Latinx Lit: Syllabus and Course Overview

Course Overview

  • Latinx Lit is an introduction to prominent writers from a range of Latinx literary traditions, including Mexican American, Dominican American, Puerto Rican, and other Latinx writers.
  • The course aims to contextualize the emergence and evolution of US Latinx literature in terms of historical, economic, and political conditions.
  • Students will read and analyze representative works across genres and formats, including novels, short stories, and essays.
  • The instructor emphasizes critical reflection, discussion, and an inclusive, dialogic classroom environment.

Instructor and Logistics

  • Instructor: Professor Quinones (preferred name). Email should be the one used for all course communication; there is a student with a similar name on campus, so avoid emailing the other person.
  • Office: room 4827. Office hours are not fixed yet; available Wednesday and Friday before/after class. Teams meetings can be arranged outside those times.
  • Personal note: The instructor is excited about the course and is teaching Latinx Lit with passion; personal interests include Star Wars and being a first-time driver.
  • Attendance and participation are essential; the instructor encourages openness and respect for diverse perspectives.

Brightspace and Course Structure

  • Brightspace is the primary method of communication outside the classroom.
  • The course info/syllabus is accessible through Brightspace.
  • Weekly schedule and readings are posted on Brightspace; the syllabus outlines objectives, assessments, and policies.

Texts and Readings

  • Four required books (novels/long-form works) to purchase:
    • Elizabeth Acevedo, The Poet X
    • Sandra Cisneros, The House on Mango Street
    • Elaine DaVaez, Brownsville Bread
    • (Whatever Happened to) Ruthie Ramirez (as discussed in class; the transcript alternates with Ruthie Ramirez/Lucy Ramirez wording)
  • Additional short works/readings include short stories from Junot Díaz and Cynthia Vallejo.
  • Reading strategy: even though some books look lengthy, the instructor emphasizes that they are digestible and designed for in-class discussion and analysis.
  • Students are encouraged to obtain copies via purchase, library, or reserves; the New York Public Library is mentioned as a potential on-campus resource.
  • If library copies are unavailable, the instructor will attempt to place copies on reserve.
  • The NY Public Library event is noted for September 18 (date to be confirmed).

Course Objectives and Themes

  • Understand and critically analyze the concept of Latinx literature and culture, and related terms and concepts.
  • Contextualize the emergence and evolution of US Latinx literature in relation to historical, economic, and political conditions.
  • Articulate critical reflections and arguments about the works studied.
  • Recognize the significance and contribution of Latinx literature within broader literary traditions.
  • Appreciate how themes raised by Latinx creators relate to contemporary society and the human condition.
  • Develop effective written and oral communication skills; engage in synthesis and application of information.
  • End-of-semester presentation and ongoing critical analysis activities.

Course Policies and Environment

  • Diversity, equity, and inclusion: The course welcomes students from all backgrounds and aims to foster an inclusive, respectful environment.
  • The instructor commits to equity and to challenging systems of prejudice (racism, sexism, ableism, etc.).
  • Students are encouraged to discuss concerns about classroom dynamics openly with the instructor.
  • Academic integrity: No plagiarism or unauthorized use of AI to write papers; AI can be used only as a writing aid with proper citation. AI usage to pass off as one's own work will result in severe penalties (e.g., zero on the assignment).
  • The instructor emphasizes developing a personal, in-class voice and argues that in-class writing reveals authentic student perspectives.
  • If AI assistance is used for grammar or process help, it must be cited; never present AI-generated work as your own.
  • Disability accommodations: Accommodations are available through official channels (504 Plans/IEPs). Information is confidential. Students must request accommodations each semester; accommodations require documentation and official notification.
  • Respectful conduct: No harassment based on culture, ethnicity, gender, language, sexuality, race, or religion. Discussions should remain respectful and empathetic.
  • Writing resources: A Writing Center is available on Canvas to assist with brainstorming and drafting; students are encouraged to use these resources.

Assessments and Grading (General Overview)

  • Grading is based on a point system totaling 100 points.
  • Participation: maximum of 3030 points. Active participation is expected and valued.
  • Absences and punctuality:
    • Students may have up to 33 unexcused absences before final grade impact.
    • After the 4th unexcused absence, the grade will begin to drop.
    • A total of 1010 unexcused absences results in automatic failure in the course.
    • Three latenesses equal one absence.
  • Quizzes: quizzes occur in class and there is no makeup for pop quizzes if you are absent or late.
  • Written work: there are several short written assignments totaling 3030 points.
  • Major writing: one character analysis essay worth 1515 points (the capstone-like final writing task).
  • Presentation: one in-class oral presentation (nature (group vs. individual) to be determined by the instructor).
  • Final exam: worth 55 points.
  • In total, the components listed above should sum to 100100 points.
  • The exact distribution for some components (e.g., the presentation and the number/points of quizzes) may be finalized later, but the final course grade is determined by the 100-point total.
  • If a student misses a pop quiz, there is no makeup and the quiz contributes to the final grade accordingly.

