ENGL 363 African American Authors from the Colonial Era to 1900 at the University of Maryland Global Campus examines African American authors before 1900.
UMGC's description names Phillis Wheatley, Frances Harper, Maria W. Stewart, David Walker, Frederick Douglass, William Wells Brown, Charles Chesnutt and Paul Laurence Dunbar. The prerequisite is WRTG 112 or ENGL 102.
UMGC states the goal is to research historical issues, integrate findings into discussion, and articulate, develop and advance a persuasive argument in written form. So the course asks for historical research as well as literary reading.
Course at a Glance
| Item | Details |
|---|---|
| University | University of Maryland Global Campus (UMGC) |
| Course code | ENGL 363 |
| Credits | 3 |
| Prerequisite | WRTG 112 or ENGL 102 |
| Subject area | African American literature to 1900 |
| Typical work | Researched argumentative essays, discussion (general; check your syllabus) |
What ENGL 363 Covers
The authors named by UMGC cover poetry, oratory, essays, autobiography and fiction. The table shows what each kind of writing lets you study; the exact works depend on your syllabus.
| Kind of writing | What to examine |
|---|---|
| Poetry (for example Wheatley, Harper, Dunbar) | Form, audience and how poets address freedom, faith and race |
| Political writing and oratory (for example Stewart, Walker) | Rhetoric, appeals and the call to action |
| Narrative and autobiography (for example Douglass, Brown) | Voice, testimony and the shaping of a life story for readers |
| Fiction (for example Chesnutt) | Realism, irony and portrayal of society after slavery |
Key Concepts Explained
Historical Context as Evidence
These writers addressed slavery, abolition, citizenship and Reconstruction. Historical research lets you explain what a text was responding to and what risks the author faced.
Example: To explain why an autobiography stresses documents, names and places, you might research how abolitionist audiences judged authenticity, and argue that these details work as evidence for skeptical readers.
Audience and Rhetoric
Ask who the text addresses (white abolitionists, Black communities, Congress) and how that shapes tone and strategy.
Building a Persuasive Argument
UMGC's goal is a persuasive written argument. A good thesis takes a position that a reasonable reader could dispute and defends it with textual and historical evidence.
Example: "By combining the structure of a sermon with political demands, the speaker argues that moral duty requires immediate action." The claim can be tested through specific passages and context.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Researched argumentative essay | Argument with historical and textual evidence | State a claim, support it with passages and one or two reliable historical sources |
| Rhetorical or literary analysis | Close reading | Analyze audience, structure and language together |
| Discussion posts | Integrating findings | Add a short research fact and link it to a specific passage |
| Comparison of authors | Synthesis | Compare how two writers use form to address a shared issue |
Integrating Historical Research
The course goal includes researching historical issues. A simple process keeps research relevant.
| Step | Action |
|---|---|
| 1 | Write a question about the text, for example why this form was chosen for this audience |
| 2 | Find one or two reliable historical or scholarly sources that bear on it |
| 3 | Pull out the single fact or argument that helps |
| 4 | Place it next to a passage and explain the connection |
Quality matters more than quantity. One well-integrated source that changes how a passage reads is stronger than four that only supply background.
Where Students Get Stuck
- Summary of lives. Biography can crowd out analysis. Use it only when it explains a choice in the text.
- Presentism. Read each text in its own moment before drawing modern parallels.
- Weak research. Use reliable historical and scholarly sources, and cite them accurately.
- Flat thesis. A statement of fact is not an argument.
Study Tips for ENGL 363
- Keep a timeline linking each author to major events of their time.
- Note audience and purpose for every text.
- Write a short research question for each essay before searching.
- Quote precisely and explain how the wording supports your claim.
How We Help with ENGL 363
Send the prompt, the readings and your draft. A literature tutor can help you frame a research question, prepare a custom essay, or edit your draft with comments. See also our critical analysis essay guide.
GradeEssays is independent and not affiliated with UMGC. Our work is a study and reference aid: use it to learn the method, then write and submit your own work under UMGC's academic integrity policy. Orders are written from scratch, include free revisions within the scope of your original request, and are refunded in full if late.
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Frequently Asked Questions
UMGC lists Phillis Wheatley, Frances Harper, Maria W. Stewart, David Walker, Frederick Douglass, William Wells Brown, Charles Chesnutt and Paul Laurence Dunbar.
WRTG 112 or ENGL 102.
UMGC's stated goal includes researching historical issues and integrating findings into discussion, so expect some research.
ENGL 364 covers African American authors from 1900 to the present.
Take a clear position, support it with specific passages and context, and address a likely objection.
We provide custom essays, editing and tutoring as study support. Submit only your own work under UMGC's academic integrity policy.