ENGL 302B, Spring '25 - Reading The Lonely Londoners
TTh 14:30 - 16:20, ECE 031
Dr Janelle Rodriques
jar0118@uw.edu
This course is designed to develop your skills in using theory to read literary (and other) texts. We will be approaching (reading) Sam Selvon's The Lonely Londoners (1956) from different perspectives, accounting for empire, race, gender, sexuality, trauma and language. The Lonely Londoners has become an iconic representation of not only 'Windrush Britain' but of diaspora in general. These heteroglossic, liminal narratives - or 'ballads' - continue to influence how we discuss migration, alienation modernity and urban space.
Learning Goals
By the end of the course, students should
- develop sufficient understanding of theoretical discourse to be able to apply at least one work of theory to their close reading
- write critically, engagingly and argumentatively about a work of literary fiction
- evaluate and respond to theoretical discourse
- support these evaluations with a range of (academic) theoretical sources
Course Materials
Our primary text is the Penguin Classics edition of The Lonely Londoners. This edition contains Susheila Nasta's introduction, which will be one of our first readings. Additional readings are either available through the UW (online) library catalogue - which you will be responsible for finding - or will be uploaded to Canvas. Please bring all designated readings to class on the respective days of discussion. You are expected to have completed each reading before class.
Assignments
Discussion Posts 40% of final grade
After most classes, you will have a 'participation post' due. In those posts, please respond to the question/s asked, with reference to our class readings. Yes, I will expect discussion posts to be 'brief' - they should not take you a lot of time to complete - but I also expect them to be sufficiently detailed. They should make clear, considered reference to the reading; they should include quotations. These participation posts are pass/fail, but please be aware that a post that does not include sufficient detail will be considered 'incomplete,' with a corresponding score of 0.
Reader Response Papers 20% of final grade
Reader response papers are 3-page mini essays/reflections on a piece/s of reading, or a given question. Once again, while these are not formal essays (in which you'll be expected to advance an argument), you will be expected to make reference to the text/s at hand, and have some kind of 'point' or direction in your writing. The reader response paper is not a venue for your 'general feelings;' we are still in the business of literary criticism. You will have two reader response papers and a one-page critical reflection. Cumulatively, these are worth 20% of your final grade.
Please see the 'Files' tab for a rubric.
Essay 1 15% of final grade
Essay 2 20% of final grade
The essay is indeed a formal argument, for which you will need a hypothesis, supported by textual evidence and research. I will go over the expectations for these in class, and the grade criteria are posted in the description of 'Draft 1' in your assignments. You will have two opportunities to write the same paper (after anonymous peer review, worth 5% of your final grade), and class time in Week 10 to review, revise, and workshop.
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. Please see UW's attendance policy here: https://registrar.washington.edu/registration/policies-procedures/.
This will be a discussion-driven class, as I do not rely on handouts and lectures and slides. The more you put into it, the more you're likely to get. Please voice your opinions freely, so that you can work out your ideas in class before committing them to paper, and to assessment. Participation will be quantified and graded by pass/fail reflections from each class, posted on Canvas. I will take attendance (not graded) for each class, to make sure that participation correlates with attendance.
In general, short holidays, weekends, and campus closures DO NOT affect the schedule of assigned activities. If you miss a class, please consult with your peers. You have also been provided with an open discussion post, with which you can share notes, etc. If you find you are falling significantly behind, please get in contact with me as soon as possible, to get you back on track.
Class Policies
- Contact Information/Office Hours
The best way to contact me is by email, at jar0118@uw.edu. Office hours will be conducted via Zoom, on Tuesdays and Thursdays between 11:00 and 12:00. Please use this Calendly page for scheduling: https://calendly.com/jar0118/jr-office-hours
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, and on weekends or public holidays. I will not be responding to emails after the quarter is concluded.
I will communicate with you (as a group) chiefly through Canvas announcements. Please ensure that you turn on your notification alerts (and have them appear in your email) so that you may be aware of any changes to the course. Please communicate with me through email, if urgent, as Canvas notifications can sometimes be delayed.
- 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 installed on your computer. You will need Zoom in case of a return to online instruction, as well as for office hours. Zoom is 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/
See also, the webpage for UW-IT: https://itconnect.uw.edu/help/
- Assignments and Grading
Your assignments – and their due dates – are listed at the end of this 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 5 work 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
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.
- 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%.
The UW GPA brackets are as follows:
A 4.0-3.9
A- 3.8-3.5
B+ 3.4-3.2
B 3.1-2.9
B- 2.8-2.5
C+ 2.4-2.2
C 2.1-1.9
C- 1.8-1.5
D+ 1.4-1.2
D 1.1-0.9
D- 0.8-0.7 Lowest passing grade.
