NOTES

To pass the subject, students should obtain 5 points over 10 for all tests done. Written tests include: text analysis and essays assigned plus a final test in June which includes: questions, essay, and critical analysis of text.  

For the June final test, students should obtain 4 points over 10 (mínimum) in each of the three assessment tests (40% for in-class or take home written texts ; 30% for final tests; plus 30% for other activities and class participation. Only those students who have obtained a mínimum of 50% in the continuous assessment could sit for the finals in June.

 Those students who could not obtain the mínimum 50% would have to wait for the July tests.  

Grade "NON PRESENTADO": Those students who would not sit for the June or the July finals would obtained the NP grade only when and if he/she has not completed the 50% required for in-class or take-home activities.  

Second opportunity JULY : Those who do not obtain a grade of 4 points in each of the three assessment exercises: 1)  in-class written exercises; 2) class participation; and  June final test, will have to sit for the second opportunity in July--even if the average grade is over 5. For the July assessment students will have to pass; 1)  a number of written tests similar to those in-class short essays; 2)  a critical essay; 3) a written test similar to the June assessment; 4)  plus an interview or any other kind of oral presentation.

DISPENSA ACADÉMICA: Those who are officially registered as part-time students, and have been granted permission not to attend classes, as stipulated in the regulations of this University, should contact the teacher at the beginning of the course. These students will be assessed in either of the opportunities according to the same criteria specified for the second opportunity

Subject competencies (Learning outcomes)	Study programme competences
To be familiar with anglophone literatures from Africa, Asia, the Americas, the Caribbean and/or the African Diaspora.	A1 A7 A16	B5 B8	C2 C4
To be familiar with the socio-historic and cultural context of anglophone countries outside Europe, and to pay special attention to the specific literatures.	A16 A17	B1 B5 B7 B8	C2 C4
To read critically. To read/analyze texts from a critical and/or postcolonial point of view.	A1 A2 A3 A11 A15	B1 B2 B3 B6 B7 B8	C2 C4 C6 C7
To be able to write essays, short papers or critical assignments in English. To be able to prepare oral presentations in English and to deliver a correct and coherent piece.	A6 A9	B1 B3 B5 B7 B8	C2

Topic	Sub-topic
1.Colonial and postcolonial anglophone countries in Africa and the Caribbean: Introduction to history and theory.	1.1 Colonial and postcolonial anglophone countries: a socio-historical introduction. 1.2 Key concepts in postcolonial criticism and theory: national, cultural and linguistic identities. 1.3 Key approaches to postcolonial criticism and gender issues.
2. Postcolonial literatures in English.	2.1 Postcolonial literatures in Africa: Achebe, Nwapa, Aidoo, Darko, Adichie, Dangarembga, Atta, and other authors. 2.2 Postcolonial literatures in the Caribbean (West Indies): Olive Senior, Edwidge Danticat, Jean "Binta" Breeze, Louise Bennet, Xamaica Kincaid, Bob Marley, and other authors. 2.3 Postcolonial literatures in the African Diaspora: Caryl Phillips, Bernardine Evaristo, Grace Nichols, Jackie Kay, Olive Senior, Samuel Selvon, David Dabyeen, Linton Kwesi Johnson, James Berry, Taiye Selasi, and other authors.
3. On recurrent themes and subthemes in postcolonial literatures.	3.1 Physical and psychological journeys. 3.2 Identity crisis (unbelonging/acculturation traumas). 3.3 Choosing to stay, to leave, to come back home. 3.4 Female versus Male versus Homosexual discourses.
4. Towards Transnacional and Diaspora Studies.	4.1 Key concepts in Transnacional and Diaspora Studies: Globalization, Neocolonialism. Cosmopolitanism. 4.2 Cultural aspects of globalization: New diasporas, transnational identities and “discrepant cosmopolitanism”. 4.3 Economic aspects of globalization: Migrations, neo-colonialism and exploitation. 4.4 Political aspects of globalization: “Beyond the nation-state?” 4.5 Ecological aspects of globalization: Towards worldwide consciousness.

