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Latinos in the US

Description and Rationale

For this class we will focus on the autobiography because "Autobiography is predicated on a
moral vision, on a vibrant relation between a sense of self and a community, on a retrospective or
prophetic appeal to the community of spirit, be it religious or social, or on. . .a moral tradition"
(Fischer 197). And because autobiography is predicated on this moral vision, we get to
understand the writer on many different levels: ethnically, culturally, politically, and familial, and
by language and education. The danger of writing such a narrative, especially when one doesnt
understand the autobiographical narrative, is to approach the narrative as a simple summary of
facts in written in chronological order. An autobiographical narrative, however, goes well
beyond a summation. Through examining your own narrative (and others), you will examine the
development of your own identity and understand how your own history intersects with
important junctures in US history. Through reading each of your personal narratives, as a class,
we will explore such topics as the formation of ethnic and gender groups, emigration, migration,
and settlement; the impact of Latinos on US culture, and the development of pan-ethnic identities
and how each of you is defined through these groups.
Because this is such a great way to understand the writer, each of you will be asked to write your
own autobiography, your personal narrative based on your own social reality. Through writing
this narrative, you will grapple with creating your own space, understanding your own multiple
ethnic groups, and constructing your own cultural expression in which to tell your story. It is
crucial that you explore your own narrative, both in the classroom and beyond, and allow
yourself to challenge, contradict, and expand your understanding of who you are.
I will ask each of you to not only look deeply into your own narrative, but beyond it, through a
multidisciplinary and trans-disciplinary framework that includes Sociology, History, Political
Science, and Cultural expression to explore the development and establishment of the formation
of communities and of community-based identities among Latinos.
Participation & Attendance: In order for this course to be successful, you will need to prepare
for class by carefully reading/listening/viewing the course materials, participate actively in all
course activities, and be ready to begin class at the scheduled start time. Active participation
includes sharing your own comments, questions, and analysis alongside active listening and selfreflection.
In order to participate effectively for each class, each of you is expected to: (1) have
read/viewed/listened to the class materials and completed any related assignments; (2) prepare
thoroughly for class discussion and other in-class activities by taking notes, preparing questions,
and engaging actively with the course materials; (3) bring assigned course materials to class in
either hard copy or electronic form, and (4) participate in class discussions and other activities by
listening actively, reflecting on your peers contributions, and sharing your ideas.

As for Attendance, the issue about what counts as attendance comes up every semester. My
philosophy is simple. If you are not in class, you are absent. By the same token, for lateness, I
will not make this an issue unless I start seeing a pattern. I am aware that each of you lead
complicated lives and things happened and you are occasionally late. However, if you are
consistently late, I will notify you, and from that point on, being late will count as an absence.
Texts and Materials:
No Texts. However, you will need a flash drive
EXPECTATIONS
Bring your papers in a flash drive to every class. Throughout the semester, your stories will be
projected onto to a big screen, and as a class, we will discuss the stories, focusing on how to
improve the paper. Through the class discussions, we will cover topics on every aspect of
writing an autobiography, which include, but not limited to, punctuation, grammar, structure,
language, tone, style, audience, and presentation. These are the tools needed for communicating
ones ideas to others. Because much of the discussions that take place will be based on what each
of you brings to class, regular attendance is required. Your attendance and participation helps to
create the learning experience for yourself and others. When you miss class, you are missing
vital parts of that experience and other students miss opportunities to hear how you interpret,
question, and synthesize the course material. During the final week of the term, you will present
your paper to the class. (An important note on presenting your stories. I like to invite others to
listen to your stories: faculty, students, friends, and familyso be prepared.)
Grading

The autobiographical paper: 75%, (minimum 12 pages, but you can definitely
write more)

The Participation and Presentation: 25%

For the paper, on due date, you will turn into me, which will include:

A Title Page (no page number);

a paper (12 pages minimum autobiographical story): typed, double-spaced, single
sided.

Late Work: No Late Work Accepted

You are required to come to class prepared, and all students are expected to participate. It is
reasonable to expect this participation to be thoughtful and respectful of all the class members.
Please silence all phones or electronic devices and put away headphones and laptops.
COURSE SCHEDULE (TENTITIVE):
This course meets twice a week (Tue and Thurs) for 1hour and 15 minutes. Your assignments
are due on assigned dates. No Late Work Accepted.
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Week 1:
Jan 24; Introductions to class\students introduce selves\introduction to class: discuss terms such as diversity,
ethnicity, culture, and race, assign topic
Sept 26: Discuss\define topic for autobiography paper: where to start, how to start
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Week 2
Jan 31: Begin Discussion on students Narrative\focus on language and description, metaphor and symbolism.
Feb 2: Continue discussion on language and description, metaphor and symbolism of the narrative to further the
Storyline. (Note: Feburary 6 is drop Deadline
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Week 3:
Feb 7: Discuss students Narratives\focus on creative license to fictionalize when confronted with gaps in the story
Feb 09:
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Week 4:
Feb 14: Discuss students Narrative: focus on dialogue vs narration, when to insert narration to further the story
Feb 16:
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Week 5:
Feb 21: Discuss students Narrative: focus on themes in the narrative
Feb 23:
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Week 6:
Feb 28: Focus on Editing: editing may include: maintaining consistency in language; edit for grammar and
punctuation, consistency of voice, style and tone
March 2: Focus on Editing: editing may include: maintaining consistency in language; edit for grammar and
punctuation, consistency of voice, style and tone

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Week 7:
March 7: Focus on Editing: editing may include: maintaining consistency in language; edit for grammar and
punctuation, consistency of voice, style and tone\Draft of story Due at the send of Class\No Late
papers accepted
March 9: Return stories\ Discuss students Narrative: focus on themes in the narrative
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Spring Break May 12 through May 19
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Week 8
March 21: Discuss students Narrative: focus on themes in the narrative
March 23:
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Week 09:
March 28: Discuss students Narrative: focus on themes in the narrative
March 30:
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Week 10:
April 4: Discuss students Narrative: focus on themes in the narrative
April 6:
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Week 11:
April 11: Practice reading stories
April 13: Practice reading stories
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Week 12:
April 18: Practice reading stories
April 20: Practice reading stories Continue discussion on body of paper: discussion may include: maintaining
argument stated in thesis; how to introduce quotations) (Pass/Fail & Course Withdrawal Deadline)
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Week 13:
April 25: Practice reading stories
April 27: Practice reading stories

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Week 14:

May 2: Presentation of Stories

May 4: Presentation of Story

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Week 15
May 9: Final Class Meeting (tying up loose ends).

Final writing assignments Due May 12 (12pm)

No Late Papers Accepted