Reading Caribbean Bildungsromane
Autumn 2024
Dr Janelle Rodriques
Tuesdays and Thursdays, 15:30 - 17:20, SAV 166
Welcome!
In this class, we will investigate the genre of the Caribbean Bildungsroman, or coming-of-age novel. Bildungsromane feature child and/or adolescent protagonists who, during the course of the narrative, learn the norms of their respective societies and decide whether to accept or to rebel against them. We will consider the ways in which Caribbean Bildungsromane diverge from the Anglo-European paradigm, particularly in the former's concern with collective (community) consciousness in relationship with individual self-realisation. We will also explore changes, within the (Anglocreole) Caribbean literary tradition, over time and across diaspora.
Experiences of childhood and growing up, from Caribbean perspectives, combine education, acculturation and nostalgia with displacement, fragmentation and colonial critique. The fiction and criticism we will be covering in this course attend to the poetics of plurality, difference, and hybridity, as well as the intersections of race, language, im/mobility, nationhood, gender and sexuality.
We will read novels that represent ‘growing up’ in - and from - the Caribbean and its various diasporas with a view to examining maturity in the face of competing cultural claims, in a home that is not always secure and, in any case, always changing.
Required Reading*
Jamaica Kincaid, Annie John (1985)
H. Nigel Thomas, Spirits in the Dark (1993)
Zalika Reid-Benta, How to Fry Plantain (2019)
*Other required reading will be provided under this course's 'Files' tab.
Learning Objectives
By the end of this course, you should be able to:
- Identify the characteristics of a Bildungsroman, and critique same;
- Distinguish the diversions from these norms that characterise West Indian/Caribbean writing;
- Identify and discuss central theoretical concerns of West Indian/Caribbean writing, such as class, colour, community, colonisation and diaspora;
- Write brief (1200-word) critical literary analysis.
Contact Information
The best way to contact me is by email, at jar0118@uw.edu. Office hours will be conducted via Zoom, by appointment, on Mondays and Wednesdays. Please make appointments through Calendly, here: https://calendly.com/jar0118/jr-office-hours
The meeting ID for these meetings is 840 166 7334. The passcode is 541804.
Please allow up to three (3) business days for an email response, and be mindful that I do not check my emails before 10 am, after 6pm, nor on weekends and public holidays. I will not be responding to emails regarding this class after the quarter is concluded. I will communicate with you (as a group) chiefly through Canvas announcements.
As students, you control the notifications that you receive from Canvas. Go to your Canvas account (under your personal icon) in the menu on the left, and review your notifications to ensure that Canvas alerts you when an announcement is posted, an assignment is due, a grade is released, a submission comment is posted, and for any other events/changes that may be pertinent.
Please read all information presented in the announcements, modules and assignments, and check for updates frequently – at least every 48 hours. We have a fixed schedule, and assignments have due dates. Refer to the course schedule for more information.
Instructional Methods
Instructional methods may include, but are not limited to
- Interactive, in-person lessons in which we engage with assigned texts through critical discussion
- Audio recordings and instructional videos
- Readings, assignments and quizzes
- Discussion posts
- Consultations
- Group work
I am not overly reliant on - and do not prefer - lecturing in my pedagogical practice. What you put into this class, you'll most likely get out.
Words of advice:
- Read ALL instructions and announcements as soon as they are posted. Read the syllabus!
- Attend class.
- Review the resources provided because they will help you to better understand the information and task at hand.
- Ask questions if you are unsure about anything. Really, honestly, help me help you.
- SET YOURSELF A WEEKLY SCHEDULE and stick to it.
- Get assignments done as soon as possible.
In the event of group assignments, groups will be randomly assigned through Canvas. Let me know – with enough advance time – if you need help administering them.
Technology Requirements
Please ensure that you have the latest versions of Zoom and Panopto installed on your computer. You will need Panopto for your group (audiovisual) projects, and Zoom in case of a return to online instruction. Both of these programs are integrated into this class' Canvas page, therefore can be accessed from the left-hand menu.
Please plan ahead, so that you will have adequate technological access. 'Not having a computer' or 'computer crashes' are not acceptable excuses for late work. Do not wait until the last minute to complete assignments, and have a back-up plan in place in case you have technical problems.
Help with Canvas can be found here: https://itconnect.uw.edu/tools-services-support/teaching-learning/canvas/canvas-help-for-students/
Panopto video tutorials can be accessed here: https://howtovideos.hosted.panopto.com/Panopto/Pages/Folders/DepartmentHome.aspx?folderID=4b9de7ae-0080-4158-8496-a9ba01692c2e
See also, the webpage for UW-IT: https://itconnect.uw.edu/help/
Attendance and Participation
Regular and active participation in all scheduled activities of this course is critical in establishing a solid foundation of knowledge, and therefore doing well. I will be tracking attendance via Canvas to provide correlation between said attendance and your academic performance, but this will not be graded. Please see UW's attendance policy here: https://registrar.washington.edu/registration/policies-procedures/
'Excused' absences include those for bereavement, illness, jury duty, etc., with documentation.