Methodologies / tests	Ordinary class hours	Student’s personal work hours	Total hours
Workbook	3	42	45
Document analysis	12	24	36
Guest lecture / keynote speech	6	0	6
Directed discussion	12	12	24
Long answer / essay questions	8	24	32
Problem solving	1	1	2

Personalized attention	5	0	5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Workbook	Students are expected to read the assigned material (both primary and secondary sources) BEFORE sessions start. Students will be provided with a detailed syllabus of course available both in Reprografía and Moodle.
Document analysis	Students will get familiarized with and practice close reading of required readings assigned for class (poems, novels, plays). This method will be put into practice in your DI (interactive teaching or Docencia Interactiva) class, with middle/smaller groups, and in class discussion. Students ome of these in-class written exercises will be handed to instructors and will be assessed (for your big group class (DE or Docencia Expositiva). In the smaller seminar groups (TGR) instructors will clarify students mistakes and attend to comments or questions. Students will be asked to provide close critical reading of texts assigned when sitting for final official examinations (june and july).
Guest lecture / keynote speech	Here instructor will refer to a) the socio-historic and cultural background of authors and readings the theory behind postcolonial studies; c) the way to read critically and make good use of postcolonial theories. Lectures are designed for the whole group (grupo grande) and they respond to docencia expositiva (DE).
Directed discussion	Based on required readings, students would be encouraged to discuss and express their opinions on a given topic. Class discussions might take place either while lectures are going on or, more frequently, when the middle group meets (grupo intermedio) since it is then easier to interact with students.
Long answer / essay questions	Students are expected to write in-class tests as well as final tests. For in-class tests, students are given questions related to theory or practice, and they should provide short written essays (essay questions). Most in-class exercises will be assigned when the whole group meets. Students would hand in their essays for instructor to assess. When the seminar groups or small groups (TGR) meet, instructor would comment on exercises and would respond to students comments and/or questions. Long essays will be also required for oficial final tests in June or July.
Problem solving	Problem solving is designed to help students in case they might find difficulties related to any of the teaching methodologies used by instructors. It includes, among others, difficulties to read, analize or actively participate in class; difficulties to sit for a particular type of test; difficulties to organize written essays or oral presentations. IMPORTANT: Students who suffer from any kind of dissability should contact instructor when class first meets.

Methodologies	Description	Qualification
Directed discussion	Making use of readings, analyses and explanations done in all classes, the teacher will propitiate a debate so that the students may participate and further their knowledge and textual-analysis competence. These discussions and debates will be used to assess the continuous work of students (e.g. required readings). The 30% assigned to discussion is made up of 20% for in-class activities (either individual or group activities), and the remaining 10% will assess the student's participative attitude in class. Those students who do not particitate actively in oral in-class activities will have to take oral tests in June and/or July (vid. NOTES below)	30
Long answer / essay questions	In addition to having covered the obligatory readings and followed the teacher's explanations, in this type of exercise/test students will have to prove they have understood the explanations and texts in a critical way. In assessing these written exercises, which include both the in-class essays and the final exam (June/July), the teacher will pay particular attention to the student's ability for critical understanding of the texts and concepts seen in class. As specified in the requirements for the English Degree at this level, the teacher will also take into account the student's linguistic competence in English, especially in written English.	35
Document analysis	It will consist of literary commentary and textual analysis, either oral or written. Some of the written exercises will be collected as part of the continuous assessment.	35

Assessment comments
NOTES To pass the subject, students should obtain 5 points over 10 for all tests done. Written tests include: text analysis and essays assigned plus a final test in June which includes: questions, essay, and critical analysis of text.   For the June final test, students should obtain 4 points over 10 (mínimum) in each of the three assessment tests (40% for in-class or take home written texts ; 30% for final tests; plus 30% for other activities and class participation. Only those students who have obtained a mínimum of 50% in the continuous assessment could sit for the finals in June.  Those students who could not obtain the mínimum 50% would have to wait for the July tests.   Grade "NON PRESENTADO": Those students who would not sit for the June or the July finals would obtained the NP grade only when and if he/she has not completed the 50% required for in-class or take-home activities.   Second opportunity JULY : Those who do not obtain a grade of 4 points in each of the three assessment exercises: 1)  in-class written exercises; 2) class participation; and  June final test, will have to sit for the second opportunity in July--even if the average grade is over 5. For the July assessment students will have to pass; 1)  a number of written tests similar to those in-class short essays; 2)  a critical essay; 3) a written test similar to the June assessment; 4)  plus an interview or any other kind of oral presentation. DISPENSA ACADÉMICA: Those who are officially registered as part-time students, and have been granted permission not to attend classes, as stipulated in the regulations of this University, should contact the teacher at the beginning of the course. These students will be assessed in either of the opportunities according to the same criteria specified for the second opportunity

