SYLLABUS San Jos锟� State University, Spring 2011 Department of English and Comparative Literature ENGL 123C: South Pacific Lit (26760), GE Area V Instructor: David Mesher Office Location: FO 220 Telephone: (408) 924-4440 Email: d.mesher@sjsu.edu Office Hours: T-Th: 8:00-8:30, 4:30-5:30 Class Days/Time: T-Th 1:30-2:45 Classroom: SH 229 Class Web Page: www.sjsu.edu/depts/jwss/mesher/engl/123c Prerequisites: Completion of core GE; satisfactory completion of the WST; completion of or concurrent enrollment in a 100W course. GE/无忧短视频 Studies Category: Area V. (Courses used to satisfy Areas R, S, and V must be taken from three separate 无忧短视频 departments, or other distinct academic units.) Faculty Web Page and MY无忧短视频 Messaging Copies of the course materials such as the syllabus, major assignment handouts, and so on, may be found on the class web page at www.sjsu.edu/depts/jwss/mesher/engl/123c. You will also need to access your account at Desire2Learn (sjsu.desire2learn.com), in order to turn in your essays, which will be submitted and returned online. You are responsible for regularly checking with the messaging system through My无忧短视频 for any messages that may be sent pertaining to this class. Course Description This course will survey works written in English by writers originating in areas of the South Pacific, including Australia, New Zealand, and Samoa. We will be interested in the linguistic and thematic differences in the writings of these 锟給ther Englishes,锟� as well as on their artistic similarities to British, American, and other literatures. Earning a grade of C or better in Engl 123C satisfies Area V of the General Education (无忧短视频 Studies) requirement. Course Goals and Student Learning Objectives First, to train students in reading, discussing, analyzing, and writing about literature, with emphasis as much on form as on content. Second, to expose students to wealth of contemporary literature from the South  Pacific region. Third, to enhance students锟� understanding of the history, demography, geography, and cultural background of South Pacific nations and their peoples. English Major Student Learning Objectives Upon successful completion of this course, students will demonstrate the ability to: 1. read closely in a variety of forms, styles, structures, and modes, and articulate the value of close reading in the study of literature, especially in class and small-group discussions, and in written assignments. 2. show familiarity with major literary works, genres, periods, and critical approaches to World Literature generally and South Pacific literature in particular, in discussions and written work. 3. write clearly, effectively, and creatively, and adjust writing style appropriately to the content, the context, and the nature of the subject, in two essays and the final essay exam. 4. develop and carry out research projects, and locate, evaluate, organize, and incorporate information effectively, in particular for the second essay assignment. 5. articulate the relations among culture, history, and texts, in class and small-group discussions, and in written assignments. GE/无忧短视频 Studies Learning Outcomes (Area V) Upon successful completion of this course, students will be able to: 1. compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, and/or attitudes of people from more than one culture outside the U.S. We will be reading four novels from Australia, two from New Zealand, one from Samoa, and one by an ethnic Tongan who was born in Papua-New Guinea and was living in Fiji at the time he wrote the novel. Class discussions and student essays will focus primarily on the literary achievements of these writings, but will also deal with European and Polynesian traditions, with colonialism and its aftermath, and with problems of gender, ethnicity, and race in modern South Pacific societies. 2. identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture. Our novels are all set in the last hundred years or so, from the rise of European colonialism in the South Pacific (as portrayed in novels such as Remembering Babylon and The Secret River), through the development of cultural and political independence (in My Brilliant Career), and into the sort of themes involving identity and society that we might also expect in contemporary American fiction, such as class, gender, ethnicity, and race (in the foregoing works, as well as Eucalyptus, The Bone People, The Whale Rider, Where We Once Belonged, and Kisses in the Nederends). The parallel development, culturally and politically, of the United States, Australia, and New Zealand has seen influences flow in both directions while, elsewhere in the South Pacific, American hegemonic involvement has produced patterns of colonial and neo-colonial relations. 3. explain how a culture outside the U.S. has changed in response to internal and external pressures. All cultures undergo constant change due to such pressures. We will be particularly interested in discussing the changes connected with or resulting from colonialism, independence, and contemporary social and political conflicts. Course Content Learning Outcomes Upon successful completion of this course, students will: 1. learn to value individual experiences and perspectives, develop skills to work both individually and together in a cooperative manner, as they are grappling with very difficult materials, and come to appreciate differing viewpoints and ways of knowing.  2. understand some of the history, demography, geography, and culture of the South Pacific region and its colonial past, so as to appreciate the achievements of those societies and the obstacles that they face, and, in particular, to recognize these writers锟� contributions to the public dialogue about their societies锟� past, present, and future. 