RYERSON UNIVERSITY FACULTY OF ARTS, DEPARTMENT OF ENGLISH WINTER 2011

COURSE: ENG212: Cultures in Crisis (A lower-level Liberal Studies course that is not available for credit to Journalism and RTA students.) Dr. Hyacinth M. Simpson hsimpson@english.ryerson.ca JOR 1035 Mon. 11:30-12:30; Tue. 12:00-12:45 Lecture: Mon. 9:00-11:00 in VIC205 Tutorial: Tue: 1:00-2:00 in VIC205

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Liberal Studies courses are designed to enable students to experience disciplines outside their fields of professional specialization[and to develop] their capacity to understand and appraise their social and cultural context.[These courses] expose students to varied types and methods of reasoning and analysis and modes of communication. (Ryersons Liberal Studies Policy #14) COURSE DESCRIPTION: Cultures in Crisis is an examination of a number of the more significant challenges faced by and changes initiated in cultures around the world in the last half century. Literary texts are as much the purveyors of culture as they are the productions of culture, i.e., literary texts reflect and critique as well as help shape the cultural ethos of which they are a part. As such, a study of the representation of a number of crisis situations in selected works of fiction and in other forms of cultural production such as feature films, television shows, and documentaries will serve to illuminate the complex nature of modern cultural experience and draw attention to some of the important questions and more pressing concerns for contemporary cultures. In the era of the transnational, special attention will be paid to migrations and diasporas and related issues of identity, home, and belonging in cultural contact zones. And in the wake of 9/11, strained relations between groups polarized along religious lines and claiming oppositional cultural identities require in-depth analysis. Special attention will be given to post-9/11 Islamophobia and controversy around Muslim identities in the Western world. As well, the cultural and economic ramifications of globalization constitute an important consideration in this course and necessitate an examination of colonial and postcolonial contexts, which many see as setting the stage for current globalization practices and their effects on cultures around the world. In addition, engagement with sexual and gendered identities and ideas about womens lives and roles continue to shape perceptions about people and determine the day-of-day experiences of individuals and communities across

cultures. Historically embattled communities struggling to establish a presence and political voice within the margins of a dominant culture also warrant examination and, as such, this course gives special attention to the concerns of Aboriginal/First Nations peoples in Canada. As well, the unique challenges faced by contemporary reconciliation movements that aim to bring about restorative justice and healing within societies torn apart by ethnic and racial strife are attended to in this course in the example of postApartheid South Africa and the work of its Truth and Reconciliation Commission. While this is not a course about current events or political crises in various cultures and communities currently dominating the headlines, course readingsby addressing those issues that have proved most contentious and controversial to societies in the past few decadeswill help provide students with the interpretive frameworks and critical vocabulary they need to respond in an intelligent manner to world affairs. *This course is supported by Blackboard* STATEMENT OF COURSE OBJECTIVES AND INTENDED LEARNING OUTCOMES: The course is designed to help students develop their critical thinking, reading and academic writing skills. In-depth analysis of literary works is central to this course. As such, students will be taught how to do close reading and analysis of fiction, with attention to the way in which the elements of fictiontheme, character, plot, setting, narrative perspective, technique and voice, tone, irony, metaphors, images, symbols all combine to produce meaning and convey ideas. The course is concerned with cultures in crisis; therefore, students will learn how to use literary texts as cultural references, detect the cultural assumptions and agendas underlying works of fiction and in the process become aware of their own cultural assumptions, and make connections between literary works studied in the course and their own experience of culture. Students will be grounded in the vocabulary of literary and cultural criticism and will learn how to define and apply core critical concepts. Students will also benefit from instruction in academic and become familiar with scholarly research methods and documentation. REQUIRED READINGS: Novels: Highway, Tomson. Kiss of the Fur Queen. Doubleday Canada, 1998. Smith, Zadie. White Teeth. Penguin, 2001. (Both novels are available at the Ryerson bookstore) The following readings are available on Blackboard: Achmat Dangor, Bitter Fruit; Nadine Gordimer, Six Feet of the Country; Mark Steyn, Why the Future Belongs to Islam.

