English R1A

Reading and Composition: Modern African American Poetry, 1940-1960


Section Semester Instructor Time Location Course Areas
21 Fall 2011 Gardezi, Nilofar
Gardezi, Nilofar
MWF 2-3 109 Wheeler

Other Readings and Media

Gwendolyn Brooks, Blacks; Robert Hayden, Collected Poems, edited by Frederick Glaysher; Melvin Tolson, “Harlem Gallery” and Other Poems of Melvin B. Tolson, edited by Raymond Nelson; a course reader with additional poetry as well as historical selections; Ann Raimes, Keys for Writers

Description

In this course, we will examine the “lost years” of the 1940s-1960s in African American literature and culture by critically reading and writing about the poetry and history of this period. Traditional surveys of 20th-century African American poetry focus on two key literary and cultural movements: the New Negro or Harlem Renaissance of the 1920s and the Black Arts Movement of the 1960s. While these movements were indeed important, I encourage us to investigate and see as equally important what was happening during the “gap years,” particularly the 1940s-1960s. This course will consider what is lost here as well as how and why it matters. 

During and after World War II, African Americans migrated in great numbers from the rural South to the urban North in search of better jobs and opportunities, becoming a new and burgeoning urban population. The recently arrived migrants imagined new black urban selves and created communities in neighborhoods like Chicago’s Bronzeville, Detroit’s Paradise Valley and New York’s Harlem. What were the stories of their lives in the transformed and transforming postwar cities of the North and how were they represented? African American poets Gwendolyn Brooks, Frank Marshall Davis, Robert Hayden, Langston Hughes, Melvin Tolson, Margaret Walker and others wrote about these figures and communities in their innovative postwar poetry. How did they necessarily experiment with the forms of their poetry in order to tell new black urban stories? The years of the 1940s-1960s were also crucial because they witnessed the birth of the Civil Rights Movement. How were the black poets of this period keenly engaging with and responding to the eddying spirit and rising discourse of civil rights and social change in their creative work? These starting questions and others that we discover together will motivate us as we work on critical reading and writing this term.

The primary goal of this class is to improve your writing. We will focus, then, on strengthening close-reading skills as well as the different parts of the writing process (e.g., constructing sentences, developing paragraphs, formulating claims, gathering evidence, honing theses, peer-editing and revising drafts) as you work on creating lucid arguments and persuasive essays from your critical examination of readings. Over the course of the semester, you will produce 32 pages of writing, which will be divided over a number of short essays and their revisions.


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