3. appreciate and analyze the literary texts, and be able to discuss them logically, with insight and creativity. Students will apply their comprehension and thinking skills in working with research materials to help them reach a level of understanding that leads to clarity, conciseness and coherence in writing. Student Learning Objectives Upon successful completion of this course, students: 1. will have attained sufficient background in the literature of the South Pacific to pursue more advanced studies in this area, as well as to appreciate the contributions and influences of traditional, colonial and postcolonial culture on writers from the region and their works; 2. will be able to transfer that knowledge of the South Pacific experience to the literatures of other nations, from those which endured a colonial experience (similar to that of Samoa and Fiji), as well as to those, especially in Australia and New Zealand, which more closely resemble American experiences, including the involvement in colonialism or neocolonialism, which is reflected in their literatures; 3. and will have demonstrated an understanding of the literary, historical, and cultural elements contained in these works, as well as expressed that understanding, logically and with insight, through their own analysis and arguments in their writing about the texts. Required Texts/Readings Miles Franklin, My Brilliant Career (Penguin, 978-0143105053) David Malouf, Remembering Babylon (Vintage, 978-0679749516) Kate Grenville, The Secret River (Canongate/Grove, 978-1841959146) Murray Bail, Eucalyptus (Picador, 978-0312427313) Witi Ihimaera, The Whale Rider (Harcourt, 978-0152050160) Keri Hulme, The Bone People (Penguin, 978-0140089226) Sia Figiel, Where We Once Belonged (Kaya, 978-1885030276) Epeli Hau'Ofa, Kisses in the Nederends, (Hawaii 978-0824816858) Other Texts In addition to the required texts, students should have access to a dictionary, thesaurus, and composition handbook (from English 1A or 100W. for example). That dictionary, incidentally, should not be reserved for essays alone. Students are expected to look up any unfamiliar words encountered in the texts that are not explained in the notes, and to be able to define them when called upon to do so in class. Obviously, this is particularly important in a class covering works originally written at quite a distance from us in time and space, since many of the places, concepts, items, and expressions may be unfamiliar. Please note: While it will probably be easier to follow the discussion in class using the editions listed above, you are not required to buy those editions. Library Liaison Toby Matoush, toby.matoush@sjsu.edu, 808-2096  Classroom Protocol Preparation and Participation: Students should come to class having read the day锟絪 assignment and prepared to discuss it. Opportunities for such contributions may take the form of small-group or full-class discussions; in either situation, individual students may be called upon by the instructor to answer a question, interpret a passage, or express an opinion. Quizzes: The best way to measure how carefully you are reading the texts, and how much of that reading you retain (at least for a day or so) is with short quizzes at the beginning of the class period. The quizzes will only cover significant information from that day锟絪 reading assignment, though that information may not be the sort readily accessible to you in plot summaries, outlines, or any other manner other than personally experiencing the text yourself. If you read well ahead of the assigned schedule, be sure to review your notes and come to class with a fresh and detailed impression of the works. A pattern of doing poorly on these quizzes should be taken as an indication that you are not doing the reading, or not reading attentively enough, or not reading with the care and analysis necessary to be successful as an English major and devotee of literature. Short Assignments: Novels from the South Pacific may present a particular challenge to readers because of their specialized vocabulary and unfamiliar plants, animals, geography, and names (for people, places, and things), as well as their cultural differences, historical references, and other allusions and usages. Students may be given assignments during the semester, to be covered either as short written assignments or oral presentations, in order to provide themselves or the class with a basic information about such unfamiliar topics. Written Work: There will be two essays, both about 1500 words and counting 25% of the final mark each, and a final examination counting 25%. There will also be frequent quizzes, which will help determine the remaining 25%, along with participation in class discussions, the timely completion of readings and written work, and any presentations. The first essay will require research beyond the class texts themselves. Grading will be on a 100point scale for each assignment. For the final mark, 100-97 will be an A+, 96-94 an A, 93-90 an A-, 89-87 a B+, 86-84 a B, 83-80 a B-, 79-77 a C+, 76-74 a C, 73-70 a C-, and so on. Submission of written work: The two essays must be double-spaced (and without a cover page), otherwise follow standard MLA format (except that your name should not appear anywhere), and be submitted online only, through the course Desire2Learn page (at sjsu.desire2learn.com), by the beginning of class on the days they are due. Essays should be submitted in RTF (Rich Text Format), though Microsoft Word files are also acceptable. Other formats should not be submitted, including PDF and, in particular, Apple锟絪 iWork Pages format. Essays submitted via Desire2Learn are automatically sent to Turnitin.com, as well, to check for plagiarism. Late work will only be accepted by prior arrangement. Do not email or leave at my office any work for this class, unless I specifically ask you to do so; and please do not leave email or other messages for me on Desire2Learn. Corrected papers will be returned online (in your Desire2Learn account) in PDF format. Please keep a copy of all work submitted on disk, and retain all graded work returned until the end of the semester; English majors should save the graded copies of their essays in all department classes, since these will be required for the portfolio in their senior seminar. Students should anticipate a significant delay in the return of late work. Please note that many people find it harder to proofread work on a computer screen than in printed form and, if that is true in your case, you may want to print out your final draft and make corrections to that, before submitting the finished file online. Also remember that I will also be keeping a copy of your marked work during the semester so that, when you submit your second essay, I will begin by reviewing the technical mistakes you made in the first one, and looking to see if you have made any progress in those areas on the second. You, too, should take the time to review those errors, and improve your writing锟統ou know I will be checking.  