Films and Documentaries: The professor will screen the following in class: the documentary A Long Nights Journey Into Day (2000) as context for our South African readings. We will also watch Ruba Naddas film Sabah (2005) when we discuss Islamophobia. As an introduction to Highways novel we will reference two CBC (from the program The National) special programs on residential schools: Residential Schools (1997) and Stolen Children (2008). COURSE SCHEDULE: See the detailed scheduleweek by week--of readings and assignments that is available in Blackboard as a complement to this outline. EVALUATION: Essay on White Teeth 25% Short Story In-Class Analysis 25% (x2) =50% Final Essay 25% BRIEF DESCRIPTION OF ASSIGNMENTS: First Essay (approximately 5 double-spaced pages, excluding list of Works Cited) 25% of final grade Due: February 14, 2011 This assignment is intended to assess students ability to apply their understanding of concepts and the critical vocabulary taught in the first weeks of the course to an analysis of situations of cultural crisis described in Zadie Smiths novel White Teeth. Students will be given either a short excerpt from White Teeth or a quote and asked to (a) identify the issues raised in the passage or the quote and the cultural crisis referenced and (b) relate the passage/quote to the novel as a whole and say how Smiths story imagines resolutions to the crisis. Students will be expected to reference two secondary sources in their essay. In-Class Analysis 50% of final grade To be done in class on March 5 & 6, 2011 The test will comprise of 2 worksheet exercises designed to help students develop their reading and analytical skills. Students will be given a worksheet on each of the following short stories: Nadine Gordimers Six Feet of the Country and Achmat Dangors Bitter Fruit. Final Essay (approximately 6 double-spaced pages, excluding Works Cited) 25% of final grade Due: April 13, 2011 at 12 noon

Each student will be required to complete an individual research paper. For the research paper, students will choose one question from a list of topics supplied by the instructor. In approximately 7-8 double-spaced pages, students will be required to respond to the issues of cultural crisis raised in a statement pulled from the headlines and relate that statement to at least one of the readings on the course. The objective in this assignment is to give students the opportunity to make links between course readings and their immediate cultural context and demonstrate their ability to analyze both cultural productions (i.e. literary texts) and lived cultural experience. Students will be expected to incorporate at least 2 secondary sources in the research essay and document their sources correctly. COURSE POLICIES: Submitting assignments: Written assignments are due in class on the dates indicated. Essays are to be neatly wordprocessed and properly documented. Written assignments are to be handed to the instructor and signed for in class on due dates indicated in the course outline. The instructor will not accept papers submitted by email or fax and will not claim responsibility for any misplaced papers that were not submitted as instructed. Late Penalties: The penalty for late submission is one grade per day (e.g., an A+ essay becomes an A; a Cessay becomes a D+), including weekend days, up to a maximum of seven days. Papers that are more than seven days late will receive a grade of zero, unless there is documented medical or compassionate grounds for an extension (see Course Policy on Absences, Missed Exams), but such accommodation must be sought by the student prior to the due date of the assignment. Retaining Copies of Your Essays: Students are responsible for keeping copies of their preparatory notes, drafts, and electronic as well as hard copy backups of their final essays until after final grades are posted by the University. Use of E-mail: Students may use email to contact the instructor if they have quick questions or comments about anything related to the course. Do not, however, use email to send drafts of your written assignments for the instructor to comment on or to discuss your progress, participation, or a grade. For these and other substantial matters and concerns, please visit the instructor during scheduled office hours. Please note that the instructor sets aside specific times in the week (Monday and Thursday afternoons) to respond to student emails in this course. Students are also strongly advised to activate their Ryerson email account

