EN355 International Literature

for S2T 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


EN 355 International Literature


S2T 2012 DL


Dr. Kim Carter-Cram





Office Location

Online, on Skype

Office Hours

T/Th 10:00am - 11:00am (Mountain Time)

Daytime Phone





Semester Dates

S1T 2012

Class Days


Class Time


Credit Hours



The Empire Writes Back, Bill Ashcroft
A Home for the Highland Cattle and The Antheap, Doris Lessing
Bitita's Diary, Carolina Maria de Jesus
School Days, Patrick Chamoiseau
Houseboy, Frederick Onoko
Persepolis, Marijane Satrapy,
The Way To Rainy Mountaun, N. Scott Momaday

Additional Resources:

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Course Description:
EN355: International Literature.  This course examines ethnic literary expressions from around the world, including works in translation.  The heaviest concentration of works is from the 20th century. Examination of the cultures from which the literature emerges and of literary styles and structures is a regular feature of the course. 3:0:3

Educational Philosophy:
Students learn best in an interactive classroom where the instructor is not the only person who speaks. Each and every week will be devoted to classroom discussion and debate. You are expected and encouraged to examine, criticize, debate, and analyze the topics raised in this course. In this class, we will specifically focus on themes that illustrate the experience of the various diasporas, which highlight such key issues as displacement, homelessness, migration, the reconfiguration of home, the use of language and dialect, and the construction of power and privilege in a post-colonial world.  

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss and analyze a variety of International texts in the context of various ethnic literary traditions and criticism.
  2. Formulate an appreciation for the diversity of cultures and for the artistic artifacts of those cultures.
  3. Demonstrate the acquisition of language appropriate to the field of literature.

Core Assessment:

All Park University courses will include a Core Assessment with rubric. This will include ¾ of the Core Learning Outcomes listed above. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and MLA documentation. The project will be completed in the final quarter of the term.

 The rubric for this assignment is published so the student can see the expectations.

Link to Class Rubric

Class Assessment:
You will be assessed on the activities below:

  • Critical Research Essay (Core Assessment)
  • Weekly Response Papers
  • Discussion Postings and Peer Response Postings
  • Final Exam


Due Dates: 
The original post for your discussion thread is due Weds.  Peer postings are due Sunday by midnight.
Response Papers are due Saturday by midnight.  Peer postings are due Monday, by midnight.  I will grade your response papers and postings on Tuesday. 

Course Grading Scale:

Weekly Reading Response

30 points each week

240 points total

Critical Rough Draft Bibliography

15 points

15 points total

Critical Research Essay (core assessment)

60 points total

60 points total

Rough Draft of Critical Essay

2 Peer Responses on rough draft

25 points total

5 points each

25 points

10 points

Total of 35 points


2 Peer responses

10 points

3 points per peer response

80 points

Total of 128 points over the semester

Final Exam

20 points each

20 points total

Total Points

498 points

Grading Scale: A = 100 - 90% = 100; B = 80?89%; C = 70–79%; D = 60-69%; F = 50% and below

Late Submission of Course Materials:
Please email me if you must submit late work.  Each threaded discussion assignment will be deducted 2 points for each day it is late. The Critical Research bibliography, rough draft and/or essay will lose 7 points for each day they are late.  I will not accept work that is more than 7 days late.  No late work accepted after the beginning of Week 8.

Classroom Rules of Conduct:

I expect students to:
  • Treat each other and the professor respectfully
  • Read all the texts so that you will be able to discuss them
  • Submit all assignments in the proper format in Word
  • Fully complete all assignments
  • Submit postings and papers that are in Standard American English: refrain from using text language and spelling, please!
  • Log into class at least 3-5 hours a week.

Course Topic/Dates/Assignments:

Reading Schedule:

So that you may read ahead, I have listed below a reading schedule for the entire semester:




Assignments Due

Week 1

Post-Colonial Introduction

The Ant Heap, D.Lessing (South Africa)

Response Paper

Week 2

The Black Atlantic

Houseboy, Ferdinand Oyono (Cameroon)

Response Paper

Week 3

The Post-Colonial Autobiography: The Self and its Testimony

Bitita’s Diary, Carolina. de Jesus (Brazil)

Response Paper

Week 4

The Creole Continuum

Poems by: Louise Bennet, Linton Kwesi Johnson, (Jamaica), Michael Anthony “Sandra Street” (Trinidad), Nancy Morejon (Cuba), Leopold Senghor (Senegal)

Rough draft of Core Assessment Critical Paper due

Week 5

Language Variation

School Days, Patrick Chamieseau (Martinique)

Response Paper

Week 6

Home and Center

The Way to Rainy Mountain, N. Scott Momaday (Native American – Kiowa)

