THE UNIVERSITY OF THE GAMBIA

School of Arts & Sciences

SECOND SEMESTER, 2022/2023

ADVANCED GAMBIAN LITERATURE

LECTURER:
Ms. Mariama N.Y Baldeh
(mbaldeh@utg.edu.gm Tel: +220 3791616

COURSE DESCRIPTION

This course builds on what has been done in LIT 201: Introduction to Gambian Literature). It
offers an insightful examination of key themes such as comparative literature, geo-criticism,
the idea of a nation and intertextuality in Gambian literature. The works of outstanding
Gambian writers will be examined within the framework of intertextuality with a view to
better understand their major themes and styles of writing. Thus, we will during the course
examine the intertextuality of Lenrie Peters and TS. Eliot.

Intertextuality is a term coined by Julia Kristeva in articulating Mikhail Bakhtin’s ideas on

dialogism. The concept has been widely taken by sociocultural linguists and discourse
scholars interested in the way discourse connects across multiple sites of interaction. The use
of reported speech, the repetition of political slogans, the recycling of arguments in family
interactions and the parodic reanimation of another’s words are but a few examples of the
way intertextuality features in the way we use language in everyday social and political life.
In this course, we will examine both the theoretical underpinnings of intertextuality and the
way it has been applied in empirical analyses of discourse. In this regard, we will examine
TS. Eliot and Lenrie Peters and offer an in-depth intertextual analysis of their works.

We will examine a myriad relationship that exists among texts—both in the reading and
writing processes.

In this course, then, we seek to make this largely unconscious process overt through a series
of performances by leaning on, questioning, parodying, rewriting, and critiquing the works of
Peters and TS. Eliot.
1|Page
COURSE OBJECTIVE: At the end of the course, each student should be able to:

 Provide a grounding in the historical development of ideas on intertextuality

 Acquire knowledge on theoretical frameworks for analysing discourse across texts
 Show critical awareness of the role intertextuality plays in the emergence of culture
 Appreciate the process of textualization as it applies to the reading process
 Read works intertextually, ie. To identify texts that inform your reading of given
works and to explore their interrelationships
 Examine how your own process of making meaning is influenced by pre-existing
cultural, social, literary, and extra literary texts
 Offer a reasonably sound intertextual analysis of Lenrie Peters and TS. Eliot’s works
 Read from a variety of selected works by Peters and Eliot in identify their theoretical
natures. Many will be poems, essays, images, and short stories that are either
examples of intertextuality or works that were included in intertextual performance
pieces.

COURSE CONTENT

 Theories of Intertextuality
 Intertextuality in Literature, Film, and other Popular Media
 Intertextualities: Volosinov, Bakhtin, Literary theory and Literacy Studies
 Intertextuality and Educational Research
 Intertextuality and the Contemporary African Novel
 Templates of Intertextuality in the modern African Novel
 Intertextuality and the Truth of Achebe’s Fiction: Militarised Nigerian Postcolony in
Anthills of the Savannah
 The Implementation of Intertextuality Approach to Develop Students’ Critical
Thinking in Understanding Literature
 Intertextuality in Relation to Lenrie Peters and TS Eliot’s Works

