seminar: hurston & wright -...

Seminar: Hurston & Wright English 400-02 / 538-01

CRN: 15162 / 15561

Syllabus and Course Schedule

Fall 2012

Professor: Alicia Kent, PhD

Office: 326 French Hall

Phone: 762-3285

E-mail: [email protected]

Office hours: Mondays, 2 – 3 pm

Wednesdays, 11:15 am – 12:15 pm

and gladly by appointment

Class: Wednesdays, 4 – 6:45 pm

355 French Hall

“Few authors in the black tradition have less in common than Zora Neale Hurston

and Richard Wright.”

—Henry Louis Gates, Jr., “Zora Neale Hurston: ‘A Negro Way of Saying’”

Course Description:

Considered two of the most important American novelists of the twentieth century, Zora

Neale Hurston (1891-1960) and Richard Wright (1908-1960) represent two very different

approaches to literary representation. Throughout the semester, we will examine writings by both

authors to tease out the connections alongside the differences between these two writers, that is,

to locate the places where their approaches to literature both diverge and converge. While this

course is focused on two authors perhaps best known for their novels (Hurston for Their Eyes

Were Watching God and Wright for Native Son), we will also read some of their other novels,

autobiographical writings, essays, and short stories to get a sense of the different genres, topics,

and issues they explored in their careers, and we may watch some film adaptations of their works

and their lives.

This course is designed as an intensive study of these two authors’ writings in order to

deepen your knowledge and understanding of two important figures of the American literary

canon. It aims to pose fundamental and synthesizing questions about literature and English-

language studies. English 400, a capstone seminar for English majors, assumes that you have

experience in literary analysis, have completed English 241 (Introduction to Literature Analysis),

and have taken upper-level college literature courses. English 538 is the graduate-level course

equivalent for English 400. By successfully completing this class you will be able:

ENG 400/538: Hurston & Wright Alicia Kent

2

Learning Objectives Course Tools to

Assess Goals

to further develop your critical reading, writing, speaking, listening

and group interaction skills (critical thinking); participation

lead discussion

article analyses

career presentation

seminar project

presentation

to develop historically-specific and culturally-informed approaches

to literary texts by Hurston & Wright (methodology); participation

seminar project

to interrogate a variety of literary genres and compare their

expectations (content knowledge); participation

to demonstrate facility with research methods and literary databases

used in literary studies (information literacy); article analyses

seminar project

to locate relevant, appropriate secondary sources (literary criticism

and socio-historical sources), evaluate their usefulness and validity,

and integrate them accurately and effectively into your writing with

consistent and ethical citation of source material (information

literacy);

career presentation

article analyses

seminar project

to consider different scholarly views of a particular text and

examine the assumptions of each view (critical thinking); article analyses

seminar project

to formulate your own research project and then engage in close

reading and/or careful engagement with primary texts and include

relevant and appropriate scholarship to formulate a sound projec;

proposal

article analyses

seminar project

presentation

to position your argument within the academic conversation

surrounding Hurston & Wright (information literacy); article analyses

proposal

seminar project

presentation

to present your own sophisticated ideas clearly and effectively in

written and oral presentations that demonstrate familiarity with

rhetorical strategies of literary studies and knowledge of relevant

literary criticism (writing skills, critical thinking);

career presentation

seminar project

presentation

to reflect on your own values and habits as reader, writer, and

speaker, to formulate your own questions, to materialize directions

for future individual inquiry in your academic discipline, and to

interpret your own educational process and experiences (reflection);

lead discussion

career presentation

proposal

seminar project

to apply knowledge to complex issues in increasingly broad spheres

and consider how literature may be cultural products that reflect,

reinforce, or resist dominant discourses and how they may be

products of complex systems of historical contingencies, and race,

gender, and sexual politics (synthesis and application).

participation

proposal

career presentation

seminar project


3

Required Course Texts:

Richard Wright Zora Neale Hurston

Black Boy (American Hunger)

Harper; ISBN: 978-0060929787

Dust Tracks on a Road

Harper; ISBN: 978-0060854089

Uncle Tom’s Children

Harper; ISBN: 978-0061450204

Jonah’s Gourd Vine

Harper; ISBN: 978-0061350191

Native Son

HarperPerennial; ISBN: 0060812494; 978-

0060812492

Their Eyes Were Watching God

Harper; ISBN: 978-0060838676

A Father’s Law

Harper; ISBN: 978-0061349164

The Complete Stories

Harper; ISBN-13: 978-0060921712

These texts are available at the UM-Flint Bookstore. You may also purchase them at a

bookstore of your choice. The ISBN number listed for each text will help you find the edition

used in this course.

All books are also available on reserve at the UM-Flint Thompson Library for 4-hour

checkout (although some are different editions).

