Professor Sophia McClennen / Dept. of Comparative Literature , Penn State University, Mailbox: 311 Burrowes, Office:  435N Burrowes Office Phone: 865-0032 E-mail: sam50@psu.edu, Office Hours:  M 1:30-2:30 and by appointment.

CMLIT 521: Comparative Seminar in Inter-American Literature   American Copula: Sexual Reproduction and Textual Production in the New World
Spring 2005 M 2:30-5:30, 306 Burrowes, 3 Credit Hours	Adrien Collaert II after Marten de Vos: Personification of America. Europe. 1765-1775.

Course Objectives

Students enrolled in this course should expect to develop the following skills:

• Develop an understanding of cultural diversity in the Americas through particular attention to representations of gender and race.
• Develop an understanding of feminist, queer and reproductive theory.
• Read, understand, and enjoy a number of significant works of American Literature from North, South and Central America and the Caribbean.
• Acquire intercultural and international competence by developing the ability to establish connections among literary works emerging from various contexts throughout the Americas, and among majority and minority cultures.
• Employ comparative methods in order to better understand literary diversity, intertextuality and parallel development.
• Acquire a critical knowledge of literary themes, motifs, structures, narratives, points of view, and values that are typical of various regions of the Americas.
• Begin to acquire a historical perspective of the development of literature in the Americas.
• Identify a number of themes central to American literature and the ways that these themes have helped to shape American identity today.
• Consider questions of social conflict as they are reflected in works of literature.

• Critically analyze literary works in terms of form and style.

• Practice techniques of literary analysis.

• Develop and refine critical thinking, oral and written expression, and techniques of textual analysis.  
• Develop communication skills in essays, response papers, class discussions, presentations, web discussions and research papers.
• Engage in collaborative learning and teamwork.
• Acquire a sound basis for further work in Inter-American Literature and Comparative Literature.
• Actively participate in the creation of a vibrant and rewarding learning community.

Textbooks

A note on on-line readings: Many of our readings are available on-line.  This saves us money!  You need to access the texts well in advance in case there are problems with the website.  A Note on Original Language Texts: Please use original language texts if possible.  In papers it is recommended that you make every effort to cite the original language even if you are more comfortable with the translation. Clorinda Matto de Turner, Aves sin nido AND/OR Clorinda Matto de Turner, Torn from the Nest Doris Sommer, Foundational Fictions William Wells Brown, Clotel, Or, The President's Daughter: A Narrative of Slave Life in the United States (If you want to save money, there are numerous electronic copies available). Gertrudis Gomez de Avellaneda, Sab and Autobiography  AND/OR Gertrudis Gomez de Avellaneda, Sab Diamela Eltit, El cuarto mundo AND/OR Diamela Eltit, The Fourth World Clarice Lispector, The Hour of the Star AND/OR Clarice Lispector, A hora da estrela Margaret Atwood, The Handmaid’s Tale Reinaldo Arenas, The Color of summer AND/OR Reinaldo Arenas, El color del verano / Publisher: TusQuets; (December 1, 1999) ISBN: 8483100827 Debra Castillo, Redreaming America / Publisher: State University of New York Press; (December 1, 2004) Ariel Dorfman, The Nanny and the Iceberg  Seven Stories Press AND/OR Ariel Dorfman, La nana y el iceberg Severo Sarduy, De donde son los cantantes AND/OR Severo Sarduy, From Cuba with a Song

General Grant with Lady Liberty 1864 Civil War Portrait

General Information:

Academic dishonesty: Students are expected to uphold the University's standards of academic integrity. Academic dishonesty will be dealt with according to University policies.

Registration Policy: During the drop/add period at the beginning of the semester, the department of Comparative Literature encourages students to visit this and other courses in order to make informed decisions about which courses to take. After the first week, however, only students registered in the course may remain; no student may late-add (or restore a dropped registration) after the third week of the semester without petitioning the department on a form available in the office, 311 Burrowes.

University Access Statement: The Pennsylvania State University encourages qualified students with disabilities to participate in its programs and activities.  If you anticipate needing any kind of accommodations in this course or have any questions about physical access, please tell the instructor as soon as possible. 

Course Requirements

Course components

1. Participation and Homework

This is a discussion and writing- intensive course and lectures will be used minimally.  The success of this format depends on how well-prepared each student is BEFORE coming to class.  Effective participation requires that students arrive to class on time and ready to engage in advanced conversation about the materials for that day. Students will be given a chance to discuss and defend their opinions in class as well as learn to be tolerant of differing opinions. Moreover, students are encouraged to examine their convictions and interpretations not only by writing but also in the process of classroom discussion. Class will often be divided into smaller discussion groups in order to discuss topics in greater detail. Your class participation grade is based on observations of student performance in the following categories:

Class Participation Grading Scale:

A note on attendance: Your attendance is absolutely essential for the success of this course.  Not only do you miss the class activities of the day, but we miss your contributions.  Even though it is important for you to be in class, life will occasionally interrupt your ability to join us. For example, you may have a required university activity, you may be sick or you may have a family obligation.  When you cannot be in class it is important for you to notify me so that I can help you to make up missed work.  Also, when possible, please bring verification of your absence (a note from your coach or doctor for instance).  Each student may miss class twice with no penalty to their participation grade. If you miss class more than twice for reasons beyond your control please see me and I may arrange to make the extra absences excused as well. 

