Objectives:
To help students understand the ways that literature expands their awareness of themselves and of
their relations to the world around them.

To help students read, interpret, and respond individually and collectively to imaginative literature
more thoughtfully and meaningfully through an examination of the elements of literature.

To familiarize students with the literature of various periods, emphasizing the twentieth century,
of African American literature.

To help students express their thinking about African American literature and culture through
class discussion, responses, class presentations, criticism, and paper.

To engage students in a deeper critical and analytical involvement with African American
studies–Literature, Culture, History, Politics, Theory, and Life.

To further develop the research, written, oral, conference, and possibly publication skills of
students.

Focus:
ENGL 5360.001 introduces students to an awareness of the complex and changing character of
the African American experience–its origin, developments, and future challenges.  It intends to
engage students in the critical analysis of a broad spectrum of subjects, themes, and issues: the
importance of Africa, the transatlantic slave trade and chattel slavery, AA expressive culture, the
psychology of oppression, family and educational policies, economic issues, and racism and
resistance.  The focus will be the application to theory to literature, especially in contemporary
AA studies.  Some of the critics and authors we will examine include Gloria Hull, Barbara Smith,
C.L.R. James, Richard Wright, Toni Morrison, W.E.B. Du Bois, Frederick Douglass, Martin
Luther King, Malcolm X, James Baldwin, Claude McKay, Zora Neale Hurston, Margaret Walker,
and Ernest Gaines.

Evaluation:
1. Attendance and class participation: 25%
          Faithful and active attendance, preparation, and participation in seminar-workshop setting.
     This includes: (a) serving as scribe–take brief notes from class–at least once during the
     semester, (b) writing and sharing a one-page response per week, and © giving an oral
     presentation of a condensed version of your original critical paper–a brief, conference-
     style.  Creative use of technology is highly commendable.

2. Two formal written assignments: 60%
          Two formal written assignments, developing in snowballing fashion on a topic chosen by
     you early in the course in consultation with me:
          (a) a concise history of criticism (8-12 pp. MLA, works cited included; Undergrad. 5-
     6 pp.) on a single text (from list of authors)–due on March 9, 2000: 20%
          (b) an original critical paper (research paper, 15-20 pp. MLA, works cited included;
     Undergrad. 6-8 pp.)–linked to the same single text, but typically defined somewhat more
     broadly or thematically, sometimes including other related texts (a paper with a specific
     thesis, aimed at a journal/conference–due on April 27, 2000: 40%

3. Discussion leader and respondent: 15%
 Lead a class discussion on a chosen essay from text, and serve as a respondent to another.

Late:
All late assignments will be penalized with a loss of a letter grade (A to B to C to D).  No late
assignment will be accepted after the Friday of the week in which assignments are to be submitted.
THERE WILL BE NO MAKE-UP ASSIGNMENT.

Groups:
Discussion will be done in small and large groups.

Course Outline:

WEEK 1: (JAN. 13) INTRODUCTION AND OVERVIEW; AFRICAN AMERICAN
STUDIES: TRENDS, DEVELOPMENTS, AND FUTURE CHALLENGES
          Introduction to course.  Discussion of syllabus and policies.  Survey of African American
     studies.  Filling cards.
 Background lecture
 SIGN UP FOR DISCUSSION LEADER AND RESPONDENT
 Woodson, The Study of the Negro, 5
 Cruse, The Integrationist Ethnic as a Basis for Scholarly Endeavors, 9
 SIGN UP FOR INFORMAL CONFERENCE

WEEK 2: (JAN. 20) CONTINUATION OF AFRICAN AMERICAN STUDIES: TRENDS,
DEVELOPMENTS, AND FUTURE CHALLENGES
  Hull and Smith, The Politics of Black Women Studies, 15
 Marable, Black Studies, Multiculturalism and the Future of American Education, 24
 Questions–Groups

WEEK 3: (JAN. 27) AFRICA AND THE AMERICAS: TIES THAT BIND
          James, The Atlantic Slave Trade and Slavery: Some Interpretations of their Significance in
     the Development of the United States and the Western World, 85
 Obichere, African History and Western Civilization, 43 *
          SIGN UP FOR AUTHOR AND TEXT TO BE USED FOR HISTORY OF CRITICISM
     AND RESEARCH PAPER

WEEK 4: (FEB. 3) CONTINUATION OF AFRICA AND THE AMERICAS: TIES THAT
BIND
Harding, Symptoms of Liberty and Blackhead Signposts: David Walker and Nat Turner,
123
 Davis, Reflections on the Black Woman’s Role in the Community of Slaves, 109 *
 Questions–Groups

WEEK 5: (FEB. 10) BLACK EXPRESSIVE CULTURE: MUSIC AND LITERATURE
 Brown, Negro Folk Expression: Spirituals, Seculars, Ballads and Work Songs, 179
 Maultsby, Africanisms in African American Music, 158 *

