邢唷��>� ��欹�g� ��7ybjbjVV hr<r<騪D�� $��PR�tz5��(4\\\7��4�4�4�4�4�4�4�4$`7�:�5�#77##5��\\�45�"�"�"#*�\�\�4�"#�4�"�"�0��1\��€刎奮��M��0�4J50z5�0��:�B�:$�1�:��1L##�"#####551!r###z5####��:#########� �: San Jos� State UniversityEnglish and Comparative LiteratureEnglish 117: Film, Literature and Cultures Fall 2011, Section 1, Tuesdays 4:30-7:15, DMH 150 揘ever judge a book by its movie.� - J.W. Sayer 揃eing shown a story is not the same thing as being told it.� -Linda Hutcheon Instructor:Dr. Kate EvansOffice: FO 222Office Hours:M/W 12:15-1:15 and by appointmentEmail:Kattacruz1234@yahoo.comTelephone:(408) 924-4491G.A.:Julie Kline, jkline616@gmail.comPrerequisites:Completion of core GE, satisfaction of Writing Skills Test and upper division standing.GE/无忧短视频 Studies Category: GE Area V category: Culture, Civilization, and Global UnderstandingCourse Description Using films and literary works, students will appreciate and understand the narratives that create and define cultural identity, explore cultural interaction, and illustrate cultural preservation and cultural difference over time. We also examine adaptation theory and the approaches to story-telling used in the two media (books and films). We will look at films and read texts that are written in, set in, or depict multiple time periods and world cultures. Some of the common themes we will explore across these widely different texts and cultures will include (but not be limited to) colonialism, power dynamics, race, gender, class, sexuality, social norms, and narrative form. Course Goals and Student Learning Objectives 1. Students shall be able to compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S. through the media of film and literature. 2. Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture. 3. Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures. 4. Students shall hone their reading, writing, researching, and critical thinking skills through the practice of intellectually challenging analyses. Course objectives 1-3 will be accomplished through the readings, class discussions, presentations and student research, while the various written assignments and the presentation will allow us to accomplish objective 4 and to assess our level of accomplishment in objectives 1-3. Assignments and Grading Policy Paper One5-8 page analysis w/ research25%Paper Two5-8 page analysis or creative project25%Book or Film PresentationGroup presentation on one of the books or films15%Short assignmentsReading Quizzes, Responses to Presentations, Short Homework activities (including Annotated Bibliography) & other in-class assignments20%Final15%Total100% Papers One & Two: See attached sheets. Book Presentation or Film Presentation: With one or more classmates, you will present on one of the following: Book Presentation: For the given book, you will address how several (approximately 3-6) key themes, issues, obsessions, patterns, central conflicts, character development, etc. play out in the book. Focus on the significance of these themes (e.g., why they matter). Through the life experiences of the characters, we can often see how they negotiate their lives and the 揾uman experience� in connection to colonialism, power dynamics, race, gender, sexuality, class, sexuality, social norms, technology, immigration, religion, 揷oming of age,� and more. Your presentation of about 15-20 minutes will discuss with the class how you see any of these themes (or others of your choosing) play out in the novel. You must include several examples of how each of your chosen categories can be seen in the book, and you must direct the class to a minimum of 3 key passages and read those central passages, explaining how they illuminate the category you抳e chosen. To prepare for this presentation, you will want to make sure you have read the book thoroughly, have prepped with your group, and have practiced it so that you are focused and don抰 ramble. Your goal is to help illuminate several aspects of the book for the class, and to stimulate class discussion. Presentations will be responded to and evaluated by both the professor and the class. (Groups may meet with Kate the week prior to discuss ideas.) Film Presentation: For the given film, you will address how 5 or more Cinematic Effects (see Reader) were used in the film to highlight or play out particular key themes, issues, obsessions, patterns, central conflicts etc. of the film. You may wish to focus on some of the themes discussed by the book group, which could provide a fruitful discussion of how and what was 揳dapted� from book to film. Your presentation of about 15-20 minutes will discuss with the class how you see any of these themes (or others of your choosing) play out visually and auditorially in the film. You will direct the class to excerpts of the film, explaining how they illuminate the category you抳e chosen. To prepare for this presentation, you will want to