POP QUIZZES: We may occasionally have a pop quiz to determine how carefully students have read assignments.  These will be short and simple. 

Homework: In addition to reading for class you will often be given questions to consider before coming to class.  You should make notes and write brief answers to these questions before arriving.  I will occasionally collect your answers. Even when these are not collected your preparation of the homework will be obvious by your class participation.

2. ANGEL

Participation is not limited to in-class discussion -- we will also be discussing issues on our MESSAGE BOARDS available on ANGEL. The MESSAGE BOARDS are set up to encourage discussion and debate of topics covered in class as well as other issues that you think are relevant. Each student is expected to log in and write a message at least 7 times over the course of the semester. You do NOT need to write something every week, but you should read the postings before class. You DO need to post to the Forum on 7 different topics. 

ANGELwill also be used to post critical responses.  This will allow you to comment constructively on your peer's work.  For more on ANGEL and posting written work see below under Critical Response papers.

NOTE: For students who are less comfortable speaking in class, sustained participation on the MESSAGE BOARDS can help balance hesitancy in classroom participation. 

The MESSAGE BOARDS have topics listed that are in synch with our course. Please check the message boards before each class for discussion questions, topics to consider, and to respond to issues. You can also use the message boards to post questions or information. If you have questions about how to use ANGEL ask me for help. 

Ø     You must post to the message boards at least 7 times not counting required posts, such as your introduction, papers or other assignments.

Ø     You must post to the message boards on a regular basis.  Posting seven times at the end of the semester will not receive full credit.

Ø     While you are welcome to post brief questions and answers, the postings for your grade must be a substantial communication, i.e., approximately 5 complex sentences.

Ø     Try to answer the questions posted by your classmates.  

Ø     You should try to post questions so that I can answer them for the benefit of all students.  It is generally better to post a question to the message boards than to me on e-mail, since if you have a question chances are your class mates are curious about the same thing.  Then, when I answer, all will see my response.  

Ø     Post useful web resources and explain why they helped you.  You can also post any tips on using websites.

Ø     You need to check ANGEL before each class, because I will often post important class info there.

Ø     PLEASE CHECK ANGEL AT LEAST 4 TIMES A WEEK! 

3. Critical Responses

Twice during the term you need to post a longer, more elaborate critique related to the texts we are reading and the issues the class is raising.  These critical responses should be between 1-3 pages in length and should represent your most sophisticated and engaged critical writing.

There are no official due dates for these responses—but there is a final date. This means that you can post them at any point up to the final date. (Check the plan of study for final dates.).  You should try to pick topics that will help you develop your thoughts for your final paper.

Contents of Critical Response/Position Papers:

These brief “papers” (1-3 pages) allow you to develop your critical thinking skills vis-à-vis course materials. Your papers should not be summaries of readings.  Rather, your papers should be critical responses to the reading. At times you may choose to focus on only one element of material covered by developing your own critical response, but reference to all materials should be attempted as often as possible. These papers are opportunities for you to critically examine the issues we are covering. To this end, you may make references to works previously studied in the course, or to other texts you have read in other courses, which you feel intersect critically with the material we are covering.

This course centers on texts that attempt to define “American” cultural identity during a period of social conflict and crisis.  As you read consider these questions: How is this cultural identity created?  Who is included? Who is excluded?  Is identity formed by being an exemplary individual or by belonging to a group?  In many ways the identity of the New World has always reflected a tension between the individual and the community.  How has American cultural history been narrated as a personal experience? How has it been narrated as the creation of a community? You should also consider how each text relates to central themes and motifs common in literature of the Americas. Most importantly, consider the text in a comparative context.

If you are having trouble being inspired, use these questions to orient your "Response" to the reading:

4. Close Readings

The ability to analyze a brief passage in detail is a crucial skill for all students of literature. We will do two close readings in order to help you improve your skills. These will be done in class.

I have created a close reading guide to help you. Make sure to visit the page before these assignments.  You may bring a copy of the guide with you to consult.

5. Presentations

There will be short presentations throughout the term. In additions to presentations of the student's work there will be one on criticism and theory related to the course and one on an author.

6. Mid-term Paper

Short 15 page paper due before Spring Break.

7. Final Research paper

Research paper of 25-30 pages that compares two of the texts read for class.  In special circumstances (when it will greatly benefit the professional development of the student) exceptions can be made.