C L 315 • World Literature
• Kaulbach, Ernest
Meets MWF 900am-1000am PAR 204
(also listed as E 316N)
Instructor: Kaulbach, E
Unique #: 35600
Semester: Fall 2014
Cross-lists: C L 315
Flags: Global Cultures
Prerequisites: One of the following: E 603A, RHE 306, 306Q, or T C 603A.
Description: This is a course in early Classics: Classics of the West, of Africa, of the Middle East, and of the Far East. We will read nothing written after the 1400s. Works will be interpreted by teachers of the works, as nearly contemporaneous with the works as possible. Class lectures will tell you how and why these selections are important.
Texts: Norton Anthology of World Literature, 2nd edition, Volume A; Timaeus and Critias, ed. Desmond Lee; Sundiata, ed. D.T. Niane; Xerox packet (at IT Copy and Printing, on corner of MLK & Lavaca).
Requirements & Grading: An average of three areas, each of which counts 1/3 of your grade: attendance and quizzes, mid-term essay, final exam. To receive an “A” you must have an “A” in all three areas; same for a “B”. If you fail any area, you fail the class. Miss more than two classes and your attendance grade is reduced by one full grade.
C L 323 • Danticat And Diaz
• Wilks, Jennifer M.
Meets MW 300pm-430pm PAR 204
(also listed as AFR 372E, E 349S)
Instructor: Wilks, J
Unique #: 35795
Semester: Fall 2014
Cross-lists: AFR 372E, C L 323
Flags: Cultural Diversity; Writing
Computer Instruction: No
Prerequisite: Six semester hours of upper-division coursework in English.
Description: In this course we will study the work of two of the most celebrated contemporary fiction writers in the United States: Haitian American Edwidge Danticat and Dominican American Junot Díaz. Between them Danticat (b. 1969) and Díaz (b. 1968) have won almost all of the major American cultural and literary prizes, including the MacArthur Fellowship, National Book Award, and Pulitzer Prize; and their work has been consistently published and reviewed in such high profile venues as the New Yorker magazine and the New York Times. At the same time that their respective works speak to broader questions of American identity, however, Danticat and Díaz also write culturally specific narratives that explore the intricacies of what it means to be Haitian and Dominican, Haitian American and Dominican American, in the late 20th and early 21st centuries. As a result, in addition to considering the qualities that have resulted in Danticat and Díaz’s elevation to the status of exemplary American authors, we will also examine how issues of gender, migration, history, and race factor into their work.
Texts (subject to change):
General: C. L. R. James, The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution; Frank Moya Pons, The Dominican Republic: A National History; Michelle Wucker, Why the Cocks Fight: Dominicans, Haitians, and the Struggle for Hispaniola.
Edwidge Danticat: Breath, Eyes, Memory (1994); Krik? Krak! (1995); The Farming of Bones (1998); The Dew Breaker (2004); Brother, I’m Dying (2007); Claire of the Sea Light (2013).
Junot Díaz: Drown (1996); The Brief Wondrous Life of Oscar Wao (2007); This Is How You Lose Her (2012).
Requirements & Grading: Two short papers (3-4 pages each), 40%; Final paper (5-7 pages), 25%; Presentation, 15%; Rough draft & substantial revision (4 pages), 10%; Reading journal, 10%.
C L 323 • Mid East In World Poetry
• Hillmann, Michael Craig
Meets MWF 100pm-200pm CLA 0.118
(also listed as ISL 373, MEL 321, MES 342)
This Middle East in World Poetry course, which privileges the special status of poetic expression in the region, presents: (1) pre--modern poetic texts originating in the Middle East, (2) Western poetry that engages experiences in and images of the Middle East, and (3) contemporary self- views of Middle Easterners from Afghanistan, Bahrain, Iran, Iraq, Israel, Kurdistan, Lebanon, Morocco, Palestine, Syria, Turkey, Yemen, etc.
