Francisco D. Delgado
Phone: +1 (212) 220-8346
Francisco Delgado is a writer and teacher based out of Queens. His research focuses on Native American/Indigenous literatures and can be found in Memory Studies, The CEA Critic, Transmotion, and Teaching American Literature: Theory and Practice. He is a proud CHamorro and, through his maternal grandmother, a member of the Tonawanda Band of Seneca. His chapbook of flash fiction / prose poems, Adolescence, Secondhand was published by Honeysuckle Press in 2018.
Native American/Indigenous Literatures, Asian American Literatures, Literatures of the Pacific
- Ph.D. Stony Brook University, English, 2017
- M.A. CUNY Brooklyn College, English, 2009
- B.A. SUNY New Paltz, English/Creative Writing, 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 a??habits of minda?? 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: Students who scored between 48-55 on the CAT-W and 70 or higher on the CAT-R can take this course
- 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
- 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
- Representative works reflective of the collective experiences of Asian American writers are analyzed. American writers are analyzed. Fiction, poetry, drama and non-fiction written from Chinese, Filipino, Asian Indian, Japanese, Korean and South-East Asian cultural perspectives are discussed
- 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 most recent scholarship examines how Indigenous persons and communities grapple with the ongoing influence of the U.S. military: what factors explain the high rate of enlistment within Native communities? How does enlistment impact relationships with those back home? And, relatedly, what alternative forms of community does military enlistment make possible?
I’m most interested works of art that express of Native/Indigenous hope. And show what Native/Indigenous joy looks like.
I’m also learning the Onöndowa’ga:’ Gawë:no׳, the traditional language of the Seneca of upstate New York. This is my Indigenous language through my maternal grandmother who was adopted out of her community as a young child. I chronicle my language learning at LearningSeneca.
Chances are, whenever you’re reading this, I’m working on an article about teaching, or a short story, or a poem, and endlessly on a novel.
- “Stopping by a store on a summer evening” in Lost Balloon, 2020.
- “Trains are more than metaphors” in Queensbound, 2020
- “Animals” in Lammergeier, 2020
- Adolescence, Secondhand (chapbook), Honeysuckle Press, 2018.
- “Living in Good Relations: On Campus and Off.” Forthcoming in Teaching English in the Two-Year College.
- “Sordid Pasts, Indigenous Futures: Necropolitics and Survivance in Louis Owens‘ Bone Game.” Transmotion, vol. 6, no. 2, 14 Dec. 2020, https://journals.kent.ac.uk/index.php/transmotion/article/view/817/1877, pp. 43 – 64.
- “Remade: Sovereign: Decolonizing Guam in an Age of Environmental Anxiety.” Memory Studies, 16 Dec. 2019, https://doi.org/10.1177/1750698019894690.
- Book Review of Otherwise, Revolution!: Leslie Marmon Silko’s Almanac of the Dead by Rebecca Tillett. Transmotion, vol. 4, no. 2, 2018, pp. 185-86.
- Book Review of Terrorizing Latina/o Immigrants: Race, Gender, And Immigration Politics in The Age of Security by Anna Sampaio, American Studies, vol. 56, no. A?, 2018, pp. 123-124.
- Book Review of Full Metal Indigiqueer by Joshua Whitehead, Transmotion, vol. 4, no. 1, 2018, pp. 192-193.
- “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.
- “The Dystopian/Utopian Aspects of Yamashita’s Tropic of Orange“,Teaching American Literature: A Journal of Theory and Practice, vol. 8, no. 2, 2016, pp. 30-39.
- “Neither Japanese Nor American: Identity and Citizenship in John Okada’s No-No Boy“, Trespassing Journal, vol. 1, 2012, http://trespassingjournal.org/?page_id=149.
Honors, Awards and Affiliations
- Humanities New York Public Humanities Fellowship
- MLA Connected Academics Proseminar Fellowship
- President’s Award to Distinguished Doctoral Students (Stony Brook University)
In Spring 2021, I created ENG 329: Native American/Indigenous Literatures.