LIT 2230 M/W 2:00-3:15

Section 02 WMS 204

Spring 2011

LIT 2230- Introduction to Global Literature

Instructor: Jennifer Donahue

Office: WMS 330

Email: jld09c@fsu.edu
Office Hours: M/W 11:00-12:00 and by appointment

“I come from a place where breath, eyes, and memory are one, a place from which you carry
your past like the hair on your head”- Edwidge Danticat, Breath, Eyes, Memory

Course Description:
This course is an introduction to English-language literature from third world countries that
were former British colonies in Africa, Asia and the Caribbean. More specifically, this course
aims to examine the construction of place and “home” alongside the development of personal
and national identity in literatures of the Caribbean, Africa and India. Thus, we will interrogate
how authors utilize various stratagems to engage in a process of self-definition and construct
space in their writing. Through a comparative lens, this course examines history and
colonialism as well as its aftermath with the aim of establishing a dialogue between texts to
consider how they have contributed to our understanding of global literature.

This course will engage with questions of postcoloniality from a range of perspectives,
exploring the relationship between past and present and the continued impact of colonialism.
As our authors include those both writing from and outside the postcolonial state, this course
will allow us to explore the relation between transnationalism, identity and literary production.
Examining works by writers such as Edwidge Danticat and Arundhati Roy, this course will
examine issues of colonialism and de-colonization, questions of difference, migration, exile
and the “return,” leading us to investigate issues of identity and spatial construction. By
bringing into discussion various features of literature, we will examine the ways in which these
authors construct place and “home” in their writing in the face of migration and exile.

Course Objectives:
• To relocate former British and French colonies within a broader perspective of history

• To examine the location of cultural and personal identity

• To critically discuss the role colonization played—and continues to play—in shaping

culture and literature

• Provide a comparative account of the postcolonial novel in relation to different

linguistic, historical, and geographical traditions
• To develop the critical thinking, reading and writing skills essential to a liberal education

Course Outcomes:
• Students will be able to identify major movements in postcolonial literature.
• Students will be able to identify differences among cultures through engagement with
assigned literary texts.
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 • Students will be able to write a critical response to a work of literature without the aid of
outside sources.
• Students will be able to write a critical essay about literature, one that incorporates and
cites appropriate scholarly sources.
• Students will be able to generate an interpretation of a work of literature, focusing
particularly on cultural variation as represented and presented within and across
assigned materials.

Feedback designed to foster students’ writing proficiency will be provided.

Evaluation:
In addition to active, thoughtful participation in class discussion, the following are required for
this course:

1) Mid-term Examination (25% of final grade)- Comprised of a combination of

response types, including an essay component, this examination will evaluate your
engagement with the themes and texts of this course. Additional details will follow as
the date for this examination approaches. The date for the mid-term examination is
Wed. 3/2.

2) Short Essay (15% of final grade)- Write a short (1,000-1,200 word) critical essay,
sans outside sources, addressing issues of cultural variation. Since this class fulfills a
Gordon Rule credit, your essay will be graded on the quality of both ideas and writing.

Given that we are reading English-language literature from countries that were former
British or French colonies, we have an opportunity to experience through fictional
worlds different cultural traditions, especially as those traditions negotiate with the
traditions of the colonizer’s culture. Select one of the assigned texts and explore the
nature of this negotiation. Develop a specific argument about the dynamic of this
negotiation, and then persuade your reader of the validity of your argument through
the use of convincing textual evidence. This paper should be a critical analysis of the
text, not a statement of opinion. The due date for this assignment is Mon. 3/21
(submitted to SafeAssign).

3) Annotated Bibliography and Prospectus (15% of final grade)

To help you prepare for your final paper, you will create an annotated bibliography. This
bibliography requires five to seven secondary sources: all of them must be print sources
(i.e. books, peer-reviewed journal articles, etc.). The annotations should be single-
spaced paragraphs (150 words or more each) which discuss the topic of the work and
its relevance and value to your study. We will look at examples of annotated
bibliographies in class as well as learn how to conduct research through the library
database.

To aid your development of the final paper, you will write a one page prospects
explaining your thesis and plans for further exploration. This paper is a literary analysis
so your prospectus should pinpoint which primary text(s) you plan to examine. We will
discuss the paper and its requirements in further detail during class. The annotated
bibliography and paper prospectus is due on Wed. 4/6 (submitted to SafeAssign).