Additional Readings on Syllabus: In addition to the above novels, some shorter course readings

are available only in Blackboard.

These readings are denoted with “BB” in the syllabus.

To access Blackboard, go to https://bb.umflint.edu. You will need a UM-Flint username

and password to access our course shell.

Readings are listed in the order we will read them in the “Readings” folder.

Please print the readings and bring them to class on the assigned date.

Handouts: Handouts from class will be available online in Blackboard in “Handouts.”

Course Requirements: You must complete all of these requirements to receive a passing grade

in this course. If you do not complete one of these requirements (such as failure to hand in an

assignment or failure to meet the attendance requirements), you cannot pass the course. For your

own protection, you should keep a copy of everything you turn in to me.

Attendance. Your attendance is required.

If you accumulate more than one absences, your participation grade will be lowered 25

points for every subsequent absence.

If you accumulate four absences, you will fail the course (except in cases where you and I

make alternative arrangements because of extenuating circumstances).

I do not make distinctions between excused or unexcused absences—all absences

count.

https://bb.umflint.edu/


4

Please let me know during the first two weeks of classes if you must miss a class for

religious observance, important scheduled events that conflict with class, or other

unavoidable reasons for missing class.

If you miss class, please email me for announcements. Also please get notes from others

in the class and handouts from Blackboard.

Out of respect for your classmates, please come to class on time. If tardiness to class

(more than 10 minutes) becomes a persistent problem, I will count lateness as absences.

I generally make all announcements at the start of class, so if you arrive late, be sure to

get the announcements from me after class.

Participation. This class emphasizes discussion and interaction with course issues and others

in the course. It also includes a significant amount of reading. You are expected to come to

class prepared, having read all the readings assigned for that day, and participate fully and

constructively in the in-class discussion, having something to say in nearly every class

session. You must bring the day’s reading assignments to class and be prepared to discuss it.

Your participation in class discussions as well as reading course material out loud in class

will be counted as participation. In-class writing and informal presentations of your work

might also be a part of participation.

Online Discussion. Online discussion is another venue for participation; contributions on

the Discussion Board in Blackboard can raise your grade. Please check our course

Blackboard companion on a regular basis.

Lead Discussion. Once during the semester, you will be responsible for leading the class

discussion for a portion of the class period. You do not need to do outside research for this

task; instead, this is your chance to explore a topic in the reading that interests you (rather

than discussing something that I’ve chosen). You will post discussion questions in

Blackboard prior to the discussion. Early in the semester, I will hand out a sign up sheet to

allow you to choose your top choices for discussion leading dates.

Article Analysis Papers (2 for ENG 400; 3 for ENG 538): These 3-4 page papers critically

analyze an article of literary criticism published in an academic journal or book. Your

analysis should include a summary of the article’s key points, your assessment of its strengths

and weaknesses, and your analysis of its contribution to literary studies. You will use the

library’s online databases to locate these articles.

Career Presentation and Handout: Research a career that English majors might pursue. Then

create a handout and present information to the class about what this career entails, what

skills and abilities the career emphasizes, what kinds of people are in this field, how

competitive the field is, how students might prepare for this job.

Seminar Project: For this project you will examine a theme or element from one (or more) of

the literary texts by Hurston or Wright and connect it to issues in your life and the world

today. This project is intended to go beyond what we have covered in class. It is not intended

to be an exhaustive research project, but you will be expected to do research and include

relevant literary criticism about the author, text, and time period to enhance your project.


5

The possibilities for the seminar project are up to you and as endless as your creativity. I

encourage you to choose a topic and design a project that fits your interests, field of study,

educational goals, career plans, etc. Please feel free you to meet with me early in the semester

to brainstorm ideas and help you define a feasible and enjoyable (yes, this is possible!)

seminar project. Possibilities might include (but are not limited to):

Short story (or stories);

Series of poems related to themes in one (or more) of the course texts;

Chapter of a novel or prospectus/outline of a novel for a publisher or literary agent;

Classroom unit for high school students on one (or more) of the course texts;*

Autobiographical essay (12-15 pages) that connects issues in your life to theme(s) in one

or more of the texts;

Literary analysis essay (10-15 pages) that includes literary criticism surrounding the text

of your choice;

A service-learning project with a community organization related to themes in the course.

Let me know early in the semester if this option interests you, and we can work with

Mona Munroe-Younis of University Outreach to set up a partnership with an

organization. If you choose a service-learning option, a letter of intent for this project is

due by email to me early in the semester.

Reflection Essay for Seminar Project: In addition to completing the project itself, all projects

(except an autobiographical or literary analysis essay) will include a 5-7 page reflection essay

that explains the goals of this project, why you chose this medium, how it is connected to the

course, what research (e.g., literary and historical) you did to carry it out, and ultimately what

you learned from doing this project. Be sure to include a Works Cited with this reflection

essay.

