American identity. Use MLA format.
Choose one of Johnson's poems and discuss why it inspired you. What metaphors does he use? How does he represent African American identity in his writing? How does his poetry differ from Wheatley's writing? What were some of the themes of the historical period in which James Weldon Johnson wrote?
In Class Assignments: Keep your in class assignments in folder/notebook. Your notebooks will be graded periodically. We will have various in class writing assignments throughout the semester.
Recommended Internet Sites: www.comprone.info for updates on assignments, syllabi, poetry club submissions (extra credit)
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