(and clear them regularly to avoid mail getting bounced) as non-Ryerson email messages are often automatically deleted by the virus and junk mail filter system that monitors faculty members email accounts. Plagiarism: Students are expected to conduct themselves in an honest and ethical manner, to do their own work, and not to misrepresent someone elses work or ideas as their own. This means citing all sourcespublished and unpublished. Students should note that plagiarism is a serious breach of academic honesty and is dealt with very severely in this course and by the University. In this class, assignments that contain any evidence of plagiarism will be given a grade of 0. Additional penalties may also be imposed by the university, including expulsion. Students are advised to keep all notes and draft essays to assist in authenticating their work. Questions about plagiarism must be raised with the instructor before submitting assignments. Plagiarism includes the following practices: Copying from another persons work without using appropriate quotation marks and footnote references; Substantially paraphrasing another persons words and/or ideas (i.e., changing the original authors words slightly and interspersing them with a few of your own words); Failing to incorporate complete and accurate bibliographic notes in your written assignments; Submitting work in this course that has also been submitted in another course (at Ryerson University or elsewhere); Submitting written work produced substantially or entirely by another person and claiming it as your own work. Ryerson University subscribes to Turnitin.com, an on-line service that evaluates the originality of written work. Students agree that by taking this course, they are aware that when an instructor has a reason to suspect that an individual piece of work has been plagiarized, the instructor shall be permitted to submit that work to any plagiarism detection service, including Turnitin.com. For more information, see Ryersons Course Management Policy, Section 4.3.a, available at www.ryerson.ca/acadcouncil/current/poll45.pdf. Also, refer to Ryerson Universitys Academic Integrity website at http://www.ryerson.ca/ai/students/studentcheating.html University Policies Students are required to familiarize themselves with and adhere to all of the following University policies: 1. For the student code of Academic Conduct (including policies on plagiarism), please see:

http://www.ryerson.ca/senate/policies/pol60.pdf 2. For the student code of Non-Academic Conduct, please see: http://www.ryerson.ca/senate/policies/pol61.pdf 3. Final Examinations: For general Ryerson policies regarding examinations see: http://www.ryerson.ca/senate/policies/pol135.pdf Policy 135 - Examination Policy. 4. Academic Consideration: For specific policies regarding academic consideration, see: http://www.ryerson.ca/senate/policies/pol134.pdf Policy 134 - Undergraduate Academic Consideration and Appeals. 5. Ryerson policy on student email: Students are required to use and maintain their Ryerson email address as their official communication with the Instructor. http://www.ryerson.ca/senate/policies/pol157.pdf Policy 157 - Student email Policy English Department Policies Use of Technology in Classroom: 1. The misuse of technology, which includes texting, web browsing, online gaming, video and movie watching, will not be permitted in any English Department courses. If approved by individual instructors, electronic devices may be used during lectures or seminars (tutorials) strictly for course-related purposes notetaking, online reading, and assignments/exercises. Refusal to comply with this policy may result in the loss of electronic privileges for the term and the dismissal of a student from a lecture. Cell phones must be fully turned off for the duration of each class. 2. See the online English Department Student Handbook for other policies specific to the Department of English. Absence from Class: The professor does not give out her lecture notes to students. On occasion, some material from a lecture may be posted on Blackboard. Students are expected to take notes throughout the lectures. If you miss a class it is your responsibility to make up work if you have missed a class. Ask your fellow students for copies of their notes, and if you borrow hard copies, make sure that you return the originals to their owners. Policies on Other Accommodations: Students shall inform instructors, in advance, if they anticipate they will miss an in-class test or assignment deadline for medical or compassionate reasons. When circumstances do not permit this, the student must inform the instructor as soon as reasonably possible.

Accommodation for Medical Reasons: In the case of illness, a Ryerson Medical Certificate, or a letter on letterhead from a physician with the student declaration portion of the Ryerson Medical Certificate attached, is essential for an appeal based on Medical grounds. The Ryerson Medical Certificate and guidelines can be found in the Student Guide and at the Registrars Office and Senate websites (e.g.: www.ryerson.ca/senate/forms/medical.pdf - 2010-08-20). The University may seek verification of medical claims. Accommodation on Compassionate Grounds: Students should present as much documentation as possible to support the request. For example, a death certificate or notice from a funeral home would be appropriate documentation in the case of a death, or a note from a counsellor, medical doctor, psychologist, or psychiatrist, in the case of stress. Accommodation for Religious Observance: Students must have filed the necessary forms for accommodation of religious observance at the beginning of the term, or for final exams, as soon as the exam schedule is posted. Accommodation for Disability: Students who wish to utilize Access Centre accommodations must present Access Centre documentation to the professor at the beginning of the semester. Attendance and Participation 11Because these course materials reward active and engaged study, attendance and preparedness are essential. Students are expected to arrive on time and attend the entire class, ready to participate constructively in discussions based on the weeks assigned readings. Students who anticipate or find themselves in situations that make attendance, punctuality, or attention in class difficult should discuss their circumstances with the professor as soon as a problem arises. ENG212 Essay Grading Criteria A (80-100%)Excellent to Outstanding Performance -Clear definition of a specific and challenging thesis -Logical development of convincing argument in support of thesis, with proper paragraphs -Attentiveness both to specific learning goals and requirements of assignment/topic, and to the wider context of course

