Evaluation criteria for the final exam

Answer 2 of the 6 questions posted. You don't need to re-write the question, but make sure to let me know what number it is you are answering!
Each response should be a minimum of 2 full pages single spaced.
Each paragraph should have a clearly identifiable fully developed point and be tightly unified.
Utilize examples from the texts we have read in the class. Detailed specific examples should support claims made.
Any secondary sources should be identified.
Use a regular sized 8X5 blue book for your responses.

Answer 2 of the following questions for the final exam. Please use a blue book.

1. What are the details of the spiritual geography of Baldwin's adolescence as presented in the first part of "Down at the Cross"? How are they related to his advice to his nephew in "My Dungeon Shook"? And how, in your opinion does this relate to John in GO TELL IT ON THE MOUNTAIN? What was the young James Baldwin running from and what was he seeking in his turn to religion as a fourteen-year-old boy in Harlem in your opinion? Elaborate. Use specific details from the texts to support your claim.

2. What is Baldwin's purpose in prefacing the long "public" essay-letter on the Nation of Islam with his shorter, personal letter to his nephew in THE FIRE NEXT TIME?
What is Baldwin's attitude toward the Nation of Islam and Elijah Muhammad? How does that attitude relate to his previously expressed observations on race relations and racial discrimination?

3. “Folks with positive self-esteem know that there are a number of factors that shape and inform our emotional well-being. We know that while race and racism may over-determine many aspects of our lives, we are still free to be self-determining. Many young black folks who are full of self-doubt and lacking in self-esteem fixate on race in a way that is demoralizing and dehumanizing. To a grave extent they project all their problems onto the landscape of racism because it is the easy target. Though race is a vital aspect of our identity as African Americans, we cannot know ourselves fully if we look only at race. Looking at ourselves holistically, seeing our emotional well-being as rooted both in the politics of race and racism as well as in our capacity to be self-defining, we can create the self-esteem that is needed for us to care for our souls. In the black church of my youth we would sing the lyrics "is it well with your soul, are you free and made whole." Our continued survival as African-American people, in solidarity with nonblack allies in struggle, demands that we care for our souls so that we can be whole and complete. If we begin with self-esteem our success is assured. Well-being will be our destiny.” The words above are bell hooks’. Elaborate on how hooks’ opinions in ROCK MY SOUL intersect with one or more of the other texts we have read this semester. Remember to use specific details from the texts to support your claim(s).

4. What are some similarities and/or differences that you see in the poems of Langston Hughes and Gwendolyn Brooks? You can examine their aesthetic sensibilities, their politics or any other pertinent issue you deem worthy of elaboration. Use specific details from the texts to support your claim(s).

5. If you see 2 or more of the texts from a Marxist critical point of view, please tell me why this is the case. Elaborate and use specific details from the texts to support your claim.

6. Janie in THEIR EYES WERE WATCHING GOD undergoes a spiritual journey much like Baldwin’s John in GO TELL IT ON THE MOUNTAIN. Both characters struggle against the status-quo belief system of those that surround them. What forms of awakening or self-actualization do they undergo, and what are some similarities and/or differences that you noted?

Baldwin on Malcolm X and King

The future of the Negro in this country....
The question that white people of the country need to ask themselves...


Feel free to answer Baldwin's question here. A couple of questions on THE FIRE NEXT TIME can be found below. Also, I will post some more later. Please identify yourself also, so I can give you credit!

Baldwin interview part I, part II

The arbitrary nature of time



on progress



On white flight, tokens and institutional racism

Does anyone have anything to say in regards to any of the essays in Baldwin's THE FIRE NEXT TIME that relates in your opinion to contemporary times and issues whether they be political, cultural, racial or religious in nature? Feel free to bounce ideas off of your peers ideas. Be specific about the passages or points you are drawing your ideas from in the book so others can see your point(s).

Paper 3 will not be due until the 29th. I didn't realize the syllabus date was still workable since we got behind. Also, presentations will be given the last week of class -- April 29th (even numbered groups) and May 1st (odd numbered groups). I will post some more questions up here by Thursday.