E 0.0 Academic failure. No credit earned.
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 assignments submitted for anonymous peer review, leave out your name, but make the assignment clear. Example: 'PerkinsENGL302' or 'ENGL302Essay 1.'
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 five work 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..
- Access and Accommodations
It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.
SCHEDULE (10 Weeks)
All readings are to be completed *before* the day on which they're assigned. Remember that you will be responsible for finding many readings on/through the UW library catalogue.
Week 1
April 1 - Introductions, discussion of expectations, syllabus review, etc.
READING: from Ashton, Griffiths and Tiffin, The Empire Writes Back. Routledge, 2002 [Canvas]
April 3 - from Kramnick, Jonathan Brody. Criticism and Truth : On Method in Literary Studies. The University of Chicago Press, 2023 [Canvas]
1-page reflection on critical practice due Friday, April 4
Weeks 2 and 3 - The Lonely Londoners
April 8 - pp. 1-35
April 10 - pp. 35-71
April 15 - pp. 71-105
April 17 - NO CLASS. pp. 105-end
Reader Response Paper Due Friday, April 18
Week 4
April 22 - Class discussion, The Lonely Londoners - Read Ramchand and Nasta introductions [Ramchand in Canvas]
April 24 - 'What’s Postcolonial Studies, What’s Windrush?'
Reading: from Lamming, George. 'Journey to an Expectation.' The Pleasures of Exile. University of Michigan Press, 2004, pp. 211-225 [Canvas]
+ Brown, J. Dillon, and Leah Rosenberg. 'Introduction: Looking Beyond Windrush.' Beyond Windrush : Rethinking Postwar Anglophone Caribbean Literature. University Press of Mississippi, 2015.
Participation Posts
Week 5 - Black Modernity
April 29 - from Gikandi, Simon. Writing in Limbo: Modernism and Caribbean Literature. Cornell University Press, 1992 [Canvas]
May 1 - from Gilroy, Paul. The Black Atlantic : Modernity and Double Consciousness. Harvard University Press, 1993 [Canvas]
How does TLL treat questions of Black modernity? Due Friday, May 2
Week 6 - Creolising London
May 6 - Schwarz, Bill. 'Creolisation West One: Sam Selvon's The Lonely Londoners.' Anthurium: A Caribbean Studies Journal, vol. 11, no. 2, 2014.
May 8 - Welsh, Sarah Lawson. ‘“This Is London, This Is Life:” “Migrant Time” in Sam Selvon’s The Lonely Londoners.’ Time, the City, and the Literary Imagination, edited by A. M. Evans and K. Kramer, Palgrave Macmillan, 2021, pp. 87-103. [Canvas]
Participation Posts
Week 7 - Style
May 13 - Bentley, Nick. 'Form and Language in Sam Selvon’s The Lonely Londoners.' Ariel, vol. 36, no. 3–4, 2005, pp. 67–84.
May 15 - Jeon, Bomi. 'Between Transgression and Conviviality: Everyday Urban Space and the Carnivalesque Strategies in The Lonely Londoners.' Texas Studies in Literature and Language, vol. 64, no. 2, 2022, pp. 163–83.
Participation Posts
Week 8 - Masculinity and Desire
May 20 - MacLeod, Lewis. '"You Have to Start Thinking All over Again:" Masculinities, Narratology and New Approaches to Sam Selvon.' Ariel, vol. 36, no. 1–2, 2005, pp. 157–81.
May 22 - Houlden, Kate. 'Sam Selvon’s The Lonely Londoners (1956), White Sexual Desire and the Calypso Aesthetic.' Journal of West Indian Literature, vol. 20, no. 2, 2012, pp. 24–37.
Week 9 - Trauma and Movement
May 27 - Kabesh, Lisa. 'Mapping Freedom, or its Limits: The Politics of Movement in Sam Selvon’s The Politics of Movement in Sam Selvon’s The Lonely Londoners.' Postcolonial Text, vol. 6, no. 3, 2001, pp.1-17 [Canvas]
May 29 - Visser, Irene. 'Trauma Theory and Postcolonial Literary Studies.' Journal of Postcolonial Writing, vol. 47, no. 3, 2011, pp. 270–82.
Essay Draft 1 due Friday; Peer review due Monday
Week 10
June 3 - Essay peer review workshop
June 5 - Wrap-up.
Final essays due Friday, June 6
There will be no final exam for this course.