Middle East in World Poetry involves the close and appreciative reading of poetry in English or in English translation with “Middle Eastern” forms, images, content, and themes. Course reading and discussion take place in the context of relevant concepts and themes, among them: culture, the Middle East, Middle Eastern Islam, cultural and political nationalism, academic Orientalism and Orientalist art, Edward Said’s Orientalism (1978) and critiques of the book, post-colonialism, definitions of poetry, Romanticism(s), and practical English/American approaches to reading poetry from A.C. Bradley’s in “Poetry for Poetry’s Sake” (1901) to Perrine’s Sound and Sense (1950s to 2000s).
The course aims to: (1) lead to a new definition of the Middle East inspired by relevant poetry composed in or translated into the English language; (2) suggest cultural insights that poetry can offer adults in today's multicultural world, in this case insights into perceptions on the part of English- speaking poets about the Middle East and culture-specific self-revelation by Middle Easterners through their Arabic, Hebrew, Persian, Kurdish, Pashto, and Turkish poems, and poems in English; (3) help increase facility and confidence in independent reading of and reactions to culturally charged poetic texts; and (4) help improve skills in one’s writing about writing and in editing one’s own writing.
In the last-named regard, 42% of the course grade relates to writing; i.e., eight, two-page papers on assigned poems, with peer review of sample statements from each assignment in the session following assignment submission; and a book review submitted in draft and critiqued and then submitted in revised form. Instead of one of the papers on assigned poems, students can choose to submit a poem that they revise throughout the course in response to peer and instructor critiques.
Required course texts consist of a book-length guide to the Middle East chosen by the student and English-language poems and English translations of Arabic, Hebrew, Persian, and Turkish poems, along with critical writing, compiled in a packet called “The Middle East in World Poetry: A Course Syllabus,” available on the course Blackboard. The selection of Arab and Afghan texts has benefited substantially from recommendations by comparatist critic Jason Bahbak Mohaghegh and suggestions by Arabic literature specialist Tarek El-Ariss and Hebrew literature specialist Karen Grumberg. The course packet also includes a guide to Internet resources on course poets and poems, a bibliography of biographical and critical writing on course texts and authors, and relevant studies on the Middle East.
The bases for course grades are: almost daily open-book exercises (8% of the course grade), class participation and oral reports on assigned poems (10%), eight two-page essays on assigned poems (4% each), a book review on on an approved book about the Middle East (10%), and two review tests (20% each). The course grading scale is: A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D + (67-69), D (63-66), D- (60-62), and F (0-59). Information about absences and special accommodations appears on the course Blackboard.
C L 323 • Women Filmmakers/N & Cent Euro
• Wilkinson, Lynn R
Meets TTH 930am-1100am BUR 337
(also listed as EUS 347, GSD 330, WGS 340)
This is an introduction to the work of five women filmmakers from Sweden, Germany, the Netherlands, and Denmark, as well as to the viewing and interpretation of films in general.
ASSIGNMENTS AND GRADING: One two-page paper (5%); one five-page paper which may be rewritten (25%); one storyboard (10%) accompanied by a five-page essay (25%), and five quizzes (25%; you may drop the lowest grade). Class participation will count 10%.
REQUIRED TEXTS (for purchase and available on reserve at PCL):
Bordwell and Thompson: Film Art: An Introduction. 9th ed.; 6th ed. on reserve:
PN 1995 B617 2001
Braudy and Cohen: Film Theory and Criticism (FTC on syllabus), 6th ed. on reserve: PN1995 B617 2001
Hollinger: Feminist Film Studies.
Nordic National Cinemas. Ed. Soila et al. Routledge, 1998.
Hake: German National Cinema. 2nd ed. Routledge, 2007.
Matijs & Kumel: The Cinema of the Low Countries. Wallflower, 2004.
