Description:

This course introduces students to texts by U.S. writers of Hispanic descent or origin. Written primarily in English, the texts may include fiction, non-fiction, poetry, drama, and/or film. The readings, discussions, and related writing projects will emphasize the relationship between mainstream America and borderland writers; explore the cultural and artistic context of the writers and their works; recognize and assess the use of major narrative and rhetorical strategies; and stimulate consideration of issues surrounding assimilation, identity formation, code-switching, and cultural hybridity. 3 hrs. lecture/wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Differentiate between major literary genres and appraise the rhetorical strategies of selected U.S. Latino/a writers.
2. Identify linguistic code-switching and posit rationales for and implications of such practice.
3. Compose an academic paper evaluating the manner in which at least one Latino/a writer confronts identity issues, including transnational identities, cultural hybridity, and cultural assimilation and resistance.
4. Explain the literary catalysts for and products of major U.S. Latino/a groupings, including Nuyoricans, Tejanos and Chicanos.
5. Identify the cultural, historical, and artistic contexts of selected Latino/a writers.
6. Discuss the Hispanic strand of U.S. literary history, beginning with Cabeza de Vaca, and the Hispanic literary heritage U.S. Latino/a writers share and from which they draw.

Content Outline & Competencies:

I. Hispanic History and Heritage of U.S. Latino/a Literature
   A. Identify Spanish contact, conquest and colonization of the
   “New World” and discuss residual effects
   B. Texts from 16th- to 18th-century writers such as Alvar Núñez
Cabeza de Vaca and Inca, Garcilaso de la Vega
   C. Texts from 19th-century writers such as María Amparo Ruiz de Burton
and José Martí
   D. Identify related literary and art movements  in Spain and Latin
America(e.g., modernism, surrealism, and magic realism)
   E. Identify related political movements in Spain and Latin America
(e.g., fascism, communism, and socialism)

II. Major Literary Genres
   A. Distinguish between major literary genres and recognize the
conventions of each 
   B. Non-fiction (e.g., historical/political/social texts,
memoir, personal narrative) 
   C. Fiction (e.g., novels and short stories)
   D. Poetry (e.g., free verse and fixed forms)
   F. Drama (e.g., El Teatro Campesino, Luis Valdez, and Miguel Piñero,
contemporary Latino/a drama and film)
   G. Describe Criticism 
   H. Identify generic hybrids and discuss unconventional writing 

III. Linguistic Code-Switching
   A. Identify when Latino/a writers switch linguistic codes (e.g.,
English, Spanish, and Spanglish)
   B. Interpret instances of code-switching and speculate reasons for and
implications of the practice

IV. U.S. Latino/a Movements
   A. Discuss the Nuyorican Movement
   B. Discuss Miguel Algarín and Nuyorican Poets Café, Spanish Harlem
and the Lower East Side (NYC), and writers such as Miguel Piñero, Pedro
Pietri, Tato Laviera
   C. Discuss the Chicano Movement
   D. Discuss César Chávez and Delores Huerta (grape boycotts), “La
Raza” in California, Tejanos, Tex-Mex,and the Homeland myth of Aztlán

V. Issues of Identity
   A. Examine transnational identities
   B. Commonwealth of Puerto Rico
   C. Mexican-American “borderland” identity (Gloria Anzaldúa)
   D. Explain the concept of cultural hybridity (breaking
profiles)—e.g., hyphenated America, both but neither, Latinos with
African roots, Latinos with Native American roots
   E. Analyze the practice of assimilation and resistance

VI. Cultural, Historical, and Artistic Contexts
   A. Recognize significant historical contexts such as the
      Monroe Doctrine and Roosevelt Corollary, the revolt by and U.S.
annexation of Texas, the U.S.-Mexican War and the Treaty of Guadalupe
Hidalgo, the Spanish-American   War (Puerto Rico, Cuba and Platt
Amendment), immigration issues (legal and illegal), and the Civil Rights
movements of the 1960s and -70s
   B. Identify significant cultural contexts such as Mexican and
Mexican-American cultures, Puerto Rican culture, other Caribbean cultures
(Cuban, Dominican), Central American cultures, and South American cultures

   C. Identify significant artistic contexts such as 19th-century
expectations, Modernism, Surrealism, Post-modernism, and Latina
Feminism

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

2 Formal Papers         30-50% of grade
Portfolio or Final Exam 10-30% of grade
Participation           10-30% of grade
Journals                 5-20% of grade
Quizzes                  5-20% of grade
 Total                    100%

Grade Criteria:
  A = 90 – 100%    
  B = 80 –  89%  
  C = 70 –  79%  
  D = 60 -  69%  
  F =  0 –  59%    

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.