... despite its edgy tone and the strong undercurrent of violence, The Fire Next Time is ultimately a hopeful and healing essay. Baldwin ranges far in these hundred pages--from a memoir of his abortive teenage religious awakening in Harlem (an interesting commentary on his first novel Go Tell It on the Mountain) to a disturbing encounter with Nation of Islam founder Elijah Muhammad. But what binds it all together is the eloquence, intimacy, and controlled urgency of the voice. Baldwin clearly paid in sweat and shame for every word in this text. What's incredible is that he managed to keep his cool. --David Laskin

Is in necessary in your opinion for an African-American writer to keep his or her cool? Why? Please elaborate just a bit on this so that hopefully there can be a fully fleshed out discussion on the topic. I’m very interested in whether you think he is possibly too cool (calm, collected) or too fiery. More questions forthcoming.

Comments?

Hooks- Cultural Criticism and Transformation

Hooks on Rap

Dear students: It does seem I've reversed Brooks and Hooks. So, let's stick with Gwendolyn Brooks and then go into Bell Hooks. I've revised the schedule below.


Eng 3377 Tpc-African-American Literature
Instructor: Dr. Sheryl A. Luna
Office: Hellems 103
Office hours: TTR 10:30 a.m.-11:30 a.m.
Course Description: In this course we will read and discuss a number of works by African-American Writers.
Requirements: You will be expected to write 3 papers. Each paper will be 5-7 pages in length, typed, double-spaced, 12 pt. font in MLA format. You will use 2 secondary sources along with the work or works you are discussing. The papers will need to have a clear thesis, be well organized, grammatically correct and you must support your thesis will details from the work(s) and utilize secondary sources to strengthen your argument. The Works Cited page is not to be included in the 5-7 page length requirement.
Absences: You can miss up to four classes; however after your fourth absence, your grade will be penalized.
Group presentation: Towards the end of the semester you will join a group of your classmates and present an oral presentation to the class. The presentation will be 20 minutes in length. You will be graded on an individual basis, so make sure that every member of the group actively participates in the presentation. Please utilize visual and/or aural aids in this presentation.
Disability statement: If you have a disability that requires accommodations, please notify me of this within the first two weeks of class. If you require accommodations, please visit the office of students with disabilities on campus and provide some documentation of your needs so I can meet your needs.
Textbooks:
Langston, Hughes. The Collected Poems of Langston Hughes. Vintage. 95. ISBN: 067976489
Nora Zeale Hurston. Their Eyes were Watching God. 2006. Harper Perennial Classics. May 2006. ISBN 0061120065
James Baldwin. Go Tell it on the Mountain. Penguin Classics. ISBN 014118590
Gwendolyn Brooks. Selected Poems by Gwendolyn Brooks. Harper Collins. ISBN 0060882964
Bell Hooks. Rock My Soul: Black People and Self-Esteem. Atria Books. ISBN. 07435605X.
Baldwin, James. The Fire Next Time. Vintage 1992. 067974472X.
TENTATIVE SCHEDULE: subject to change
Jan 15th-17th- intro, syllabus, handouts of Hughes’ poems
Jan. 22nd, 24th- Continue with Langston Hughes’ poems, handouts
Jan. 29th- Jan. 31st. No class. Begin reading Hurston, we’ll return to Hughes later.
Feb. 5th- Feb. 7th. Finish Hurston
Feb. 12th, 14th Begin Baldwin’s GO TELL IT ON THE MOUNTAIN
Feb. 19th, 21st. Finish Baldwin’s GO TELL IT ON THE MOUNTAIN
Feb. 26th (PAPER I is DUE!), Feb. 28th begin Brooks
March 4th, March 6th Brooks continued
March 11th-13th finish Brooks and begin Hooks, group work for presentations
March 18, 20th Brooks(PAPER II is DUE MARCH 20th), group work for presentations
March 24th-28th SPRING BREAK, no class!
April 1, 3 Baldwin THE NEXT FIRE, group work for presentations
April 8, 10 continue Baldwin, group work for presentations
April 15, 17 Langston Hughes, poems TBA, group presentations
April 29, 31st Hughes, poems TBA, group presentations
May 1, 3 group presentations, essay questions for final exam