WEEK 6: (FEB. 17) CONTINUATION OF BLACK EXPRESSIVE CULTURE: MUSIC
AND LITERATURE
          Wright, How “Bigger” Was Born, 233
          Harrison, “Wild Women Don’t Have the Blues”: Blues from the Black Woman’s
     Perspective, 192 *

WEEK 7: (FEB. 24) CONTINUATION OF BLACK EXPRESSIVE CULTURE: MUSIC
AND LITERATURE
 Movie–individually or in small groups.
          Some students from the class and I will be at Postcolonial Conference

WEEK 8: (MAR. 2) CONTINUATION OF BLACK EXPRESSIVE CULTURE: MUSIC
AND LITERATURE
 POSSIBLE RESEARCH PAPER TOPIC DUE
          Johnson-Coleman, Loraine, Just Plain Folk (Class will meet at Greenville Museum of
     Art–7 PM)

WEEK 9: (MAR. 9) DISCOVERING THE MEANING OF BLACK IDENTITY: PSYCHIC
DIMENSIONS OF OPPRESSION
          Morrison, Unspeakable Things, Unspoken: The Afro-American Presence in American
     Literature (1990), 261*
 George, Black Beauty, Black Confusion (1965-70), 215 *
 Questions–Groups

 HISTORY OF CRITICISM DUE–CLASS TIME
    Mid-term evaluation

WEEK 10: (MAR. 12-19) SPRING BREAK!      SPRING BREAK!!     SPRING BREAK!!!

WEEK 11: (MAR. 23) CONTINUATION OF DISCOVERING THE MEANING OF
BLACK IDENTITY: PSYCHIC DIMENSIONS OF OPPRESSION
 Morrison, Text and Countertext in The Bluest Eye, 318*
 Morrison, The Bluest Eye
 Questions–Groups
          OUTLINE OF RESEARCH PAPER DUE–including paper topic/title, thesis statement,
     main points, and sources (primary and secondary) to be used

WEEK 12: (MAR. 30) THE BLACK FAMILY: HISTORICAL AND POLICY ISSUES
 Douglass, Learning to Read and Growing in Knowledge, 411
 Nobles, African Philosophy: Foundations for Black Psychology, 297 *
          Questions–Groups

WEEK 13: (APRIL 6) THE AFRICAN AMERICAN STRUGGLE FOR LITERACY AND
QUALITY EDUCATION
 Some students from the class and I will be at CLA Conference
 Movie–individually or in small groups.
                     Questions–Groups

WEEK 14: (APRIL 13) POLITICAL ECONOMY OF THE AFRICAN AMERICAN
SITUATION
 The Color of Water*
 In Love and In Trouble*
 Students will complete first draft of paper.  Professor will discuss mechanics of paper
  in class.
 FIRST DRAFT OF PAPER DUE
          (Bring two typed copies of your completed paper, works cited included, to class for
     editing arrangement.  Two students will edit your paper in class and during the
     weekend)

WEEK 15: (APRIL 20) RACISM, RESISTANCE, AND RADICALISM
 King, Letter from Birmingham City Jail, 537*
 Malcolm X, The Ballot or the Bullet, 548 *

WEEK 16: (APRIL 27) PRESENTATION OF STUDENTS’ PAPERS–CONFERENCE
STYLE, CELEBRATION/DISCUSSION
 RESEARCH PAPER DUE APRIL 27, 2000 ON OR BEFORE CLASS TIME

NB.  Additional information/definition/clarification will be given at different times during the
semester.  Please do not hesitate to seek my help.  Good Luck!

ADDITIONAL:

2. Research Paper:
Choose a topic that is of interest to you.  Narrow the topic so that you can focus on one area.  Do
some research on your topic.  At a later stage I will tell you more about the paper.  Read
handouts on paper.

The research paper is a substantial work of writing and research about a text, theme, or issue--only
on texts from syllabus.  It is a semester-long project due in its final form on APRIL 27, 2000,
class time.  It should be 15-20 pages in length (including works cited page, 12 point font size), and
you should consult at least 5 secondary sources–including at least one essay from A Turbulent
Voyage.

At the core of the paper should be an original, viable argument of your own about the text/topic
you have chosen.  You should also place your argument in the intellectual debate concerning that
work by consulting and citing secondary sources.  (Come up with your own ideas first, then use
secondary ideas).

STEPS:
As early as possible, determine which work to concentrate on, read that work, define a topic and
preliminary thesis with my guidance, and consult relevant secondary sources.  Your work on
history of criticism should help you to determine and develop your topic and thesis.

By week 7, declare possible paper topics, from which you should present to me a narrowly defined
topic the following week.  In the 11 Th week, an outline is due and in the 14 Th week a first draft
is due.