Hjort and Mackenzie: Purity and Provocation: Dogme 95. BFI 2008
Maj Zetterling: Loving Couples
Margarethe von Trotta: The Lost Honor of Katharina Blum
The Second Awakening of Christina Klages
Vision: From the Life of Hildegard von Bingen
Marlene Gorris: A Question of Silence
Lone Scherfig: Italian for Beginners
Susanne Bier: Like It Never Was Before
Love Is All You Need
C L 323 • Supernat In Trad Chi Fict
• Lai, Chiu-Mi
Meets MWF 1200pm-100pm MEZ 2.118
(also listed as ANS 372)
[Open to all students -- All lectures, discussion and readings in English. Carries Global Cultures Flag]
John Minford and Joseph S.M. Lau, eds. Classical Chinese Literature – An Anthology of
Translations, Volume I: From Antiquity to the Tang Dynasty (Columbia, 2002)
Other Readings: Articles and book chapters will be posted onBlackboard. (See Course Documents.)
This course will provide an introduction to the so-called supernatural and otherworldly phenomena in traditional Chinese literature and “pseudo-history.” Readings in English translation will encompass a selective sampling of prose, short fiction, and drama/opera from pre-modern China (end of imperialism in early 20th century). Lectures and discussions will focus on the literary, cultural, historical, social, political, philosophical, and religious background against which these representative works arose. Background reading will be assigned to supplement the primary works of literature and pseudo-history. Course emphasis will be given to close and critical reading of primary works (in English translation) which were originally written in Classical Chinese and vernacular Classical Chinese. Topics covered include otherworldly concepts of the Dao (the Way) and various interpretations of the afterlife, with an introduction to differences between spirits, souls, ghosts and other ethereal beings in various Chinese secular and religious belief systems. Readings introduce Chinese notions of the supernatural in the form of such beings as immortals, goddesses, and shape-shifters.
The grade for this course will be based on the following:
- There is a class attendance policy for this course.
- There is no final exam in this course.
15% Class and online discussion, participation and preparation (Attendance policy)
50% Reading and Discussion Questions (Response “Quizzes”)
20% One Research Inquiry Paper (4-5 pages)
10% One Oral Presentation/Lead Discussant
5% Creative Writing – short story/prose/dramatic act (Evaluated CR/NC)
C L 323 • Living Epics Of India
• Harzer, Edeltraud
Meets W 400pm-700pm WEL 3.266
(also listed as ANS 372, R S 341)
The two epics, the Mahabharata and the Ramayana, are an essential part of the living cultural tradition of the Indian subcontinent that has survived for more than two thousand years. There is no India without these two works. Both have been preserved in oral as well as textual tradition. They are brought alive in their performances, whether by storytelling (katha) or annual staging of gigantic theater productions. The course will explore the cultural and religious aspects of the narratives. These epics have been most influential in the formation of the values of the Indian peoples. The Mahabharata, which includes the Bhagavadgita, represents an encyclopedia of the Hindu culture. Since there are many “tellings” of each, we will sample different ones and study them as sources of information on other areas, such as social and political ideas, as well as a source book for mythology. We will also compare similar works in other cultures. These narratives form a living tradition and are normally performed. As such we shall view videos and live performances as well as study the texts.
Hiltebeitel, Alf. Rethinking the Mahàbhàrata. A Reader's Guide to the Education of the Dharma King. 2001. Selections on Bb.Leslie, Julia. Authority and meaning in Indian Religions. Hinduism and the Case of Valmiki. 2003. Selections on Bb.Lutgendorf, Philip. The Life of a Text: Performing the Ramcaritmanas of Tulsidas. 1991.Richman, Paula. Many Ràmàyaõas: The Diversity of a Narrative Tradition in South Asia. 1991.Richman, Paula. Questioning Ramayanas. 2001.Sutton, Nicholas. Religious Doctrines in the Mahàbhàrata. Selections on BbMenon, Ramesh. The Ramayana. 2003. Narayan, R.K. The Mahabharata. 1996.
Attendance & participation in discussion (15%)Research paper, 12-15 pages (18-20 pages grad): 40%Short essay, 5-6 pages (8 pages grad): 15% Book and topic reviews: 15%Paper proposal: 15%