One Definition of Post-Modern

http://www.answers.com/topic/postmodernism

OWL at PURDUE MLA formatting guide

http://owl.english.purdue.edu/owl/resource/557/01/

Guidelines for papers

Eng 3377-001 Tpc-African-American Literature Guidelines for papers
Length 5-7 pages double-spaced, not counting the Works Cited page, stapled
Modern Language Format (MLA)

Use two secondary sources, along with the play(s), poems you are writing about
The paper should have a clear thesis statement. It often helps to state the thesis in one sentence as an argument. Theme X is evident in Zora Neale Hurston’s THEIR EYES WERE WATCHING GOD.” I would like you to find a theme that exists in the works that you find compelling. Your paper in essence is an answer to the word “because.” You want to show evidence from the text and outside sources that a particular theme exists. If you prefer you can also compare and contrast two characters or themes that are similar, but occur in two different texts. One thing I am particular about is that I want you to present details from the text to support your argument that a particular theme exists. It’s a good idea to try to complicate the thesis a bit too. For example, perhaps you are interested in the theme of Madonna/Whore depictions of women. Beyond merely stating that the theme exists in the play or plays, you can argue that such depictions of women challenged the patriarchy of the day or you can argue that they reinforced it. However, you want to make sure that you don’t go too broad with a thesis. An example of this might be if you choose to write about a general theme such as suffering or internalized racism. You would want to narrow your focus. Who suffers in the plays and why specifically they are suffering and what effect does this have on an audience of readers. Similarly who deals with internalized racism and is the manner in which a character deals with it questioned or left to stand. Be careful about making generalized arguments without offering specific support or evidence. Also, make sure you clarify why the specific passages or plot events do support your argument. One thing you want to avoid is merely listing passages or events and assuming the reader will understand your point of view. Avoid quoting lengthy passages.

You may be interested in approaching a text or texts from a theoretical perspective (argument) such as Marxism, feminism, post-structuralism, new-historicism etc. I would narrow down the focus though to some particular Marxist thought/sentiment in the book rather than trying to cover too much in a short paper. I’d much rather see a well-developed argument with concepts that propel forth the argument in each paragraph, than a loosely connected broad concept paper. Avoid merely relying on excessive quotes from sources. I want to hear your voice in the paper.

Evaluation criteria:
Thesis statement
Organized and tightly unified paragraphs
Detailed specifics that support your claim, avoid sweeping generalizations and logical fallacies
Proper use of Modern Language Association format/Works Cited pages and in-text citations
Grammar, mechanics, overall organization
Thoughtfulness and originality (don’t merely repeat what’s been said in class unless you are adding something original to it)
12 pt. font, New Times Roman
Do not email me your paper unless I have specifically said it is okay to do so!
Staple your paper before coming to class.
Late papers will be deducted one letter grade a day. suggest utilizing the MLA Bibliography and other online databases offered by the university library to find articles that relate to your theme/argument. There is a writing center on campus that can help you with MLA formatting for a research paper.

MLA- you need to initially be on the CU server

from Patrick P.

I've found the MLA Bib. online from CU's websites. Here's the link:

http://libraries.colorado.edu/search/j?SEARCH=Literature,%20English%20and%20American--Most%20Useful

It's the 6th one down. You'll need to be on a campus computer or be using the "VPN Client" to get there though.

Here's thank link:

http://www.colorado.edu/CNS/vpn/clients.html Just download it and follow the directions. You start that program, log in and then you should be able to access CU stuff (like JSTOR and MLA) from an off-campus computer.

ALICE WALKER ON ZORA NEALE HURSTON PART II

Hurston died penniless and was buried in an unmarked grave. These videos are a bit slow paced, but I find the story of Hurston's life fascinating. Hurston was accused of molesting a 10 year old boy and this ruined her reputation. This along with criticism from African-Americans that her work was not hard enough on white people, as well as her severed relationship with Langston Hughes over the play MULE-BONE make her, in my opinion, a significant writer in African-American literature. Walker is responsible for bringing THEIR EYES WERE WATCHING GOD back into print.