Proposal: A written proposal outlining your seminar project will be due midway through the

semester. In this proposal, you will outline what your project and medium will be, what

questions you intend to explore, why it is an interesting or important issue, how you will

carry out this project, and what type(s) of research you will need to do to learn about this

topic (that is, how you will answer these questions).

Presentation: The last class meeting is reserved for presentations. You will present your

seminar project to the class in a brief, 5-minute presentation. You are not expected to use

PowerPoint or other tools in your presentation. Instead, it is an opportunity to share your

project with the class and to get feedback and ideas from others.

Grading and Deadlines: All papers are due at the beginning of class on the due date and must

be typed. I take deadlines very seriously.

No extensions will be given, except in the rarest of circumstances.

Late assignments will be docked by a half-grade for each day late.

Late Seminar Projects will not be accepted.


6

No other assignments will be accepted after the last regular class meeting (April 12).

In an emergency, you may email me an assignment as a Microsoft Word attachment. If I am

unable to open your file, one-half grade will be deducted for each day until I can it.

Assignment Due Date (due at start of class) Points

Syllabus Response Friday, September 7 by 11:55 pm

emailed to me, [email protected]

Statement of Intent (for those

doing a service-learning project)

Wednesday, September 26

emailed to me, [email protected]

Participation In class (Blackboard participation can

increase score) 200

Lead Discussion Sign up handed out in class.

Questions due by Monday before your date. 50

Article Analysis Papers

(ENG 400: 2 at 75 points each)

(ENG 538: 3 at 50 points each)

1. Wednesday, October 3

2. Wednesday, October 24

3. Wednesday, November 7 (ENG 538 only)

150

Career Presentation and Handout Wednesday, November 14 100

Seminar Project Proposal Wednesday, October 31 175

Seminar Project Presentation Wednesday, December 5 25

Seminar Project Saturday, December 15 by 1:30 pm

emailed to me, [email protected] 300

Total: 1000

Note: Students may earn up to 1000 points over the course of the semester.

870-899 = B+ 770-799 = C+ 670-699 = D+

930-1000 = A 830-869 = B 730-769 = C 630-669 = D

900-929 = A- 800-829 = B- 700-729 = C- 600-629 = D- Below 600 = E

Formatting: All assignments submitted for this class must be typed, double-spaced, in black, 12-

point font (Times New Roman or similar standard font), with 1-inch margins on all sides, stapled

if the document is more than one page. The default settings for your word processing program

may not follow these requirements and thus should be changed for assignments in this course.

Extra Credit: You can earn extra credit by attending any extracurricular activities related to the

course. To receive extra credit, post a response in Blackboard’s Discussion Board after attending

the event; your post should include a summary of the event, a brief discussion of its connections

to the course, and an explanation of what you learned at the event. All posts must be submitted

by the last day of classes.

Plagiarism and Academic Honesty: The University's Academic Honesty Policy prohibits

cheating, fabrication of work, facilitating academic dishonesty, and plagiarism. Plagiarism

mailto:[email protected]



7

includes the purchase of academic work from others, copying material directly from another

source without attributing it to that source, using the ideas of another person without giving that

person credit, intentional or unintentional. Even if you are not using a direct quote and have put

the concepts into your own words, you must cite your source and give credit to the “author” of

the idea. Plagiarism can result in failing the course or other disciplinary actions. Please talk with

me if you are unclear or have concerns about plagiarism. The Writing Center also has helpful

information about proper ways to cite your sources.

Other Concerns: If you have any special concerns you wish to discuss, please feel free to come

talk to me. My office door is open to hear your concerns. You are welcome to come see me at my

office, call me, or e-mail me. I am very willing to set up appointments with you to discuss papers

or other questions you have about the course. If you cannot make office hours, let me know, and

we’ll set up another time to meet.

I look forward to working with you this semester!


8

Course Schedule

Date Topic(s) Readings Due

Note: BB refers to readings available in

Blackboard.

Due

(Due at start of

class unless

otherwise

noted)

Wed

Sept 5

INTRODUCTION Meet the class

Discuss course material

Fri, Sept 7:

Syllabus

Response due

by email

Wed

Sept 12

EARLY SHORT

STORIES

REVIEWS

Reviews:

BB: Reviews of Their Eyes by Richard Wright,

Alain Locke

BB: Review of Uncle Tom’s Children by Zora

Neale Hurston

Hurston, The Complete Stories:

“John Redding Goes to Sea” (1921)

“Spunk” (1925)

“Muttsy” (1926)

“Sweat” (1926)

“The Gilded Six-Bits” (1933)

Wright, Uncle Tom’s Children (1938):

“Big Boy Leaves Home” (1936)

“Down by the Riverside” (1936)

Optional: BB: Cambridge African American

Literary History (literary criticism)

Wed

Sept 19

HURSTON’S

FIRST NOVEL

Jonah’s Gourd Vine (1934)

Wed

Sept 26

LIBRARY

WORKSHOP

Meet Laura Friesen in Thompson Library,

“Research Instruction Room,” room 213 (one floor

below the main entrance to the library)

Letter of

Intent Due for

those doing a

service-

learning

project

Wed

Oct 3

WRIGHT’S

AUTOBIOGRAPHY

Black Boy (1945)

Optional: Book reviews of Black Boy

Article

Analysis 1


9



Blackboard.