Response Paper

Week 7

Diaspora: Place and Displacement

Persopolis, Marjane Satrapi (Iran)

Final draft of Critical Assessment due

Week 8


Stories: “This Way to the Gas, Ladies and Gentleman,” T. Borowski(Poland),

And “The Rite,” Hiroko Takenishi, (Japan)

Response Paper

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Critical essay is anchored by an argumentative thesis about international ethnic literary expression; thesis is informed by examination of multiple genres and augments research with the writer's own creative insights. Critical essay contains a reasonable, persuasive argumentative thesis about international ethnic literary expression across various genres; while thesis is informed by research, it does not incorporate the writer's own creative insights. Critical essay contains a thesis that simply summarizes the ideas of the examined literary works. The thesis does not account for diversity of genres; is not informed by research, or makes a weak, insubstantial, or improbable argument. Critical essay does not contain an argumentative thesis. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
In addition to the primary literary sources, essay also incorporates relevant literary critical theory in perceptive and creative ways to argue its thesis. Essay incorporates relevant literary theory without particularly fresh or creative insights, but in clear support of the thesis. Literary theory is present, but secondary sources are under-utilized; are utilized in ways that simply restate classroom discussion; and/or are utilized in ways that do not clearly support the essay's thesis. Essay's arguments are not informed by relevant literary theory. 
Essay establishes particularly convincing and innovative connections among primary and secondary sources, juxtaposing sources to promote dialogue among differing viewpoints. Essay establishes connections among primary and secondary sources to reveal continuities and discontinuities; insights are plausible and interesting. Connections remain vague, undeveloped, and/or simply restate classroom discussion. Critique is not supported by close reading. Connections among primary and secondary sources are not present. 
Analysis of literary styles and structures makes skillful use of literary concepts and terminology throughout paper. Analysis of literary styles and structures makes accurate use of literary concepts and terminology throughout much of the paper. Rarely employs appropriate concepts or terminology; or misuses concepts or terminology repeatedly. Does not employ appropriate concepts or terminology. 
Content of Communication                                                                                                                                                                                                                                   
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Essay skillfully interweaves passages from primary and secondary critical texts with analytical statements to reveal insights that support the thesis.  Thesis is thoroughly supported. Essay adequately incorporates passages with some analysis to support thesis, though at points analysis is underdeveloped or missing.  Thesis is adequately supported. Essay contains an imbalance of passages from the texts and the writer's own analysis.  Thesis is inadequately supported. Essay evidences no critical interpretation of primary and secondary sources.  Thesis is not supported. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Essay employs conventions of Standard Written English with grace and style.  Supporting arguments are linked and organized in persuasive ways. MLA citation of in-text quotations and paraphrases is correct, as are corresponding Works Cited entries. Essay employs conventions of Standard Written English adequately.  Supporting arguments are linked and organization is clear.  Citations are provided for all quotations and paraphrases, though at times those citations are not correct.  All Works Cited entries are present, though there may be minor flaws in formatting. Writing shows persistent problems with the use of Standard Written English.  Statements are often illogical, incomprehensible.  The essay's organization is difficult to follow at points, with few or no links made among supporting arguments.  MLA citation is inconsistent and incorrect. Standard Written English is not employed, to the extent that the writer's thoughts are significantly obscured throughout the essay.  The essay's organization is not discernable, with no logic governing arrangement of supporting arguments.   MLA citations are not present. 
Knowledge of the place of international texts in the context of various international ethnic literary traditions                                                                                                                                           
Essay insightfully contextualizes analysis of international ethnic literary works within the larger literary tradition, pointing out the myriad ways that international writers have and continue to respond to various cultures within the literary tradition. Essay accurately contextualizes analysis of international ethnic literary works within the larger literary tradition; essay references other cultural traditions alongside its examination of the place of International literature in the literary tradition. Essay contextualizes analysis of international ethnic literary works within the larger literary tradition, but only superficially or in ways that simply restate classroom discussion.  Essay does not evidence understanding of International texts in context of other literary traditions. Essay does not contextualize analysis of international ethnic literary works within the broader literary history. 
Appreciation of the diversity of international ethnic cultures as reflected in artistic artifacts.                                                                                                                                                         
Essay evidences in-depth knowledge of the myriad genres present in the international ethnic literary tradition and the ways those genres reflect various cultural ideologies. Essay evidences adequate understanding of the myriad genres present in the international ethnic literary tradition and the ways those genres reflect various cultural ideologies. Essay evidences incomplete and/or inaccurate understanding of the myriad genres present in the international ethnic literary tradition and the ways those genres reflect various cultural ideologies. Essay does not evidence awareness of the myriad genres present in the international ethnic literary tradition or their connection to cultural diversity. 


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Last Updated:3/1/2012 10:29:38 AM