Alice Walker on Zora Neale Hurston Part 1






Alice Walker brought attention to Hurston in 1975. She actually sought to find her unmarked grave in a segregated cemetery. Be patient and you might find her comments interesting.

Billie Holiday/Hurston/Hughes

Billie Holiday is mentioned in a number of Langston Hughes' poems.


Hughes and Hurston had a relationship that was tumultuous. We will discuss the nature of that relationship later.

I found myself on Lennox Avenue the other day in Harlem.

SYLLABUS

Eng 3377 Tpc-African-American Literature
Instructor: Dr. Sheryl A. Luna
Office: Hellems 103
Office hours: TTR 10:30 a.m.-11:30 a.m.
email: sheryl.luna@colorado.edu

Course Description: In this course we will read and discuss a number of works by African-American Writers.

Requirements: You will be expected to write 3 papers. Each paper will be 5-7 pages in length, typed, double-spaced, 12 pt. font in MLA format. You will use 2 secondary sources along with the work or works you are discussing. The papers will need to have a clear thesis, be well organized, grammatically correct and you must support your thesis will details from the work(s) and utilize secondary sources to strengthen your argument. The Works Cited page is not to be included in the 5-7 page length requirement.

Absences: You can miss up to four classes; however after your fourth absence, your grade will be penalized.

Group presentation: Towards the end of the semester you will join a group of your classmates and present an oral presentation to the class. The presentation will be 20minutes in length. You will be graded on an individual basis, so make sure that every member of the group actively participates in the presentation. Please utilize visual and/or aural aids in this presentation.

Class participation: See absences and group presentations. Basically you want to participate in daily classroom activities (small group discussions or larger class discussions and any group work in which the class does).

Final exam: There will be a take home final essay exam in this class. It will be comprehensive and open-book. Please write your repsonse in a blue book double-spaced.

Grade determination: Everything will be weighed equally and averaged in determining your grade. However over four absences will penalize your grade.

Disability statement: If you have a disability that requires accommodations, please notify me of this within the first two weeks of class. If you require accommodations, please visit the office of students with disabilities on campus and provide some documentation of your needs so I can meet your needs.

Textbooks:
Langston, Hughes. The Collected Poems of Langston Hughes. Vintage. 95. ISBN: 067976489
Nora Zeale Hurston. Their Eyes were Watching God. 2006. Harper Perennial Classics. May 2006. ISBN 0061120065
James Baldwin. Go Tell it on the Mountain. Penguin Classics. ISBN 014118590
Gwendolyn Brooks. Selected Poems by Gwendolyn Brooks. Harper Collins. ISBN 0060882964
Bell Hooks. Rock My Soul: Black People and Self-Esteem. Atria Books. ISBN. 07435605X.
Baldwin, James. The Fire Next Time. Vintage 1992. 067974472X.

TENTATIVE SCHEDULE: subject to change

Jan 15th-17th- intro, syllabus, handouts of Hughes’ poems
Jan. 22nd, 24th- Continue with Langston Hughes’ poems, handouts
Jan. 29th- Jan. 31st. No class. Begin reading Hurston, we’ll return to Hughes later.
Feb. 5th- Feb. 7th. Finish Hurston
Feb. 12th, 14th Begin Baldwin’s GO TELL IT ON THE MOUNTAIN
Feb. 19th, 21st. Finish Baldwin’s GO TELL IT ON THE MOUNTAIN
Feb. 26th (PAPER I is DUE!), Feb. 28th begin Belle Hooks ROCK MY SOUL
March 4th, March 6th HOOKS continued
March 11th-13th finish Hooks and begin Gwendolyn Brooks, group work for presentations
March 18, 20th Brooks(PAPER II is DUE MARCH 20th), group work for presentations
March 24th-28th SPRING BREAK, no class!
April 1, 3 Baldwin THE NEXT FIRE, group work for presentations
April 8, 10 continue Baldwin, group work for presentations
April 15, 17 Langston Hughes, poems TBA, group presentations
April 29, 31st Hughes, poems TBA, group presentations (PAPER 3 is DUE April 29th!)
May 1, 3 group presentations, essay questions for final exam