Nature of the Course /Goals / Assessment
The working (and somewhat arbitrary) definition of American Indian (or Native American) literatures used in this course is the body of oral and written literatures created by Indians within the approximate boundaries of the United States. I attempt a balance between intensive study and broad survey by focusing on a highly selected group of texts (several from the Southwest), by selecting texts that represent five significant Native American genres and the mixing of several genres, and by assigning "overview" readings in Ruoff's _American Indian Literatures_. I chose a generic organization for the course instead of a chronological order because I wanted to examine important functions, aesthetics, audiences, and conventions associated with particular genres and because I wanted to emphasize the continuity of even the oldest genres (e.g., oral narratives are still being created and serve important artistic and cultural functions for Indians and non-Indians).
Although the course is a introduction and introductions tend to touch on many issues, two important and related questions will help to unify the course: what are the artistic, cultural, ideological, and ethical implications (1) of transforming oral literatures performed for particular family or tribal audiences into written literatures in English for either specialized or broad reading audiences? and (2) the implications of identifying such a diverse body of oral and written literatures as "Indian"? The emphasis will be on "primary" sources (English translations of oral materials, texts written in English, and films in English, Hopi and Navajo) though the assigned short readings and the paper will offer opportunities to examine various critical and theoretical approaches to the texts.
By the end of the course students who have successfully completed the in- and out-of-class assignments should be able to: discuss intelligently, though certainly not exhaustively, the range, variety, and continuity of significant Native American oral and written genres (evaluation: classroom presentations and the exams); understand the importance of the two focal questions mentioned above (evaluation: class presentations, exams, and possibly the paper); and demonstrate the ability to define a significant research project related to the field and to write a research paper that incorporates relevant criticism into their analysis of (a) particular text(s) (evaluation: the prospectus and the paper).
Required Readings
Ruoff, _American Indian Literatures_
Momaday, _The Way to Rainy Mountain_
Bierhorst, _Four Masterworks of American Indian Literature_ (Night Chant section)
Neihardt, _Black Elk Speaks_
Underhill, _Papago Woman_
Silko, _Storyteller_
Niatum, ed, _Harper's Anthol. of 20th Century Native American Poetry_
Momaday, _House Made of Dawn or Welch, Winter in the Blood_
Silko, _Ceremony_
Erdrich, _Love Medicine_
Lesley, ed. selections from _Talking Leaves_
Short Readings (SR) as indicated in the outline below
Tentative Schedule of Topics, Readings, Exams, Paper
1/27 Introduction to the Introduction Reading: skim Ruoff and Roemer "Introduction" in SR
1/27, 2/3 A Multi-Genre Introd.: Transforming a Particular Personality, Family, Culture, and History into "Literature" and "Art": Kiowa Readings: _Rainy Mountain_; and _Rainy Mountain _ section of SR; Ruoff (76-78, 177) Suppl.: Slides
2/10 Performing/Transforming Oral Literatures: Hopi, Laguna, Acoma Readings: Wife-Witch Narrative section of SR; p. 247 of _Ceremony_; pp. 140-54 of _Storyteller_; Ruoff (5-19, 39-52) Suppl.: Silko's film, _Arrowboy and the Witches _ and a video of a Hopi trickster narrative performance)
2/17 Ceremonial Liturgies: Navajo Readings: Matthews' translation of the "Night Chant" in Bierhorst; Nightway section of SR; Ruoff (19-39) Suppl.: "By This Song I Walk" (videotape)
2/24 Examination (WTRM through Nightway)
3/3-24 Creating Written Lives from Spoken Encounters: Lakota, O'odham, Pomo, Laguna Readings: _Black Elk Speaks_ & SR section(3/3); _Papago Woman_ and SR section (3/10); Mable McKay in SR (3/10); _Storyteller _ (3/24); Ruoff (52-62) Suppl: "Running on the Edge of the Rainbow" video as a form of autobiography
3/24 Paper Prospectus Due
3/31-4/7 The Diversity of Written Poetry in English Reading: _Harper's Anthology _; Ruoff (62-115, emphasis, poetry)
4/14-5/5 From Oral Performance to Fiction Readings: _House Made of Dawn_ or _Winter in the Blood_ (4/14); _Ceremony _ (4/21); _Love Medicine _ (4/28); selections from _Talking Leaves_ and SR Owens, Alexie, and Power (5/5); Ruoff(62-115, emp. on fiction); Roemer, "Introduction" & "Contemporary AIL" (SR) Suppl. A video of Sarris's _Grand Avenue_ HBO film will be available to students who would like to borrow it.
