For Friday: Comprehension Exam #1

No reading for Friday's class. Instead, I want to see how well you've been reading these poems and listening to our class discussions. So we'll have our first "comprehension exam," which is really just an in-class question similar to the questions I give you on the blog. The question will ask you to make connections between some of the works we've read so far--The Tale of the Eloquent Peasant, The Tale of Sinhue, and The Tale of the Shipwrecked Sailor. As long as you've read the poems and listened attentively in class, you should have no problems with the exam. 

Hint: you might want to think about the poems reveal specific aspects of the Egyptian 'character' that don't always show up in Egyptian art, such as their statues, pyramids, and hieroglyphics. If these characters are the Egyptians' "heroes," then what might that say about their beliefs and aspirations? 

See you on Friday! 

For Wednesday: "The Tale of the Eloquent Peasant" (pp.58-75)

Here's the full text of the poem for those still without the book: http://www.reshafim.org.il/ad/egypt/texts/the_eloquent_peasant.htm

Remember that the "China" group will answer these questions and should be prepared to discuss them on Wednesday.

Answer TWO of the following:

Q1: For a 21st century reader, it seems subversive to have a poem about a peasant demanding justice from his social superiors. Do you think the Egyptians would have read it this way? Does the poem use the peasant to criticize the injustice of their society? Or does the peasant receive a lesson from his superiors?

Q2: In one passage, the peasant exclaims, "The tongue of men is their balance" (73). What do you think this means, and how does it tie into the power of speech in the poem itself? Why do the Egyptians prize the ability to speak and write above everything else? (consider, too, that the poem is called "The Tale of the Eloquent Peasant"). 

Q3: At one point the peasant cries, "A fourth time appealing to you! Shall I continue at it all day?" (69). Why do you think the High Stewart ignores the peasant's entreaties for so long? Does he need to be convinced, or does he have another plan in mind? 

Q4: Throughout the poem, the peasant uses metaphors to make his case, such as: "For a gardener of wretchedness/is now watering his plot with bad,/to make his plot grow with falsehood,/to water the evil of the entire estate" (70). Why do you think he use this tactic when talking to the High Stewart, rather than simply coming out with his greviances? Is this more effecitve? Is there a specific metaphor he uses that seems to powerfully make his case? 

For Monday: "The Tale of Sinuhe" (from The Tale of Sinuhe and Other Ancient Egyptian Poems)

NOTE: If you don't have the book yet, use this link to read the poem: http://www.reshafim.org.il/ad/egypt/texts/sinuhe.htm

REMEMBER: The "Egypt" group will respond to TWO of the four below and bring them to class on Monday to start our discussion. However, everyone can use these questions as a guide to the reading, since you'll see many of these ideas again in your Comprehension Exam #1 on Friday. :) 

Answer TWO of the following:

Q1: "The Tale of Sinuhe" is an autobiography of man who has since died--the kind of work that would be carved on his tomb.  Why do you think the man (if he existed) would want to be remembered by this? How does the story commemorate his life and present him in a favorable light?

Q2: Why does Sinuhe flee Egypt for the "savage" land of Syria among the "Asiatics"? Note that he speaks "half truths" to others about his reasons for leaving, so doe she ever tell the truth to the reader/listener? 

Q3: The new king promises Sinuhe that "Your death will not happen in a foreign country" (36). Why is this so important to him? Why does he long to die in Egypt rather than among his family and clan in Syria? Also, what else does the king promises him upon his return? 

Q4: How does "The Tale of Sinuhe" compare with "The Tale of the Shipwrecked Sailor" in terms of its morals and message for Egyptian society? Both men are exiles, yet both return home through almost miraculous chance. Does this poem echo the same basic values of the "Sailor"...or does it offer a contradictory message? 

The Daily Response Groups

THE DAILY RESPONSE GROUPS

These groups determine which students will lead the class discussion on which day. It will follow this simple rotation: EGYPT-CHINA-JAPAN-INDIA-AFRICA (we’ll start on Monday with Egypt). On your group’s day, please answer two of the four questions on the blog and bring them to question. You may be called on to give one of your answers in class, and you will be required to turn them in that day for credit. Missing the questions on your group day will be an immediately -10 pts. for your Response grade. Likewise, not being able to respond when called on will hurt your Participation grade—so be careful!

REMEMBER: you are required to turn in at least ONE response for each book. For most books, that will be the day your group leads. However, on books we spent less than 5 days on, not every group will get to lead, which means you’ll have to answer the questions on any of the discussion days. And of course, you can turn in extra questions or simply do all the questions and not turn them in; answering the questions helps you focus on the readings and study for the Comprehension Exams and the papers that follow.

“EGYPT”                                             “CHINA”

Angel                                                   Abigail C.

Shakti                                                   Amanda

Brandon                                               Jackson

Nicole                                                  Mariana

Brooklyn                                              Aleisha

Kate                                                     Madison

Mya                                                     Abigail G.

“JAPAN”                                             “INDIA”

Richard                                                Jaylee

Kierra                                                  Britany

Riley                                                     Penny

James                                                   Abbey

Gabe                                                    Maria

Israel                                                    Kelsey

Anna                                                    Tristen

“AFRICA”

Naomi

Emily

Avery

Annie

Shiloh

Sharon

For Friday: The Tale of the Shipwrecked Sailor (in The Tale of Sinuhe and Other Ancient Egyptian Poems)

As I mentioned in class, I want you to read "The Tale of the Shipwrecked Sailor," on pages 89-98, for class on Friday (you can skip the Introduction if you like). If you don't yet have the book, click here for the complete text: http://www.reshafim.org.il/ad/egypt/texts/the_shipwrecked_sailor.htm
(note that this version is in prose, and doesn't read as well as our course text)

There are no questions to answer for Friday, but here are a few ideas you might consider as you read:

* The tale begins with a frame story, which means it has a story within a story. Why do you think it does this? What benefit do we get from knowing that the "Clever Follower" is telling this story to his "Count" (or Master)?

* How is this a very universal story despite being written thousands of years ago in a completely different culture? What do we relate to in this story?

* Why is there so much repetition in the story? What purpose does this serve to the reader/listener?

* Why does the serpent spare the shipwrecked sailor? Does he exhibit any traits or virtues that make him worthy of salvation? 

* What riches does the sailor get to take back home? Why are these valuable in his culture? What do they say about Egyptian culture and its values?

* How does the Count respond to this tale at the end? Why is this significant? 

Welcome to the Course

Welcome to the Fall 2018 edition of Non-Western Literature on MWF @ 10:00-10:50 (not 11:50, as the syllabus incorrectly states). "Non-Western Literature" is a semi-historical survey of literature written outside of the "Western" tradition, which basically means Greece, Rome, and eventually, Europe and America. What were people in the rest of the world writing, especially since most people actually live in the rest of the world? There are thousands of years of literature we barely explore in American education, much of which has influenced our own literature and ideas. If you've ever taken a yoga class...if you've ever drawn a yin-yang symbol...if you've ever said "karma is a bitch!" and if you've ever read manga or watched anime, then you've partaken in the "non-western" tradition.

This class will explore works by several different periods and cultures, and explore the connections between Asian/African/Caribbean writers, as well as to our own literature and traditions. Be sure to buy the books for class as soon as possible, since you WILL need to read them for class. Check the syllabus for the course requirements and schedule and please ask me if you have any other questions.

I look forward to spending the semester with you and with this literature!