In general, short holidays, weekends, and campus closures DO NOT affect the schedule of assigned activities. If you miss a class, please either consult with your peers, or arrange an office hours appointment with me to go over what you may have missed.
Assignments and Grading
Your assignments – and their due dates – are listed at the bottom of the Canvas ‘Syllabus’ page under 'Course Summary. I will explain the requirements for each assignment in class, in advance of the due date. If there is anything that needs clarification, please let me know.
Please consult the 'Assignments' page (and your Canvas calendar) regularly, to stay abreast of your responsibilities and deadlines. For each day (including weekends) that your assignment is late, there will be a 5% deduction from your grade. After 7 days, your assignment will not be graded, and will be awarded a 0% mark.
Rubrics can be found in the ‘Files’ tab on Canvas, and I will go over my expectations in class. Of course, you may also arrange an office hour appointment to discuss any and all of these assignments. If you need additional assistance with your writing skills, COME SEE ME! In addition, please visit the Odegaard Writing and Research Centre at https://depts.washington.edu/owrcweb/wordpress/
Should there be any changes to these grades and expectations, I will notify you via Canvas.
Much of the feedback I provide for your assignments will be delivered via SpeedGrader.
PLEASE NOTE: I reserve the right to assign surprise quizzes during class. If you are not present on the day the quiz is administered, you will not be able to make it up.
Assignment Breakdown
Your final grade for this course will be calculated as follows, subject to change:
Key Themes Discussion Post 10%
Reader Response Paper 10%
Essay Outline 15%
Glossary 10%
Essay First Draft 20%
Peer Review 10%
Final Essay 25%
There will be no final exam for this course.
Essay
The most important assignment in this class will be the 5-page/1200-word critical literary analysis essay. I have scheduled class time to discuss my expectations/your concerns, but I cannot recommend enough that you plan ahead, and arrange office hour appointments with me, to discuss your ideas and plans. While I am happy to comment on essay plans with you, I will not read and comment on full drafts. You will have two opportunities to write this paper, the first one of which will be peer reviewed - anonymously, by one of your classmates - the second of which will be graded by me. In the meantime, you may also consult the 'English Literature Writing Guide' document in ‘Files.’ Please see below my grading criteria for essays below, which I will be using as a guide for grading your papers. You are expected to use the same rubric for peer review.
The A Essay…
…is an excellent paper, an innovative, creative and perceptive response to the assignment. The purpose is specific, and the clearly focused thesis is marked by some depth or breadth of insight. The support is not only interesting and relevant but also boldly thought provoking. The careful organisation is not only markedly clear and coherent, but also reflects a particularly apt response to the rhetorical situation. The style demonstrates the high competence of the B paper as well as exhibiting finesse through the writer's skilful use of language to achieve specific goals.
The B Essay…
…goes beyond a routine response to the assignment. The thesis reflects some originality or excites the curiosity of the audience. The development includes substantive support that is interesting, relevant, and complete. The organisation is clear, coherent, and well suited to purpose and audience. Sentence structure shows variety, word choice is well suited to audience and purpose, and transitions function effectively to give the paper unity. The essay is generally free of distracting errors in grammar and mechanics.
The C Essay…
…carries out the assignment in a competent way. While the C paper advances a reasonable thesis and offers some relevant support, these may be expressed in vague generalities or predictable and conventional ways. The pattern of organisation is recognisable to the reader but may be formulaic or may not be the best for the purpose or audience of the paper. The voice and tone are generally appropriate. The style is essentially readable: there are few really awkward sentences; few serious errors in wording; and few, if any, glaring errors in grammar and mechanics. The C paper typically lacks variety of sentence structure, transitions are often inadequate, and word choice may be imprecise or clichéd.
The D Essay…
…begins to meet the requirements of the assignment but is flawed in one or more of the following ways. The purpose may be confused or too general. The thesis may not be limited enough or clear enough. The support offered may not be wholly accurate or relevant, but in any case is far from sufficient. The organisation may be unclear or confusing. The voice and tone may be inconsistent or somewhat inappropriate and the style makes it difficult for the reader to understand what is being said: the sentence structure is at times awkward; the word choice is vague or ambiguous; and the number of grammatical or mechanical mistakes is sufficient to be distracting to the reader.
The F Essay…
The failing paper does not meet the requirements of the assignment or has several interrelated flaws in purpose, support, organisation, voice and tone, and style; and it is the combination of these distracting flaws that renders the paper essentially ineffective. Among the most serious flaws are lack of a purpose and/or lack of a controlling thesis that is clear, suitably limited, and on the assigned topic; almost total lack of support; absence of any apparent organisational or developmental plan; a voice or tone that alienates the audience; and a style that is unreadable either because of vagueness and imprecision or because of the number and magnitude of deviations from the conventions of edited American English.
Grade Scheme
The following grading standards will be used in this class. I will be grading on a 100-point system, which I will convert to grade points at the end of the quarter:
A 100 % to 90.0%
B <90.0 % to 80.0%
C <80.0 % to 70.0%
D <70.0 % to 60.0%
F <60.0 % to 0.0%.