5/2 Paper Due
5/12 Final Examination
Examinations
During the class before each of the two exams, I will distribute detailed study sheets that will describe the essay question(s) options. The exams are "open book"; you can bring books, notes, and outlines. Grading criteria: I will be particularly interested in how well you develop coherent arguments directly related to the question(s) and how well you support your arguments with relevant and specific examples from the readings and class discussions.
Paper
The paper should focus on one or a small number of Native American texts. The critical approach to the text is up to you. In the past I have received excellent papers with New Critical, New (and old) Historical, anthropological-culture studies, biographical, and feminist orientations. Depending on the topic, the length may also vary greatly (from 12 to 20 pages). The two most important criteria are the ability to explain the significance of your topic and approach and the ability to integrate, in a convincing and well-organized manner, your positions and the positions of relevant critics (and theorists if that is relevant to your approach). I also expect no serious problems with writing "mechanics" (spelling, punctuation, grammar, etc.) The prospectus (one or two pages; due 3/24) must include: (1) definition of the scope and significance of the topic; (2) indication of the primary critical approach(es); (3) tentative indication of the organization; (4) indication of the most important critical sources.
I recommend formulating a tentative topic and approach before you begin looking at the criticism. Ruoff's book is the obvious starting point in your search for criticism. Other important reference works include: Andrew Wiget's _Dictionary of Native American Literature_ (1994; rev. as _The Handbook of Native American Literature_, 1996), Wiget's _Native American Literature_ (1985); Janet Witalec _Native North American Literature _(1994); Kenneth M. Roemer's _Native American Writers of the United States_ (1997). Jack Utter's _American Indians: Answers to Today's Questions_ (1993) is an excellent introduction to American Indian history and current conditions. The key journals in the field are: _Studies in Native American Literatures_, _American Indian Quarterly_, _American Indian Culture and Research Journal_, and _Wacazo Sa_. Other valuable resources are _American Literary Scholarship_, the _PMLA Bibliographies_, and the internet resources: Native American Literature -- Native Lit-L (discussion group): Approximate Grading Weights Important note: For each class, after the first class, each student will be asked to focus on a particular part of the next week's reading or on a particular question related to the reading. Often these will be small group assignments. Your responses to these questions (informal oral presentations) can be an important factor in your semester grade. If by the end of the semester your exam and paper average is a B(+) , but you have made consistently good presentations in class, I can raise your semester grade to an A- , which on your transcript will appear as an A.
Class and University Policies
Warnings: (1) Plagiarism and other forms of academic dishonesty will be handled according to University policies. (If you are confused about what constitutes academic dishonesty, especially plagiarism, contact me or consult the Graduate Catalog and Graduate School's manual for theses and dissertations, which includes a good definition of plagiarism.) (2) A student who wishes to withdraw must follow Graduate School and University procedures. To avoid receiving a computer generated F, a graduate student who wishes to withdraw must do so before mid-semester. (3) Three unexcused absences will result in a half grade lowering of the semester grade. More than three unexcused absences will cause further grade reductions.
Encouragement: (1) I respect improvement. If you receive a less-than-sterling grade on the first exam, but your class presentation and written work improve, I will weigh the latter work more heavily. (2) As indicated above, consistent and strong class participation can improve your semester grade significantly. (3) In cooperation with the Counseling and Student Disabilities Offices, I am very willing to work with disabled students.
First Exam 15%
Final Exam 25%
Prospectus & Paper 60%
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