English 501, Literature for Children. A. Allison.
MW 2-3:15 p.m.
Here’s a chance to reconsider the books you read as
a child, or perhaps to read them for the first time and to consider
them as you would other works of literature: as meaningful expressions
of artistry, as emotional and intellectual experiences, and
as social messages. Each book is multi-layered, open to diverse
interpretations including post-colonial, historical, aesthetic,
feminist, and thematic. As we discuss the many genres of children’s
literature, we’ll be reading picture books by M. Sendak
and S. Silverstein, rich fantasies such as S. Rushdie’s
Haroun and the Sea of Stories and R. Dahl’s The Witches,
classics like H. Lee’s To Kill a Mockingbird, contemporary
novels such as M. Haddon’s The Curious Incident of the
Dog in the Night-time and S. Alexie’s The Absolutely True
Diary of a Part-time Indian, and genre benders like R. Hoban’s
The Mouse and His Child and K. Hesse’s Witness. Requirements:
uizzes, 2 pp. study questions, a midterm, and a final.
ENGL 502 ADOLESCENCE IN LITERATURE. P. Serrato. T,TH
12:30-1:45 p.m. & 3:30-4:45 p.m.
This semester we will explore the portrayal of adolescence
in an array of texts culled from a variety of genres. Texts
likely to be covered include: Stephen Chbosky, The Perks of
Being a Wallflower. Lois-Ann Yamanaka, Wild Meat and the Bully
Burgers. Francisco Jiménez, Breaking Through. Frank Wedekind,
Spring Awakening: A Play. Juan Felipe Herrera, Cinnamon Girl:
Letters Found Inside a Cereal Box. Laura Whitcomb, A Certain
Slant of Light. Carolyn Keene, The Secret of the Old Clock.
(Facsimile of original 1930 edition). James Joyce, A Portrait
of the Artist as a Young Man. M.T. Anderson, Feed. Lewis Carroll,
Alice in Wonderland. American Graffiti. Welcome Back, Kotter.
Freaks and Geeks. Elizabeth Welburn, “In Such a State
of Ink: Adolescents in the Novels of Charles Dickens”
[Literature Compass 3.2 (Mar 2006). 218-229] REQUIREMENTS: will
include a midterm exam, a final exam, a final paper, and a lot
of in-class writing that will require you to keep up with the
assigned reading.For a finalized syllabus, or to make a request
for a particular text not on the list above, feel free to email
the instructor at firstname.lastname@example.org.
English 700, Major American Children’s Authors.
A. Allison. Mondays 3:30-6:10 p.m.
Did you know L. Frank Baum wrote not just The Wizard of Oz
but fourteen books about Oz? Or that the philosophical cross-over
author Russell Hoban also writes picture books? Or that Newbery-winning
author Karen Hesse’s books include novels about the Dust
Bowl, the KKK in Vermont in the 1920’s, the Aleutian Islands,
and dolphins in Florida? Whether you’ve read these books
already or will be reading them for the first time, this semester
offers you intensive study of three distinguished contributors
to American children’s literature.Requirements: two research
papers and class presentations. Reading: The Land of Oz, The
Mouse and His Child, Witness, Ozma of Oz, Riddley Walker, Out
of the Dust, The Road to Oz, A Bargain for Frances, Music for
The Emerald City of Oz, The Little Brute Family, Aleutian Sparrow.
ENGL 606D SEMINAR: CHICANA/O CHILDREN’S LITERATURE.
W 7:00-9:40 p.m. P. SERRATO
In this course we will undertake an ambitious exploration of the
genre of Chicana/o Children’s Literature. After first tracing
the emergence of the genre back to works written by Maria Christina
Mena Chambers in the 1940s and 1950s, we will examine the proliferation
of texts published in the 1970s amidst the Chicano Movement. In
the course of our engagement with works such as Elia Robledo Durán’s
Joaquín, niño de Aztlán (1972), Graciela
Carrillo’s El frijol mágico (1974), and Nepthtalí
de León’s I Will Catch the Sun (1973), we will explore
how and why the genre of children’s literaturequickly came
to constitute a crucial medium for Chicano and Chicana cultural
workers. After interpreting and analyzing the fruit of this first
real explosion of Chicana/o children’s literature, we will
move on to the 1990s, which witnessed the second great explosion.
As we explore works by Juan Felipe Herrera, Gloria Anzaldúa,
Pat Mora, Luis Rodríguez, Amada Irma Pérez, Francisco
Jiménez, and many, many others (including Gary Soto, too,
I guess), we will unpack the methods used by these authors to
engage with and respond to an array of social concerns. Ultimately,
as we wrap the semester with literature produced in the early
years of the 21st century, we will consider the next steps authors
are taking or should be taking toward moving beyond social matters
and identity politics. To inform our work with the numerous picture
books and novels that will constitute our primary texts, we will
read an array of secondary critical and theoretical pieces on
subjects such as the Chicano Movement, movements within Chicana/o
literature, and the genre of children’s literature in general.
REQUIREMENTS: will include a presentation, an annotated bibliography,
enthusiastic involvement in class discussions, and a final paper.