4) Final Paper (30% of final grade)

Your final paper should be 2,500- 3,000 words (approximately 8–10 pages in length),
include proper MLA parenthetical citations, proper formatting, and a Works Cited page.
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 This is a formal, literary analysis; criteria for grading include completeness,
thoughtfulness and development and support of a particular argument. Essays should
present a clear, coherent, and specific thesis that is consistently and thoroughly
developed. Your essay may cover one or two of the texts we discuss in class. The final
paper is due by 5 p.m. on Mon. 4/25 in my office (and submitted online to SafeAssign).

5) Quizzes (10% of grade)- Featured throughout the semester, reading quizzes will
evaluate your comprehension and engagement with the texts and ideas of this course.

5) Reading Response Presentation (5% of final grade)- (300 words, MLA format).
Everyone will be required to sign up to do one reading response presentation. This is an
informal, almost conversational paper that you will write and deliver to the class. Select
an issue, symbol, or technique in the text you’ve signed up for and discuss it briefly,
quoting passages and offering your interpretation. It may be something you noticed
that troubled you and can’t quite make sense of. Also offer two or three questions for
our consideration. In short, these presentations are supposed to stimulate discussion
and deeper analysis of the texts we’ll study this term. Your response is to be uploaded
to SafeAssign by the start of class on the date of your presentation.

WARNING: All work must be original for this class. Papers will be docked one
letter grade for each class period late. Assignments submitted after the start of
class on the date due are considered late. Computer or printing issues are not
valid excuses for late papers. Be sure to back up your work. Missed quizzes may
not be made up. All assignments must be completed in order to earn a passing
grade in this course.
The University employs a plus/minus system where grades earn the following quality point
values:
A (93-100)= 4.00
A- (90-92)= 3.75
B+ (87-89)= 3.25
B (83-86)= 3.00
B- (80-82)= 2.75
C+ (77-79)= 2.25
C (73-76)= 2.00
C- (70-72)= 1.75
D+ (67-69)= 1.25
D (63-66)= 1.00
D- (60-62)= 0.75
F (0-59)= 0.00

Essay Grading Rubric for Gordon Rule, X and Y courses-

CRITERIA
THESIS and CONTENT (Development)
The essay has a thesis—a single, central point that is interesting, original,
striking and substantial. The central idea is developed in the essay through well-
chosen, appropriate, concrete details that show originality and
freshness. Author shows rather than merely tells. Generalizations and
assertions are defended. Arguments are logical.

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 ORGANIZATION
The essay is organized and well structured (there is a beginning, a body, and a
conclusion). The essay exhibits a clear strategy for persuasion and
development. The organization works with the thesis so that the thesis and the
organization serve the purpose of the essay. Essay does not digress from
central point. Transitions help the paper flow smoothly. Introductory
paragraph(s) is (are) interesting and appropriate. Concluding paragraph is clear
and convincing.

PARAGRAPHS
Paragraphs are organized, unified and coherent. Each supporting paragraph has
a controlling idea. In supporting paragraphs, topic idea helps further the thesis.

STYLE
Sentences are well constructed. Writer avoids modifier problems. Sentences
show variety of pattern and are rhetorically effective. The essay is written in a
style and tone appropriate to the audience, topic and purpose. Words are
appropriate and well chosen. Writer avoids jargon and sexist language.

GRAMMAR, SPELLING, MECHANICS

Writer avoids errors in grammar, spelling, and mechanics.

*More detailed information about grading will follow

Course Texts:
Edwidge Danticat, Breath, Eyes, Memory. Vintage Contemporaries, 1998. (ISBN: 978-
0375705045)
V.S. Naipaul, A House for Mr. Biswas. Vintage, 2001. (ISBN: 978-0375707162)
Nadine Gordimer, July’s People. Penguin Group, 1981. (ISBN: 0-14-006140-1)
Chinua Achebe, Things Fall Apart. Anchor, 1994. (ISBN: 978-0385474542)
Arundhati Roy, The God of Small Things. Harper Perennial, 1998. (ISBN: 0-06-097749-3)
PDF files as indicated
Attendance:
Attendance in this course is integral to your success and education. Failure to attend deprives
you of a chance of developing fundamental skills of reading, writing and critical thinking. I will
take attendance by using a sign-in sheet. It is your responsibility to make sure you have
signed in. If you sign in after the sheet goes around, you are late. Every three tardies or early
departures will result in an absence. Missing more than 15 minutes of class is considered an
absence, not a tardy/early departure. Since this class meets two times a week you are allotted
four absences; exceeding four absences will reduce your final grade by five percentage points
per additional absence. If you must be absent on the day that a paper or other assignment is
due, you are still required to turn in the assignment on time.