2|Page
DETAILS OF COURSE REQUIREMENTS
Satisfied the Prerequisite: A candidate willing to do this course must have completed ELI
201: Introduction to Gambian Literature before his/her registration will be accepted.
Response papers and/or tests (25%): The purpose of these papers is to test your knowledge
of the readings. These responses should be based on the readings for the semester. That is,
Response papers may include your personal response to a particular reading and the reasons
for your reaction. They should also give some analysis of the reading within the context of
the theme under examination. The approach you choose is open. There are no right and
wrong answers, but I will be looking for familiarity with reading material and seeing how
well students understand foundational themes. Can you express them in your own words?
Can you apply them? Can you give concrete examples of them? Can you tell us what you
think of them? This means all your answers should have a brief thesis statement and several
examples to illustrate your point. Please avoid vague responses, as that will earn you no
credit. In addition, there is no make up for missing a response paper. Also, you cannot
submit one if you are absent from class make sure you find out what was covered.
Term Paper (25%): Students are required to select from various topics to research and
write an academic paper on the aspects of intertextuality.
For Attendance, each student must be regular and punctual in class. No student will be
accepted in class if he/she is late for more than 15mn.
NB: Additional assignments and tests might be proposed in class by the lecturers.
Consequently, the percentage for the assignments might change at the end of the course
Participation: everyone is expected to participate in class discussions. Each student will be
required to bring at least three (3) discussion questions and/or comments that arose from
the close reading of the assigned material to every class. The instructor reserves the right to
give a quiz without prior notification. Please remember that contributing once or a few times
the whole semester [and missing more than 2 classes without prior approval] will not give
you points for attendance and/or participation. Finally, students must bring the appropriate
texts to every class.
Exam (50%): each student will write an exam at the end of the semester on the topics
discussed during the semester. Your answers during the exams must be grounded in sound
methodological principles. The writing must be persuasive and of high quality and it must be
anchored in the growing literature on Gambian literature. Furthermore, only registered
students will be allowed to do all course works and the end of semester examination.

COURSE POLICIES:
Attendance: I expect every student to register for the course (through the portal) and to
attend every class. I permit 2 unexcused absences throughout the semester and these should
be used for compelling reasons only (e.g. illness, religious observance, etc.). Every
unexcused absence beyond 2 will lower your final grade as allowed by the university policy.

3|Page
NB: Prior notification does not necessarily imply that the absence will be excused. If you
miss a class, regardless of the reason, you are responsible for finding out what occurred and
for any information in class lectures or discussions.
Makeup Test/Quiz: In this course, we do not accept make up quizzes unless the student was
sick on the day of the exam and contacted me before class and could provide valid
documentation to prove illness. This also includes emergencies. If these conditions are not
met, then the grade for the quiz will be zero.
No late work will be accepted unless due to extenuating circumstances regarding a student’s
health or family emergencies, proven by documentation.
Academic Dishonesty: I follow university policies regarding academic dishonesty of all
types. Cheating usually results in failure of the course and can mean dismissal. Plagiarism is
a form of cheating. You would be well advised to read the University Handbook section on
Academic Dishonesty. (Please familiarise yourself with Turnitin application)
Cellular Phones: All cellular telephones and pagers must be switched completely off or to
“silent” (NOT vibrate) mode prior to entering the classroom. Please do not wait until you
have entered the classroom to grace us with the ring tone that accompanies powering down
your phone. Students who repeatedly disrupt class with their cell phones or laptops will be
withdrawn from the course. Students who need to leave pagers on for emergency reasons
should notify the instructor during the first days of class.
Miscellaneous: I ask that you do not do the following in class:
a. Arrive late to class. If you have a particular problem, tell me so we can make special
arrangements
b. Talk, write letters, do assignments, copy notes, read, wear earphones, or sleep during class
c. Allow a cell phone to ring in the classroom
d. Inform me of your academic problems in quest of a better grade

Please do, however:

a. Speak to me about problems you are having with this class, outside of class, or anything
that might have a bearing on your performance--or just to enable me to know you better.
b. Let me know if a topic covered in the course is of particular interest to you.
Grading Philosophy: A grade is an assessment of your performance on a particular
intellectual task. It is not an indicator of your overall intelligence or general abilities, nor is it
a representation of the instructor’s opinion of your personality. Grades need to be kept in
perspective. The standards of this course are high, but the criteria used to assess students’
performance are fair and consistent.

TEACHING

The course is organised in lectures, student active seminars, group discussions and individual
presentations. All seminars require preparation and demand the student’s active participation.
Therefore a great deal of the course consists of independent study and class presentations.

4|Page