Due

(Due at start of

class unless

otherwise

noted)

Oct 4, 5

7:30 pm

See a play on

campus at the

UM-Flint

Theatre

Under Milk Wood: A Play for Voices

by Dylan Thomas

This staged reading is a collaboration with the

Department of History, celebrating the Wyatt

Exploration Program

For extra credit

post a summary

and your

reaction in

Blackboard

Wed

Oct 10

HURSTON’S

MOST

CELEBRATED

NOVEL

Their Eyes Were Watching God (1937)

Wed

Oct 17

WRIGHT’S MOST

CELEBRATED

NOVEL

Begin Native Son (1940): Book One “Fear” and

Book Two “Flight”

Wed

Oct 24

NATIVE SON Finish Native Son: Book Three “Fate”

“How ‘Bigger’ Was Born” (in Native Son, 505-

540

BB: Reviews of Native Son

Article

Analysis 2

Oct 26,

27, 28,

Nov 3,

9, 11

See a play on

campus at the

UM-Flint

Theatre

Urinetown

by Greg Kotis and Mark Hollmann

Fri, Sat: 7:30 pm; Sun: 2:00 pm

For extra credit

post a summary

and your

reaction in

Blackboard


10



Blackboard.

Due

(Due at start of

class unless

otherwise

noted)

Friday, October 26 by 5:00 pm: Last Day to Drop Classes

Wed

Oct 31

HURSTON’S

AUTOBIOGRAPHY

Dust Tracks on a Road (1942) by Zora Neale

Hurston

Read Chapters 1-8

Skip Chapter 5 “Figure and Fancy”

Read 9 “School Again”

Skip Chapter 10 “Research”

Read Chapter 11 “Books and Things”

Skip Chapter 12 “My People! My People!”

Skip Chapter 13 “Two Women in Particular”

Read Chapter 14 “Love”

Skip Chapter 15 “Religion”

Read Chapter 16 “Looking Things Over”

Read Appendix: “My People, My People!”

Skip all other Appendices

Optional: Article on Dust Tracks on a Road

compared to Hurston’s actual life

Seminar

Project

Proposal

Nov 2,

4, 10,

16, 17,

18

See a play on

campus at the

UM-Flint

Theatre

The Menaechmus Brothers

by Titus Maccius Plautus

Translated from Latin by E. F. Waitling

Fri, Sat: 7:30 pm; Sun: 2:00 pm

For extra credit

post a summary

and your

reaction in

Blackboard


11



Blackboard.

Due

(Due at start of

class unless

otherwise

noted)

Wed

Nov 7

ESSAYS AND

LATER WRITINGS

BY HURSTON

AND WRIGHT

Hurston, The Complete Stories:

“The Conscience of the Court” (1950)

Optional: “Story in Harlem Slang” and

“Harlem Slanguage” (1942)

BB: “My Most Humiliating Jim Crow

Experience” (1944)

BB: “What White Publishers Won’t Print”

(1950)

Optional: BB: “Court Order Can’t Make Races

Mix” (1955)

Wright:

BB: “Man of All Work” (date unknown)

Optional: BB:“Blueprint for Negro Writing”

(1937)

Optional: BB: “The Man Who Was Almost a

Man” (1961)

Article

Analysis 3 (for

ENG 538 only)

Wed

Nov 14

CAREER DAY NO READING DUE

In-Class Career Presentations

Career

Presentation

and Handout

Wed,

Nov 21

NO CLASS Thanksgiving Break begins

Break: November 21-25

Wed

Nov 28

WRIGHT’S

POSTHUMOUS

NOVEL

A Father’s Law (published posthumously by

Wright’s daughter in 2008

Wed

Dec 5

PRESENTATIONS NO READING DUE

In-Class Presentations on Seminar Project

Presentation

on Seminar

Project

Sat

Dec 15

SEMINAR

PROJECT DUE BY

1:30 PM

BY EMAIL

This is the scheduled exam period for this course.

Instead of an exam, email your paper as an attached

Word document to [email protected] by 1:30 PM

Seminar

Project due

by email by

1:30 pm


seminar: hurston & wright -...

Documents