Excused absences include documented illness, deaths in the family and other documented
crises, call to active military duty or jury duty, religious holy days, and official University
activities. These absences will be accommodated in a way that does not arbitrarily penalize
students who have a valid excuse. Consideration will also be given to students whose
dependent children experience serious illness. However, whether an absence is excused or
unexcused, you are still responsible for missed work. Students must also provide, when
possible, advance notice of absences as well as relevant documentation regarding absences
to the instructor as soon as possible following the illness or event that led to an absence.

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Understand that I will frequently send updates and other important course information to your
campus e-mail address and the course Blackboard page. It is your responsibility to check them
daily. I will not respond to e-mails asking me “what we did in class” on the day you missed or
any other question your classmates can answer. This is not intended to discourage questions
about assignments or readings, but please consult this syllabus and other course documents
prior to e-mailing for clarification.

Participation:
While speaking in class is an important aspect of participation, it is not the sole contributor.
Participation is composed of your effort in and out of the classroom, your attitude, your
comments (both written & spoken), and your engagement with the materials and information
being studied. In my opinion, participation is qualitative, which means it is difficult to assign a
point value to the “qualities” that constitute a student’s contribution to class. In order to account
for this important aspect, I will round your final grade up or down based on your participation. If I
feel you have been an active participant, I will round your grade up when it sits between two
grades. For example, if your final grade is between a B and a B+, I will round your grade up to
the B+. However, if I am disappointed with your participation, your grade will be rounded down
to a B. Please come see me during the semester if you would like to check on your progress or
receive advice about improving your participation.

Conduct and Deportment:

• Cell phones: Please turn off your cell phone before entering the classroom. A ringing
cell phone is distracting and shows your lack of respect for your education, your
classmates, and myself.
• Promptness: Please be on time. Your participation in class begins when class starts; you
are not able to fully participate in the day’s discussion if you are late. Your grade will be
adversely affected by your inability to come to class on time.
• Attitude: As with most things, you will get out of this class what you put into it; a
positive outlook and commitment to excellence will serve you well. How you project
yourself and the attitude with which you approach this class will be easily recognized by
your classmates and by myself. I expect you to be respectful of yourself and others,
committed to improvement, and dedicated to putting forth your best effort.
Neither disruptive language nor inappropriate behavior will be tolerated in this class.
Disruptive language includes, but is not limited to, violent and/or belligerent and/or insulting
remarks, including sexist, racist, homophobic or anti-ethnic slurs, bigotry, and disparaging
commentary, either spoken or written (offensive slang included).

Disruptive behavior includes the use of cell phones, pagers or any other form of electronic
communication during the class session (e-mail, web-browsing). Disruptive behavior also
includes whispering or talking when another member of the class is speaking or engaged in
relevant conversation (remember that I am a member of this class as well). This classroom
functions on the premise of respect, and you will be asked to leave the classroom if you
violate any part of this statement on civility.
Disclaimer:
Please keep in mind that during the course of the semester my role in class will often change
from lecturer and guide to Devil’s Advocate. The opinions and views expressed by me will not
necessarily be my own. This course is set up so that everyone in the class will be free to share
and exchange views and opinions. We will be discussing aspects relevant to Caribbean
literature and culture, often leading to valuable discussions on politics, history, race, religion

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and social issues under the umbrella of academic freedom and the First Amendment. This
course examines texts that are at times offensive or sensitive in nature. Several of the texts
have vulgar language, sexuality and violence as well as critical discussion of religion, politics
and social convention. However, I ensure you that this class is a serious investigation in
literature.

Academic Honor Policy:

The Florida State University Academic Honor Policy outlines the University’s expectations for
the integrity of students’ academic work, the procedures for resolving alleged violations of
those expectations, and the rights and responsibilities of students and faculty members
throughout the process. Students are responsible for reading the Academic Honor Policy and
for living up to their pledge to “…be honest and truthful and… [to] strive for personal and
institutional integrity at Florida State University” (Florida State University Academic Honor
Policy, found at http://dof.fsu.edu/honorpolicy.htm).

Plagiarism:
Plagiarism is grounds for suspension from the university as well as failure in this course. It will
not be tolerated. Any instance of plagiarism will be reported to the Director of Undergraduate
Studies. Plagiarism is included among the violations defined in the Academic Honor Code,
section b, paragraph 2, as follows: “Regarding academic assignments, violations of the
Academic Honor Code shall include representing another’s work or any part thereof, be it
published or unpublished, as one’s own.”