make sure you have prepped with your group, and have practiced it so that you are focused and don抰 ramble梐nd so that the technology is seamless and effective. Your goal is to help illuminate several aspects of the film for the class, and to stimulate class discussion. Presentations will be responded to and evaluated by both the professor and the class. (Groups may meet with Kate the week prior to discuss ideas.) Regarding Presentations: These are large groups. Consider discussing your strengths (e.g., public speaking, technology, PowerPoint person, literary/film analysis, etc.) and designating smaller groups to certain tasks. You could also divide the group into teams by theme. Then have the teams meet once or twice prior to presenting so that everyone is involved in content development. Also, I highly recommend that the book presentation groups read the book in advance of the due date and get together to talk about it in order to begin to processing their ideas. Finally, if your groups have ideas about things to address that don抰 seem to be included in the above guidelines, please talk to Kate. Extra Credit Opportunities: Attend one of the campus literary events featuring a variety of writers. See HYPERLINK "http://www.litart.org" www.litart.org. Write short paper (approximately 2-3 pages) that describes your response to the event: What was intriguing, surprising and note-worthy, and why? What questions did the event raise for you? In what ways did the event illuminate anything about the author, the book and/or film? Extra Credit papers can be turned in on the day of the final. They are worth up to the equivalent of two percent added to your grade, depending on their thoughtfulness and thoroughness. The following statement has been adopted by the Department of English for inclusion in all syllabi: 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. The Department of English reaffirms its commitment to the differential grading scale as defined in the 无忧短视频 Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. In written assignments for English 117, this scale is based on the following criteria: A [90-92=A-, 93-96=A, 97-100=A+] = Excellent: The "A" essay is articulate and well developed with fluid transitions and a clear and persuasive use of evidence, which is drawn from the literary text itself, lecture materials (when appropriate), and research materials. An "A" essay contains a fresh insight which teaches the reader something new about the subject matter. B [80-82=B-, 83-86=B, 87-89=B+] Above average: The "B" essay demonstrates a good understanding of its subject, a clear and persuasive use of evidence, a certain level of ease of expression, and solid organization. However, it usually lacks the level of originality and creativity that characterizes the insight found in an "A" essay. C [70-72=C-, 73-76=C, 77-79=C+] = Average: The "C" essay makes a good attempt at all the assignment's requirements. It has a reasonable understanding of its subject matter but its ideas are frequently simplistic or over-generalized. The writing style is also more bland and repetitive than the style shown by "A" and "B" essays and it often contains flaws in grammar, punctuation, spelling and/or word choice. It may also use textual evidence out of context. D [60-62=D-, 63-66=D, 67-69=D+] = Below average: The "D" essay is poorly organized and generally unclear. It has inappropriate or inadequate examples, is noticeably superficial or simplistic, and/or contains some serious mechanical and grammatical problems. A "D" essay may also reveal some misunderstanding of the assignment requirements. F = Failure: An "F" essay has not addressed the requirements of the assignment and is unacceptable work in terms of both form and content. Classroom Protocol Being on time, participating in class discussions and listening to and taking notes on class lectures are necessary for the successful completion of this course. Cell phones are shut off and put away. Unless you periodically need to take notes with your laptop, please keep those put away as well; the keyboard noise can be disruptive. In-class work and quizzes cannot be made up. Late papers will receive a grade deduction for each class session they are late, and will only be accepted if they are turned in with 揕ATE [X #] OF CLASS SESSSIONS� written at the top. Papers are turned in only in class (not by email attachment, in Kate抯 office or mailbox, etc.). Please use the restroom prior to movie showings; it is distracting when people leave and return to class during the film. Protocol for written work requires that all quotations must be enclosed in quotation marks or, when more than three lines, put in an indented block. Full citation of the original author and source must also be included. For all papers, review a writing handbook for help with quote integration, formatting and proper citation (most of you will have