-Sentence structure correct, with full range of sentence types (compound, complex, and compound-complex), with full range of punctuation (including semicolons, colons, dashes, parentheses) -Graceful style, neither pompous nor breezy, with no wordiness or repetitiveness, and virtually no errors -Detailed reference to appropriate secondary sources, with evidence of individual response -Quotations well integrated into text, with proper documentation and adherence to MLA conventions -Capacity to analyze and synthesize, with sound critical evaluations -Superior grasp of subject matter; evidence of extensive knowledge base -Ability not only to expound subject but to see around itsubtleties and ambiguities, qualifications and concessions, relations to other subjects, etc. B (70-79%)Very Good to Good Performance -Clear definition of a specific thesis -Logical development of convincing argument in support of thesis, with proper paragraphs -Attentiveness to requirements of assignment/topic and to the wider context of the course -Sentence structure correct, with reasonable range of sentence types and full range of punctuation (see above) -Style not too wordy, with errors relatively few and minor -Adequately detailed reference to secondary sources (at lower end of B range, may lean uncritically on sources) -Quotations well integrated into text, with proper documentation and adherence to MLA conventions -Evidence of grasp of subject matter; some ability to analyze, synthesize, and criticize material (at lower end of B range, may oversimplify topic) -Ability to expound reasonably sophisticated ideas with clarity C (60-69%)Average to Satisfactory Performance -Some logical development of a recognizable thesis, with proper paragraphs (at lower end of C range, the thesis is unclear or stated but then abandoned) -Sentence structure correct, but perhaps overly simple, with tendency to avoid punctuation besides period and comma -Errors relatively few, but occasionally serious, with evident misunderstanding of some point of elementary grammar (comma splices, semicolon errors, sentence fragments, subject-verb disagreements, poorly integrated quotations) -Effort to support points with references to the text, with reasonable effort at documentation (at lower end of C range, references to texts are not logically tied to the essays argument) -Understanding of subject matter and ability to develop solutions to simple problems in the material -Basic ability to expound ideas, though problems with expression occasionally hamper clarity D (50-59)Acceptable to Minimally Acceptable Performance

-Some evidence of understanding of subject matter -Some evidence that critical and analytical skills have been developed -Inadequacy at one of the following levels: 1. Difficulty with paragraphing or consecutive thought 2. Errors of grammar or diction frequent enough to interfere with clarity 3. Ideas inchoate and/or clouded by weak expression 4. Overgeneralization with inadequate support, or with examples that run to lengthy, irrelevant paraphrase of text F (49 and down)Unacceptable Performance -Inadequacy on several levels at once (see points under D range, above) -Ideas too simple for level of course -Critically or analytically weak -Approach not appropriate for discipline of English (e.g, essay reads like a newspaper review, commentary or short story) -Superficial or vague understanding of material; misreading of essay question or assigned topic -Content largely borrowed from sources with poor distillation/integration, but some effort at documentation 0 (Report to Office of Academic Integrity) -Essay contains plagiarized material See Ryerson Universitys Academic Integrity website at http://www.ryerson.ca/ai/students/studentcheating.html Conversion Scale: The following conversion scale will be used to assign grades throughout the course: A+ A AB+ B BC+ C CD+ D D90-100 85-89 80-84 Excellent 77-79 73-76 70-72 Good 67-69 63-66 60-62 Satisfactory 57-59 53-56 50-52 Marginal

0-49 Unsatisfactory

10