Liberal Studies:
The Liberal Studies Program at Florida State University has been designed to provide a
perspective on the qualities, accomplishments, and aspirations of human beings, the past and
present civilizations we have created, and the natural and technological world we inhabit. This
course has been approved as meeting the requirements for Liberal Studies Area IV,
Humanities and Fine Arts, and in combination with your other Liberal Studies courses, provides
an important foundation for your lifelong quest for knowledge.

Gordon Rule Policy:

In order to fulfill FSU’s Gordon Rule “W” Designation (writing) credit, the student must earn a
“C-” or better in the course, and in order to receive a “C-” or better in the course, the student
must earn at least a “C-” on the required writing assignments for the course. If the student
does not earn a “C-” or better on the required writing assignments for the course, the student
will not earn an overall grade of “C-” or better in the course, no matter how well the student
performs in the remaining portion of the course.

Americans with Disabilities Act:

Students with disabilities needing academic accommodation should: (1) register with and
provide documentation to the Student Disability Resource Center; and (2) bring a letter to the
instructor indicating the need for accommodation and what type. This should be done during
the first week of class.

This syllabus and other class materials are available in alternative format upon request.
For more information about services available to FSU students with disabilities, contact the:
Student Disability Resource Center 874 Traditions Way 108 Student Services Building Florida
State University Tallahassee, FL 32306-4167 (850) 644-9566 (voice) (850) 644-8504 (TDD)
sdrc@admin.fsu.edu
http://www.disabilitycenter.fsu.edu/

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Schedule:
All assignments are due on the day listed; in other words, reading assignments need to be
completed before class on the day stated. Assignments indicated by (PDF) may be located on
our class Blackboard site in the Course Library. Where applicable, page numbers correspond
with the edition required for this course.
Except for changes that substantially affect implementation of the evaluation (grading)
statement, this syllabus is a guide for the course and is subject to change with advance
notice.

WEEK 1
Wed. (1/5)- Attendance

WEEK 2
Mon. (1/10)- Introductions/ Postcolonial Overview/ Defining Home
• Robert Parker, “Postcolonial and Race Studies” (PDF)
• Carol Boyce Davies, “Writing Home” (PDF)

Wed. (1/12)- Breath, Eyes, Memory (1-61)

WEEK 3
Mon. (1/17)- CLASS CANCELLED (UNIVERSITY HOLIDAY)

Wed. (1/19)- Breath, Eyes, Memory (65-119)

WEEK 4
Mon. (1/24) Breath, Eyes, Memory (120- 171)

Wed. (1/26) Breath, Eyes, Memory (172-234)

WEEK 5
Mon. (1/31)- A House for Mr. Biswas (5-76)

Wed. (2/2)- A House for Mr. Biswas (77-134)

WEEK 6
Mon. (2/7)- A House for Mr. Biswas (135-196)

Wed. (2/9)- A House for Mr. Biswas (197- 261)

WEEK 7
Mon. (2/14)- A House for Mr. Biswas (261- 348)

Wed. (2/16)- A House for Mr. Biswas (349-415)

WEEK 8
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Mon. (2/21)- A House for Mr. Biswas (416-472)

Wed. (2/23)- A House for Mr. Biswas (473-510)

WEEK 9
Mon. (2/28)- A House for Mr. Biswas (511-564)

Wed. (3/2)- Midterm Examination

WEEK 10
Mon. (3/7)- CLASS CANCELLED (SPRING BREAK)

Wed. (3/9)- CLASS CANCELLED (SPRING BREAK)

WEEK 11
Mon. (3/14) July’s People (1-63)

Wed. (3/16) July’s People (64-121)

WEEK 12
Mon. (3/21) July’s People (122-160)
*Short Essay due (submitted to SafeAssign)

Wed. (3/23) Things Fall Apart (1-62)

WEEK 13
Mon. (3/28) Things Fall Apart (63-161)

Wed. (3/30)- CLASS CANCELLED

WEEK 14
Mon. (4/4) Things Fall Apart (162-209)
The God of Small Things (3-33)

Wed. (4/6) The God of Small Things (34-89)

*Annotated Bibliography and Prospectus due (submitted to SafeAssign)

WEEK 15
Mon. (4/11) The God of Small Things (90-177)

Wed. (4/13) The God of Small Things (178- 253)

WEEK 16
Mon. (4/18)- The God of Small Things (254-321)

Wed. (4/20)- Viewing of Roy’s We and course review

WEEK 17
Mon. (4/25)- *Final papers due in my office (WMS 330) AND uploaded to SafeAssign
by 5:00 p.m.
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