purchased one for your Freshman comp. classes). Also see the University policy on 揂cademic Integrity� below for help defining and avoiding plagiarism of all kinds. University Policy on Academic Integrity Students should know that the University抯 HYPERLINK "http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf" Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University抯 integrity policy, require 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 website for HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development 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抯 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 in your assignment any material you have submitted, or plan to submit for another class, please note that 无忧短视频抯 Academic Policy F06-1 requires approval of instructors. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. HYPERLINK "http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html" Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html . HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/" Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. Note that September 5th is the last drop without a 揥.� The instructor of this course will not automatically drop you if you do not show up. Dropping is your responsibility. 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 DRC (Disability Resource Center) to establish a record of their disability. Library Liaison for English & Comparative Literature: Contact Toby Matoush via email: Toby.Matoush@sjsu.edu, or phone: (408) 808-2096 if you have library research questions that have not been answered in class. 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. 无忧短视频 Writing Center The 无忧短视频燱riting 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. The爓riting specialists爃ave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/"The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff//. Required Texts: The English 117 Reader, available at Maple Press on San Carlos and 11th Street (to be delivered on the second class session; if you wish to purchase it then, bring cash). Eileen Chang, Lust, Caution (in Reader) Laura Esquivel, Like Water for Chocolate Che Guevara, The Motorcycle Diaries Marjane Satrapi, The Complete Persepolis You also need to make sure that your My无忧短视频 account has your most accessible and current email address. Since we only meet once a week, expect to occasionally get questions or information emailed to you. English 117: Film, Literature and Cultures, Fall 2011 Course Schedule Schedule may change with notice given in class or by email. WeekReadings & Assignments1: August 30Introduction to course; purpose of books and films; discuss adaptation (purpose, proliferation, ones you抳e seen).2: Sept. 6Bring money for Reader. Bring name card with attached photo. Discuss Adaptation. Discuss Film Terminology and Cinematic Effects. Bring recipes. Introduction to Like Water for Chocolate (bring book).3: Sept. 13Read Adaptation article in Reader. Have read half of Like Water for Chocolate.4: Sept. 20Have finished Like Water for Chocolate. Book Presentation: Like Water for Chocolate. Introduction to film Like Water for Chocolate.5: Sept. 27Film viewing: Like Water for Chocolate Discuss Paper #16: October 4Film Presentation: Like Water for Chocolate Introduction to Che Guevara (bring book). Discuss road trips, coming of age. Adaptation in Reader, Part 2. Introduction to book The Motorcycle Diaries.7: October 11Have read The Motorcycle Diaries. Book Presentation: The Motorcycle Diaries.8: October 18Film viewing of The Motorcycle Diaries Annotated Bibliography due for Paper #1.9: October 25Film Presentation: The Motorcycle Diaries Introduce Eileen Chang, novellas and screenplays (bring Reader)10: Nov. 1Have read Lust, Caution Book Presentation: Lust, Caution Introduction to film Lust, Caution11 Nov. 8Film viewing: Lust, Caution Paper #1 due. 12 Nov. 15Film Presentation: Lust, Caution Introduction to Persepolis (bring book)13: Nov. 22Have read Persepolis, Part 1 Discuss Paper #2.14: Nov. 29Have read Persepolis, Part 2 Book Presentation: Persepolis15: Dec. 6Film viewing: PersepolisFINAL: Wednesday Dec. 13, 5:15-7:30 p.m.Final Exam Paper #2 due Optional Extra Credit Due English 117, Film, Literature & Cultures Guidelines for Paper #1 Analysis of Book and Film with Critical Reception Write a paper analyzing and comparing Like Water for Chocolate or Motorcycle Diaries, in which you discuss both your response to and analysis of the book and film, as well as the critical reception of the book and film, preferably at the time of their initial release. Incorporate into your analysis your own responses: In what ways do you agree with, or disagree with, the critics? In what ways might they have given you new insights into the book and/or film? What did they not address that you think is essential or noteworthy? Make the critics� positions clear, using a combination of summation and quotes. However, your paper should weigh more heavily on analysis, comparison and response than on summary. Refer to specifics from the book and film to support your own claims. In order to complete this project, you must choose 2-4 film reviews and 2-4 book reviews/scholarly articles and analyze the range of response. Always feel free to ask a librarian to help you. Good King Library databases for this research include 揃ook Review Digest Plus,� 揃ook Review Digest Retrospective,� and 揊ilm & Television Literature Index.