Basic	Achebe, Chinua (1958 [2001]). Things Fall Apart. London: Penguin Senior, Olive (). "Colonial Girls School". http://www.poetryarchive.org/poetryarchive/singlePoet.do?poetId=14910 Bennet, Louise (2008). "Colonization in Reverse". http://www.thenewblackmagazine.com/view.aspx?index=1377 Berry, James (1982). "Lucy's Letters". London: New Beacon Kincaid, Jamaica (1988). "Small Place" . New York: Farrar Adichie, Chimamanda Ngozi (2009). "The Arrangers of Marriage". London: Fouth State Breeze, Jean "Binta" (2001). "The Arrival of Brighteye". http://www.youtube.com/watch?v=Oylxi-pPPwM VIRAMONTES, Helena M. (1995). "The Cariboo Cafe". The Moth and Other Stories Adichie, Chimamanda Ngozi (2009). "The Danger of a Single Story" . www.youtube.com/watch?v=D9Ihs241zeg Nichols, Grace (1984). "The Fat Black Woman Goes Shopping". London: Virago Kay, Jackie (). "Things Fall Apart". http://www.poetryarchive.org/poetryarchive/singlePoet.do?poetId=5682 Darko, Ama (2005). Beyond the Horizon. London: Heinemann Dangarembga, Tsitsi (2001). Nervous Condition. London: The Women's Press Aidoo, Ama Ata (1979). Our Sister Killjoy. Longman African Writers Atta, Sefi (2010). Swallow. Northampton: Interlink DIVAKARUNI, Chitra B. (1995). “Doors”. Arranged Marriage BOBIS, Merlinda (1999). “The Long Siesta as a Language Primer”. The Kissing / White Turtle DESAI, Anita (2000). “Winterscape”. Diamond Dust
	On the first class session, students will receive a detailed Syllabus of the course where they will find the exact dates a given topic, author, or work will be dealt with. Teachers recommend students to start reading the novels (Achebe, Aidoo, Darko, and Dangarembga) before the course starts. There are only a few copies of the novels in our UDC libraries, thus, when possible, we suggest students to order them via on-line publishing houses.
Complementary	Boehmer, Elleke (1995/2005). Colonial and Postcolonial Literature. Oxford UP Keown, Michelle; David Murphy and James Procter, eds. (2009). Comparing Postcolonial Diaspora. . Macmillan Steger Manfred (2013). Globalization: A Very Short Introduction. Oxford UP Childs, Peter, and Patrick Williams (1997). Introduction to Post-Colonial Theory. Prentice Wisker, Gina (2007). Key Concepts in Postcolonial Literature. Macmillan Ashcroft, B., G. Griffiths and H. Tiffin (2007). Postcolonial Studies: The Key Concepts. Routledge Patke, Rajeev and Philip Holden (2009). Routledge Concise History of Southeast Asian Writing in English. Routledge Booker, M. K. (1998). The African Novel in English. An Introduction. Heinemann Ashcroft, B., G. Griffiths and H. Tiffin (1989/2002). The Empire Writes Back. Theory and Practice in Post-Colonial Literatures. 2nd ed. . Routledge
	We suggest students to use  Ashcroft, Griffiths e Tiffin (2007),   (UDC) L2-4120, for a general overview of postcolonial studies as well as to get familiarized with specific terms. For each topic, author or work, teaches will encourage students to read recommended readings of chapters or articles in magazines.