HELPFUL HINTS:
Narrow topic and use clear and well-expressed thesis.  Develop thesis.
Two spaces after every period.
A long quote is more than four lines and should be indented 10 spaces, two tabs, or one inch.
Double space.  Generally, introduce with colon, and end with period, two spaces and source.
A short quote is four lines and less and should be incorporated in paragraph with quotation marks
to indicate beginning and end.  It ends with quotation marks, space, source in parenthesis, and
period.
Introduce, integrate, and interact with quotes.
Vary your use of quotes and the active words that introduce the quotes.
Place header at top right.  Place works cited on separate page.
Use cover page or its equivalent.
Check your spelling, grammar, and punctuation.
Review coherence, transition, and organization.
Document correctly all borrowed materials (Plagiarism).
Generally, use present tense when discussing fiction.
Avoid plot summary.
Use left justification only.  Good luck!

Select an author and text (most important/recent) for your history of criticism and research
paper.  We can add to this list, and you can change your first choice.  Two students should
not do the same author/text.
Authors                           Students                       Text(s)
Angelou, Maya

Baldwin, James

Baraka, Amiri

Douglass, Frederick

Ellison, Ralph

Gaines, Ernest

Hurston, Zora Neale

Jacobs, Harriet

James, C. L. R.

Johnson-Coleman, Lorraine

Kincaid, Jamaica

Larsen, Nella

Marshall, Paule

McKay, Claude

McMillan, Terry

Morrison, Toni

Naylor, Gloria

Walcott, Derek

Walker, Alice

Wright, Richard

X, Malcolm

Weeks and Essays                               Discussion Leader                Discussion Respondent
WEEK 3: (JAN. 27)   Discussion Leader                             Discussion Respondent
 Obichere, African History and Western Civilization, 43 *
WEEK 4: (FEB. 3)     Discussion Leader                             Discussion Respondent
 Davis, Reflections on the Black Woman’s Role in the Community of Slaves, 109 *
WEEK 5: (FEB. 10)   Discussion Leader                             Discussion Respondent
 Maultsby, Africanisms in African American Music, 158 *

WEEK 6: (FEB. 17)   Discussion Leader                             Discussion Respondent
          Harrison, “Wild Women Don’t Have the Blues”: Blues from the Black Woman’s
     Perspective, 192 *
                                Discussion Leader                             Discussion Respondent
 Wright, How “Bigger” Was Born, 233*

WEEK 7: (FEB. 24) Movie
          Some students from the class and I will be at Postcolonial Conference
WEEK 8: (MAR. 2) Just Plain Folk

WEEK 9: (MAR. 9)  Discussion Leader                             Discussion Respondent
          Morrison, Unspeakable Things, Unspoken: The Afro-American Presence in American
     Literature (1990), 261*
    Discussion Leader                             Discussion Respondent
 George, Black Beauty, Black Confusion (1965-70), 215 *

WEEK 10: (MAR. 12-19) SPRING BREAK!      SPRING BREAK!!     SPRING BREAK!!!
WEEK 11: (MAR. 23) Discussion Leader                             Discussion Respondent
 Morrison, Text and Countertext in The Bluest Eye, 318*
 Morrison, The Bluest Eye

WEEK 12: (MAR. 30) Discussion Leader                             Discussion Respondent
 Douglass, Learning to Read and Growing in Knowledge, 411*
       Discussion Leader                             Discussion Respondent
 Nobles, African Philosophy: Foundations for Black Psychology, 297 *

WEEK 13: (APRIL 6) Some students from the class and I will be at CLA Conference
 Movie
WEEK 14: (APRIL 13)Discussion Leader                             Discussion Respondent
 The Color of Water*
      Discussion Leader                             Discussion Respondent
          In Love and In Trouble*

WEEK 15: (APRIL 20) Discussion Leader                             Discussion Respondent
 Malcolm X, The Ballot or the Bullet, 548 *
       Discussion Leader                             Discussion Respondent
 King, Letter from Birmingham City Jail, 537*
Leading Discussion and Serving as Respondent

Each student is required to lead a discussion on one of the essays with asterisks (*) and to serve as
respondent for another.  Leading discussion will require complete familiarity with the essay–thesis,
main points, examples, application to works and issues, special techniques, and connections.  Hints
for an interesting and lively discussion would include: be thoroughly prepared (rehearsal?), focus
on central points and support points with examples, present with interest, creativity, and
enthusiasm, use teaching aids–handout, board, TV/VCR, Tape recorder, poster, books,
powerpoint–involve students in your discussion–comments, questions, readings–research, and
make reference to other works and articles.  Finally, enjoy what you are doing.

The respondent’s job is to be familiar with the essay.  During the discussion session, the
respondent will be used as a second authority on the work.  The two can engage in short
dialogues, even debates, that will serve to define important issues for the rest of the class.  But
ultimately, both leader and respondent should seek to advance the discussion and involve the entire
class in the discussion, since everyone should have read the essay and should have something to
say about it.  The final authority is the leader.

This experience, once approached positively, should be engaging, exciting, interesting, and
rewarding.

Consult with me at any point in your preparation.