� Other online databases: Google Scholar (not just regular Google), Movie Review Query Engine ( HYPERLINK "http://www.mrqe.com" http://www.mrqe.com), MetaCritic.com, WebCrawler (search for 揵ook reviews� or 搈ovie reviews�), IMDB. Other good online sources for book and movie reviews: The New York Times Book Review (http://www.nytimes.com/pages/books/review/), the Washington Post, the Christian Science Monitor, the San Francisco Chronicle, the Telegraph, NPR ( HYPERLINK "http://www.npr.org/books/" http://www.npr.org/books/), The Guardian ( HYPERLINK "http://www.guardian.co.uk/books" http://www.guardian.co.uk/books), Salon.com, http://rogerebert.suntimes.com. Choose reviews that: are composed of more analysis than summary and are of sufficient length for content to 揷hew on.� are actual reviews with opinion (not just a 搈aking of the film� or an interview with the author梐lthough if you read such articles, you may find them helpful or enriching, and you can include information from them above and beyond the required critical reviews). preferably, in some ways disagree with each other (you抣l have more to discuss in your paper). are written by an author whose first and last name are included in a by-line. have been published by a reputable publication or site and written by a professional reviewer (not just Joe Blow抯 blog or a 搖ser review). are well-written and thoughtful. What to take note of in Film Reviews (and what to consider addressing in your own): Reviewers tend to focus on the quality, meaning and significance of the film. They may discuss an array of aspects of the film including: casting, acting, screenplay, set design, director抯 style and history, cinematography, historical or current social issues, entertainment value, emotional veracity, etc. Take note of whether or not the reviewer addresses the film as an adaptation. If so, does the reviewer remark on the film抯揻idelity� to the original text? Or does the reviewer deal with the film as its own creation? What to take note of in Book Reviews (and what to consider addressing in your own): Reviewers focus on the quality, meaning and significance of the book and may highlight plot, theme, conflict, setting, character development, historical or current social issues, entertainment value, emotional veracity, author抯 style, author抯 biography Requirements: Papers are a minimum of 5 pages (typed, double-spaced, a regular font like Times New Roman) and cite a minimum of 4 reviews (2 book, 2 film). Carefully quote and cite your sources so as to avoid plagiarism. Include a bibliography/works cited page the outlines your sources. Include some specific examples from the book and film to support your own position/ideas. Use either MLA or APA style. Feel free to use your writerly voice (to be creative and lively in word choice and style) and to use 揑.� Due dates: Annotated bibliography due __________. (This lists in correct bibliographic format the articles you抳e chosen, and below each citation is a sentence or two giving the gist of the review.) Paper due: ________. Papers must be turned in as hard copy in class on time. No papers by email or in faculty mailbox. Late papers are handed to Kate in class during any subsequent session and will receive one grade deduction per session late. If you are unable to attend class the day the paper is due, have a classmate submit it to avoid lateness. Grading will be based on: thoroughness (you 搖npack� your claims by digging into them and offering examples; you explain and analyze the significance of your examples) thoughtfulness (you offer your own personal insights as related to and contrasted with those of the critics) organization (you can organize this paper by review or by theme/issue/idea/insight; you smoothly blend quotes into your paper; you choose quotes that aren抰 too long and that are incisive and purposeful; you paraphrase longer ideas and make very clear which ideas come from the critics and which are your own) fulfillment of requirements correctness (format, bibliography, editing and citations) HIGHLY RECOMMENDED: Use the Writing Center to help you with your ideas or draft. Julie can help people, based on her availability; please email her to set up an appointment with enough advance notice. Kate is willing to help people during her office hours or by setting an appointment well in advance. English 