You may also find this UW grading table useful:
The UW's grading system is explained here: https://www.washington.edu/students/gencat/front/Grading_Sys.html
Course Evaluation
You will have two formal opportunities to provide anonymous feedback during this course: one in the middle of the quarter, and one at the end. Outside of these, I really do encourage constructive, regular feedback, via email or in class, about your experiences with the class structure and material. PLEASE DO speak up at any given time during the quarter if there are things you don't understand, or would like to do differently. I cannot help you if I do not know.
Course Interactions, In-person and Online
Communicate respectfully and write professionally in all communications within this course, including presentations, assignments, discussions and emails. This means that you should use correct grammar, spelling, punctuation, capitalisation and other mechanics of writing for any assignment you are given, or email you send, or post you make.
Be respectful and treat everyone as you would want to be treated yourself.
Wait to respond to a message that upsets you and be careful of what you say and how you say it. By default, think before you speak or post – could the same point be made another way? Do your words have the potential to offend others?
Be considerate. Avoid rude or threatening language, inflammatory assertions, personal attacks, and other inappropriate communication.
Never post a message that is in all capital letters – it comes across to the reader as SHOUTING!
Use boldface and italics sparingly, as they can suggest sarcasm.
Refrain from replies to postings that are simply gratuitous, such as 'Me, too!' Try to add value, in your responses
Always practise good grammar, punctuation, and composition. This shows that you have taken the time to craft your response and that you respect your classmates' work.
Use spell check!
Proofread your emails.
Work Submission Requirements
File Formats: Typically students are expected to use: DOCX, PPTX, and PDF. Remember that is your responsibility to ensure that I am able to open your assignment. Students will have 24 hours to correct any file that cannot be opened or viewed.
Labelling: When saving assignments, please include the Assignment or Project name/number as well as your name (typically first initial and last name). In the case of your first essay (for peer review), leave out your name, but make the assignment clear. Example: 'ENGL316Essay 1.' This does not apply to submissions for anonymous peer review.
Late Assignments: Assignments are due by the date in the assignment schedule. Any time you feel you might be falling behind in the course, it is best to contact me immediately to discuss your situation. Please note that no assignments will be accepted after the final day of class, and/or seven days after the due date (including weekends).
Extenuating Circumstances: If you have extenuating circumstances that prevent you from completing projects, quizzes or participating in the class, please contact me as soon as you are able to make alternative arrangements. Alternative arrangements are made at my discretion.
Institutional Policies
Academic Integrity
All work for this class must be your own and must be written exclusively for this class. Cheating and plagiarism are serious violations of Chapter 478-121 WAC: Student Conduct Code for the University of Washington and will be treated according to the procedures outlined therein. You are responsible for asking your instructor any questions you may have about honest use of sources or proper documentation.
Sexual Harassment/Mandatory Reporting (Title IX)
Title IX and other federal and state laws collectively prohibit discrimination based on sex, sexual orientation, gender, gender expression, pregnant or parenting status, and LGBTQ identity. These laws impose legal requirements and protections that serve as a foundation from which UW has created policies, practices, services, and programs that work in concert to advance equity for students, staff, and faculty of all identities. Please visit The Office of the Title IX Coordinator for more information.
Should you feel comfortable enough with me to disclose knowledge of any acts of violence towards you or your peers, I will of course take them seriously. However, I am unable to maintain your confidence in matters of potentially criminal harassment and/or assault; I am legally obligated to report my knowledge of such disclosures, after our discussion. This notice does not mean that I do not support you; it is merely a declaration of my legal obligations.
Religious Accommodations
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organised religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request Form.
*Course Schedule (11 Weeks)
*This schedule is a work in progress, and may be amended at any time. Please note the day.month, 24hr time format.
WEEK 1 26.09 Introductions, syllabus
Discussion posts due Monday, 30.09
WEEK 2 01.10 from Ramchand and Donnell (Files)
03.10 from A History of the Bildungsroman + Ilmonen, ‘Talking Back to the Bildungsroman’ (Files)
Discussion post due Friday, 04.10
WEEK 3 NO CLASS - Read Annie John
Discussion posts due Friday, 11.10
WEEK 4 15.10 Annie John
26.01 Wynter, ‘Plot and Plantation’
Reader response papers due Friday, 18.10
WEEK 5 22.10 Essay Outline Class
24.10 Class with Elliott Stevens
WEEK 6 29.10 Spirits in the Dark
31.10 Spirits in the Dark
Essay outline due Friday, 01.11
WEEK 7 05.11 Spirits in the Dark
07.11 [Criticism TBD]
WEEK 8 12.11 Essay Workshop #1
14.11 [Criticism TBD]
WEEK 9 19.11 Frying Plantain
21.11 Frying Plantain
Essay 1 due Friday, 22.11
WEEK 10 26.11 Frying Plantain
28.11 NO CLASS
WEEK 11 03.12 Essay Workshop #2
05.12 Course Roundup
Final Essay due Friday, 06.12, 21:00