University of Washington:Curriculum Transformation Project

Asian American Women Writers

  Dr. Caroline Chung Simpson

Office: A-503 Padelford Hall

Office phone: 543- 6201

e-mail: csimpson@u.washington.edu

 

 

Required Text Course Requirements/Grading policy Class Schedule Group presentation guidelines

Course Description This course will focus on the work of a recently emerging younger generation of Asian American women writers in an attempt to locate their contribution to and troubling of the issues and aesthetics of the novel form. Some familiarity with Asian American or women's cultural production is helpful. Above all, students should be prepared to participate vigorously in class discussions and be committed to improving their critical skills as readers of literature.

Required Texts:

Bone (Ng)
Dogeaters (Hagedorn)
Through the Arc of the Rain Forest (Yamashita)
Dictee (Cha)
Some xeroxed essay handouts

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Course requirements/Grading policy:

Assignments

Each student must complete the following in order to receive a passing grade in the course: two short essays (5-7 pages); five informal writing exercises (both in- and out-of-class); and substantial participation in one group presentation.

The essays and writing exercises

The first essay is worth 25% of the final grade, and the final essay is worth 30% of the final grade. Topics and ideas for the essay wilI come from the in-class and out-of-class writing exercises that appear in the class schedule. The first exercises are in-class. You should come to class on the two scheduled in-class writing days prepared to write for about 30 minutes. Then, we'll take a break and return to discuss our responses--I will be writing with you. This discussion will give us a chance to share and fine tune our interpretations of more specific questions/issues than we covered the previous day. The in- class writing is turned in at the end of the period and is returned to you on the following class day. Grades will be based on originality of ideas or approach and depth of analysis rather than on language or style, although writing well always helps. The out of class writing exercises, which fall at the end of the course, focus on more difficult texts and require more thought. The combined average of these writing exercises will account for 20% of the final grade, and you may elect to drop the lowest writing grade.

Group presentations

The final 25% of your grade will be based on your participation in and contribution to a group presentation. In the first week of class, you will be asked to sign up for one of four groups, each covering a different required text. Each group is responsible for introducing the class to a single reading and may choose from a number of possible approaches (see handout on group presentations). Group members will divide up and share responsibilities for different parts of the presentation with each member a discussant. The presentation will take up the first hour of class when scheduled and should not be a simple summary of the plot. The point is to give the class your interpretation--or interpretations if group members disagree--, to tease out issues or problems in the reading and generally get the class rolling with some topics to discuss. BIG HINT: The more inventive and insightful your presentation, the more likely the class will be interested and responsive, so don't be afraid to take risks. Although it's your presentation, don't be afraid to involve the class if that helps to animate the issues you want to introduce.

Late papers, make-ups

Make-ups are allowed only in the case of verifiable, medical illness. Late papers will be penalized.2 points for each day late.

Attendance participation

You may miss two days without being penalized, but anything beyond this will negatively affect your final grade. If, on the other hand, you attend every class and actively participate, your final grade will be improved to credit your extra effort.

NOTE: A good rule to remember: you hold all the power to determine your final grade in here. If your essay grades aren't what you'd hoped for, you can always make up for it with a great group presentation and by being active in class participation. I appreciate and reward student involvement in class discussions.

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Class Schedule

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Group Presentation Guidelines

Because the group presentation accounts for 25% of your final grade, it will require significant preparation. Your group will spend considerable time aside from class discussion thinking through and planning the presentation: reading the text; researching an' relevant outside sources or issues; thinking through the information gathered; organizing your conclusions info a presentation; and finally, sharing your presentation with the class. Out of respect for the time and energy required, I will set aside an entire class period as soon as the groups have been established to allow members to discuss how they will divide responsibilities, approach the text, etc. In addition, I will frequently set aside class time. (l5-20 minutes) at the end of the period to allow groups to check in with each other and work out any problems that may arise as each of the members goes about preparing her/his part. At some point before the presentation day, your group should use this period to finalize the details of the presentation.

Organizing the Presentation

The first time the group meets, early in the quarter, members should try to decide how they want to divide up/share responsibilities. Several possibilities exist in this regard. I offer a few below:

• The presentation may be divided into equal parts with each member assigned responsibility for researching and presenting a different part. If you choose this option, be sure to use the class time set aside throughout the quarter to discuss your individual progress and findings. You want to make certain that members are not unknowingly covering the same material or radically at odds in their conclusions. The benefit of this approach is that it frees individuals to pursue their own particular interest at their own pace as a complement to the work of fellow group members.
• Another option is to divide the group into pairs with each pair assigned a different responsibility. Working in pairs is especially beneficial in cases here the group-text is shorter or where the group wants to focus on only 3 or 4 related issues.
• Still another option is to organize the group presentation as such, with members working together to deliver the presentation as a whole. In a previous instance when a group chose this option, they organized it as a point/counterpoint debate, with members v vigorously arguing among themselves on various points/issues. They knew they disagreed and used it as a positive force to initiate class discussion. The class benefited from witnessing a dynamic discussion of the issues as a kind of model for their own thinking about the text.

Evaluation of Presentations

My evaluation will be based on how well your presentation motivates and animates class discussions of the text, that is, how well you jumpstart the class discussion by providing both relevant and stimulating information, perspectives. questions. Think, what would get me interested in this text, as well as, what is the most important thing to "get" about this book? Also, don't be afraid to call on the class, including me, drawing us in as an integral part of your presentation. As always, I welcome groups to come to me should they have any further questions about the presentations.

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