117, Film, Literature & Cultures Guidelines for Paper #2 Three Options CHOOSE ONE: Adapt a scene from one of the course books that is not portrayed in the film version. Write it in screenplay form, using the pages of the screenplay of Lust, Caution (in the Reader) as a model. Include a typed reflection as your cover sheet that responds to these questions: Why did you choose the scene you did? What do you think is successful about your adaptation? What did you struggle with as you wrote your adaptation? What would you change or add if you had more time? What did you learn doing this project? What is your overall reaction to this course: What did you learn? What do you think you抣l apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? Write a creative piece influenced by one of the books we read. For example, influenced by Marjane Satraphi抯 Persepolis, you might decide to create several pages of a graphic novel that depicts some aspect of your own life. Or you might like to write a story that takes place during a particular time of political strife, like Eileen Chang抯 Lust, Caution. Or a story that incorporates some aspects of magical realism, as in Like Water for Chocolate. Or perhaps you want to write a piece that describes a road trip you took like Che Guevara. There are many possibilities. Include a typed reflection as your cover sheet that responds to these questions: How did the original work influence your piece? What new insights did you receive about the original work by creating your own version? What do you think is successful about your piece? What did you struggle with, and what would you change or add if you had more time? What is your overall reaction to this course: What did you learn? What do you think you抣l apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? 3. Write an analytical paper comparing the book and film versions of one of the books and films that you did not cover in Paper #1. Follow the same directions as in Paper #1. Include a typed reflection as a cover sheet that addresses the following: Why did you choose the book/film pairing that you did? What do you think is successful about your analysis? What did you struggle with as you wrote your paper? What would you change or add if you had more time? What did you learn doing this project? What is your overall reaction to this course: What did you learn? What do you think you抣l apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? Deadlines: By ___________ have decided on your topic and bring notes, articles (if required) and opening or first page or two to class. Final draft due: ________________. Papers should be approximately 5-10 pages (double-spaced in 12-point Times New Roman font), not including the cover sheet. Grading will be based on thoughtfulness, thoroughness, fulfillment of requirements and correctness. (For more detail, see 揋rading� at the end of the Paper #1 assignment sheet.) HIGHLY RECOMMENDED: Use the Writing Center to help you with your ideas or draft. Julie is also available to help people, based on her availability; please email her to set up an appointment well in advance. Kate is willing to help people during her office hours or by appointment, with advanced notice. PRESENTATION SIGN-UPS (No more than 9 students per group) 9/20 Book Presentation on Like Water for Chocolate ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 10/4 Film Presentation on Like Water for Chocolate ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 10/11 Book Presentation on The Motorcycle Diaries ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 10/25 Film Presentation on The Motorcycle Diaries ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 11/1 Book Presentation on Lust, Caution ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 11/15 Film Presentation on Lust, Caution ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 4/6 Book Presentation on Persepolis ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Name: ___________________________ Book / Movie Title (circle one): __________________ Presentation Evaluations CIRCLE ONE: 1. Presentation was insightful and I learned Yes Somewhat No something new. Give one example of something you learned, or of something you would have liked illuminated: 2. Specific examples were offered, and their significance Yes Somewhat No was explored. 3. The group worked together well (seamless transitions, Yes Somewhat No no repetition, clear voices, etc.) 4. Additional comments or questions: Presentation Self-Evaluation Name:_________________________________ 1. My group worked together well. Yes Somewhat No Comments: 2. My contribution to the group and the presentation was: Excellent Good Fair Poor 3. What I learned most preparing and doing this presentation is: 4. The students who offered this most to this group (and why) are: Anything else? 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