Attendance, Participation, and Engagement

  • Attendance is crucial; half the battle is showing up and being prepared.
  • Students should come prepared to discuss readings; if you miss, review notes with a classmate and check Brightspace.
  • The instructor encourages engaging, thoughtful, respectful dialogue and values students’ voices, even when opinions differ.
  • The instructor shares personal stories and relates them to the class experience to underscore the importance of active engagement.

Reading Schedule and Course Timeline (Week-by-Week Emphasis)

  • Week 1: Intro to English 213; intro to Latinx Lit.
  • Week 2: Discussion on what Latinx literature is and themes.
  • Week 3 (start of the reading): Begin reading The Poet X; Part 1 (~9292 pages). The plan is to cover Part 1 over about three to four weeks.
  • After Part 1: Read The House on Mango Street (short chapters/ vignettes; less than 110110 pages).
  • Subsequent weeks: Read Brownsville Bread and then Whatever Happened to Ruthie(Ramirez/Lucy Ramirez as referred in class) Ramirez; no exact page counts provided here, but described as accessible long-form works.
  • In-class discussions will focus on guiding questions, with in-class writing to prepare for larger essays.
  • Some readings will be provided as PDFs online; others require purchase of the books.
  • Reading and writing workload is substantial; the instructor encourages students who find the load challenging to discuss options (e.g., postponing to spring) but notes the official four-book requirement for this term.

Course Materials, Access, and Purchasing

  • Required texts must be purchased; copies may be available at public libraries or on reserve.
  • Book purchase options discussed include Amazon, Barnes & Noble, Target, local bookstores, used-book sites like ThriftBooks.
  • Library resources: New York Public Library on campus; students can obtain a library card on campus for access to resources.
  • If copies are unavailable locally, the instructor will try to arrange reserves.
  • Books are relatively affordable (often around 1010 each; some used copies may be available for cheaper).
  • If cost is a barrier, consider purchasing one copy to support authors and libraries; donate or resell after use to help others.
  • Reading PDFs of some course materials will be provided online.

Student Introductions and Community Building

  • On the first day, students introduced themselves with preferred names, pronouns (the instructor’s pronouns are she/her), and a fun fact.
  • The goal is to cultivate a supportive, collegial classroom community.
  • The instructor emphasizes respect and open dialogue: disagreements about books or characters are welcomed when argued thoughtfully and respectfully.

Miscellaneous Practicalities Mentioned in the Session

  • Lab and equipment notes at the end refer to Brightspace hosting labs and goggles; this appears to be an administrative note for the department or for a different course in the same session.
  • Students are encouraged to bring writing materials to class (notebook, pen, paper) and to bring devices if desired; charging needs are mentioned as a common issue.
  • The instructor emphasizes that the class should be enjoyable and engaging, even for students who don’t initially love all the readings.
  • The class is designed to foster critical, inclusive, and productive dialogue about Latinx literature and its broader significance.

Quick References (Key Points to Remember)

  • Brightspace is the primary channel for communication and submitting labs/assignments.
  • The four required texts to purchase are: The Poet X; The House on Mango Street; Brownsville Bread; Whatever Happened to Ruthie Ramirez/Lucy Ramirez (as discussed in class).
  • Additional readings include Junot Díaz short stories and Cynthia Vallejo pieces (PDFs online).
  • Grading: 100-point scale with a strong emphasis on participation; attendance and engagement directly influence your grade.
  • Extensions and late work: request extensions before the deadline; otherwise, late work may not be accepted.
  • Academic integrity: no plagiarism and no AI-written work passed off as your own; use AI only as a writing aid with proper citation.
  • Accommodations: available for students with documented needs; must be requested each semester with official notification; confidentiality maintained.
  • The instructor is committed to an inclusive classroom where every student can flourish, regardless of background.

End-of-Session Reflection (Instructor Perspective)

  • The instructor expresses enthusiasm for the course and for Latinx literature; aims to help every student succeed.
  • Emphasis on student-led discussion, personal engagement, and building a community of readers who support one another.
  • The session ends with a plan to see students again on Friday and to continue preparations for the reading schedule and assignments.