Classroom conduct: Please do not read non-course related materials during class, and refrain from conversations or inappropriate comments while the instructor or your classmates are speaking. Turn off cell phones, music, and other likely distractions while in class. Laptops may be used only for note-taking in class; otherwise they must be turned off. Assignments and Grading Policy 1. Class participation, quizzes, short assignments, and timely completion of work: 25% 2. First essay (1500 words): 25% 3. Second essay (1500 words): 25% 4. Final exam: 25% Grading will be on a 100-point scale for each assignment. For the final mark, 100-97 will be an A+, 96-94 an A, 93-90 an A-, 89-87 a B+, 86-84 a B, 83-80 a B-, 79-77 a C+, 76-74 a C, 73-70 a C-, and so on. University Policies Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester锟絪 Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/. This semester, the last day to drop courses without an entry on your permanent record is February 7th. The last day to add courses or register late is February 14th. Academic Integrity Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University锟絪 Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person锟絪 ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that 无忧短视频锟絪 Academic Policy S07-2 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities  requesting accommodations must register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/. 无忧短视频 Writing Center The 无忧短视频 Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven 无忧短视频 colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/. Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering 锟絩oadside assistance锟� to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop-in basis, no reservation required. The Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/.  ENGL 123C: South Pacific Literature, Spring 2011 Course Schedule This schedule is subject to modification. If you miss class, please check for changes to the greensheet on the class web page at www.sjsu.edu/depts/jwss/mesher/engl/123c. The first essay will be due on March 15th, the second essay on May 12th, and the final exam will take place on May 20th. January 25 T Introduction 27 Th My Brilliant Career Intro-Ch. 10 February 1 T My Brilliant Career Ch. 11-19 3 Th My Brilliant Career Ch. 20-28 8 T My Brilliant Career Ch. 29-38 10 Th Remembering Babylon, ch. 1-4 15 T Remembering Babylon, ch. 5-9 17 Th Remembering Babylon, ch. 10-16 22 T Remembering Babylon, ch. 17-20 24 Th No class; The Secret River, pp. 1-71 March 1 T The Secret River, pp. 75-152 3 Th The Secret River, pp. 152-234 8 T The Secret River, pp. 237-334 10 Th Eucalyptus, ch. 1-4 15 T First essay due; Eucalyptus. Ch. 5-9 17 Th Eucalyptus, ch. 10-26 22 T Eucalyptus, ch. 27-39 24 Th The Whale Rider, Prologue-ch.11 29 T Spring Break 31 Th Spring Break April 5 T The Whale Rider, ch. 12-21 7 Th The Bone People, pp. 3-92 12 T The Bone People, pp. 93-153 14 Th The Bone People, pp. 157-261 19 T The Bone People, pp. 261-331 21 Th No class; The Bone People, pp. 335-445 26 T Where We Once Belonged, pp. 1-64 28 Th Where We Once Belonged, pp. 65-122 May 3 T Where We Once Belonged, pp. 123-182 5 Th Where We Once Belonged, pp. 183-239 10 T Kisses in the Nederends 12 Th Second essay due; Kisses in the Nederends 17 T Kisses in the Nederends 20 F Final Exam, 12:15-2:30  English Department Statements on Grading In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Grades issued will represent a full range of student performance and will adhere to the following 无忧短视频 academic standards of assessment: The 锟紸锟� essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will show the student锟絪 ability to use language effectively and construct sentences distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, mechanical, and usage errors. The 锟紹锟� essay will demonstrate competence in the same categories as the 锟紸锟� essay. The chief difference is that the 锟紹锟� essay will show some describably slight weaknesses in one of those categories. It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. The 锟紺锟� essay will complete all tasks set by the assignment, but show weakness in fundamentals (usually development), with barely enough specific information to illustrate the experience or support generalizations. The sentence construction may be less mature, and the use of language less effective and correct than the 锟紹锟� essay. The 锟紻锟� essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignment锟絫hat is, too simplistic or short. The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible. The 锟紽锟� essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. The Department of English reaffirms its commitment to the differential grading scale as defined in the 无忧短视频 Catalog (锟絋he Grading System锟�). Grades issued must represent a full range of student performance: A= excellent; B= above average; C= average; D= below average; F= failure. Courses graded according to the A, B, C, No Credit system shall follow the same pattern, except that NC shall replace D or F. In such cases, NC shall also substitute for W (or Withdrawal) because neither grade (NC or W) affects students锟� GPA.