Phone: +1 (212) 220-8346
Francisco Delgado is an Indigenous (Chamorro/Tonawanda Band of Seneca) writer who lives with his wife and their son in Queens, New York.
His literary scholarship has been featured, or is forthcoming, in Studies in the Novel, Teaching English in the Two-Year College, Transmotion, and Memory Studies. And his creative work has appeared in JMWW, Newtown Literary, Queensbound, and Lost Balloon.
His chapbook, Adolescence, Secondhand, was published by Honeysuckle Press in 2018.
In his capacity as a board member of the Northeast Modern Language Association (NeMLA), he advocates for the needs and interests of contingent faculty, adjuncts, independent scholars, and/or faculty at two-year institutions.
(Picture by Riordan Delgado)
- Native American/Indigenous Literatures
- Ph.D. in English, Stony Brook University, 2017
- M.A. in English, CUNY Brooklyn College, 2009
- B.A. in English/Creative Writing, SUNY New Paltz, 2005
- Students placed in ENG 100.5 are offered extra support, afforded through additional instructional time. Students completing ENG 100.5 will have mastered the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of citation and documentation. They will have practiced what Mike Rose calls the "habits of mind" necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students will be introduced to basic research methods and MLA documentation and complete a research project. Students are required to take a departmental final exam that requires the composition of a 500 word thesis-driven essay in conversation with two texts. Successful completion of this course is equivalent to passing ENG 101.
Prerequisite: English Proficiency Index of 64 and lower or a score of 43-55 on the CAT-W and exemption from ACR 95 or successful completion of ACR 95. This course is not open to ESL students.
- English Composition is the standard freshman writing course. The course introduces students to academic writing. By its conclusion, students will be ready for English 201 and for the writing they will be asked to do in advanced courses across the curriculum. Students completing ENG 101 will have mastered the fundamentals of college-level reading and writing, including developing a thesis-driven response to the writing of others and following the basic conventions of citation and documentation. They will have practiced what Mike Rose calls the "habits of mind" necessary for success in college and in the larger world: summarizing, classifying, comparing, contrasting, and analyzing. Students will be introduced to basic research methods and MLA documentation and complete a research project. Students are required to take a departmental final exam that requires the composition of a 500 word, thesis-driven essay in conversation with two designated texts.
Prerequisite: Pass the CAT-R and CAT-W or Accuplacer tests
- Through a combination of reading and writing, this course exposes students to the basics of fiction, poetry, and playwriting from the perspective of the practitioner, rather than the perspective of the critic. The class will read literature in three genres, focusing on the craft of how the pieces are structured, and how they achieve their impact on the reader. No prior knowledge of these genres is required. Through a combination of reflection, imitation, writing exercises, and writing assignments, students will produce craft analyses, their own creative works, and reflections on their own creative process.
- This is a course that builds upon skills introduced in English 101. In this course, literature is the field for the development of critical reading, critical thinking, independent research, and writing skills. Students are introduced to literary criticisms and acquire basic knowledge necessary for the analysis of texts (including literary terms and some literary theory); they gain proficiency in library and internet research; and they hone their skills as readers and writers. Assignments move from close readings of literary texts in a variety of genres to analyses that introduce literary terms and broader contexts, culminating in an independent, documented, thesis-driven research paper. By the conclusion of English 201, students will be prepared for the analytical and research-based writing required in upper-level courses across the curriculum; they will also be prepared for advanced courses in literature.
Prerequisite: ENG 101
- This course examines the wide range of published works by Native/Indigenous peoples from the mainland United States and the Pacific. Course topics may include decolonization, environmental rights, language revitalization efforts, the experiences of urban Natives, and more. Students will examine the United States’ history of settler colonialism while engaging each writer and work in their geographical, cultural, and historical context. Authors may include Red Jacket, E. Pauline Johnson, N. Scott Momaday, Leslie Marmon Silko, Louise Erdrich, Joy Harjo, Kathy Jetnil-Kijiner, and Craig Santos Perez.
Prerequisites: [ENG 101 and ENG 201] or ENG 121
- This course will focus on a specific theme, concept, cultural milieu, or major author to be announced in advance. Topics for the following semester will be made available by the English Department during registration. Each section of the course will cover in-depth a single special topic, such as one of the following: the Harlem Renaissance, Literature and the Environment, Utopian and Dystopian Literature, Literature and Medicine, The Beat Generation, Literature of the Working Class, Satire in the 18th Century, Censorship and Literature, Literature of Immigration, War in Literature, Madness and Inspiration in Literature, Gay and Lesbian Literature, and Women in Shakespeare. Prerequisites: ENG 101 and 201, or ENG 121
- Though English 381 is not a prerequisite, this course begins where 381 leaves off and covers select fiction and poetry from the Gilded Age of the late nineteenth century to the present. Students study major writers and literary movements; and an effort is made to place literature in its cultural context. Works by such writers as Mark Twain, Emily Dickinson, Henry James, T.S. Eliot, Richard Wright, F. Scott Fitzgerald and Toni Morrison may be included.
Research and Projects
My current literary research examines the effects of U.S. military service on Native/Indigenous communities. Among my central questions with this project are: how can works of literature help us understand the phenomenon of high military service among Indigenous people? How has this impacted personal and communal relations? What other forms of community does military service make possible?
I am also studying the Onöndowa’ga:’ Gawë:no׳ (or Seneca language), which is my traditional language through my akso:d (maternal grandmother), who was adopted out of her community at a young age.
- “Sky Full of Stars.” JMWW, 4 March 2022.
- “I Love You, Man.” MoonPark Review, 21 June 2022.
- “When the World Was Somewhere Else.” Newtown Literary, issue 28, Fall/Winter 2021.
- “Stopping by a Store on a Summer Evening.” Lost Balloon, 16 Dec. 2020.
- “Trains are more than metaphors.” Queensbound, 2020.
- Adolescence, Secondhand (chapbook), Honeysuckle Press, 2018.
- “If I Ever Get Out of Here (If We Ever Get Out Of Here)”: Modelling “The Good Mind” in Eric Gansworth’s If I Ever Get Out of Here.” Accepted for publication in Studies in the Novel.
- “Sordid Pasts, Indigenous Futures: Necropolitics and Survivance in Louis Owens’ Bone Game.” Transmotion, vol. 6, no. 2, 2020.
- “Remade: Sovereign: Decolonizing Guam in the age of environmental anxiety.” Memory Studies, 2019, doi:10.177/1750698019894690.
- “Trespassing the U.S.-Mexico Border in Silko’s Almanac of the Dead and Yamashita’s Tropic of Orange.” The CEA Critic, vol. 79, no. 2, , 2017, pp. 149-166.
- “A Model of Relational Learning and Knowledge Production: Using Podcasts in a Writing Intensive Native American/ Indigenous Literatures Course.” Increasing Student Agency in a Diverse Classroom with Nondisposable Assignments, edited by Melissa Ryan and Kerry Kautzman, Vernon Press, 2022, pp. 1 – 16.
- Review of Otherwise, Revolution!: Leslie Marmon Silko’s Almanac of the Dead by Rebecca Tillett. Transmotion, vol. 4, no. 2, 2018, pp. 185-186.
- Review of Terrorizing Latina/o Immigrants: Race, Gender, And Immigration Politics in The Age of Security by Anna Sampaio. American Studies, vol. 56, no. ¾, 2018, pp. 123-124.
- Review of Full Metal Indigiqueer by Joshua Whitehead. Transmotion, vol. 4, no. 1, 2018, pp. 192-193.
Honors, Awards and Affiliations
In Spring 2022, I created ENG 329: Native American/Indigenous Literatures, which is the only course in the BMCC Catalog devoted to Indigenous literatures of Native North America and the Pacific.