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Women and Literature: British Women Writers and Fascism • ENGL443-01 • MF 1030AM-1210PM • Welles 119 • Fall 2015 • Dr. William Harrison • Department of English • 232B Welles • 245-5273 (dept.) -5061 (office) • Office hours: M 12:30-1:30PM, W 11:00AM-12:00 PM, and by appt.; scheduled meetings preferred • [email protected] • http://twitter.com/harrison14454 (search: #443) • http://scriptogr.am/harrison
Course description (from SUNY Geneseo Bulletin): An advanced course in literature by or about women designed to offer new insights into gender roles, identity politics, sexuality, class, race and ability through an examination of literary and cultural representations. Readings are informed by feminist theory and literary criticism. (May be taken for credit twice under different subtitles.) This course will examine some of the women-authored responses to the flowering of British (in particular) and European (in general) Fascism after World War I. Some of these works, both fiction and non-fiction, are anti- fascist in nature, although we will read texts that engage Fascist issues with significant ambivalence. Students will also have readings in cultural political history, including work by Judy Suh and Julie V. Gottlieb. Many of our readings are rare and out-of-print, and students should anticipate the reliance on mycourses reserves. This course both fulfills the departmental "recent" literature requirement and counts as an elective for the minor in Women's and Gender Studies.
Book list. [Available at the SUNY-Geneseo bookstore & elsewhere.] Katharine Burdekin. Swastika Night. 1937. Feminist P, 1985. 9780935312560 Bridget Boland. The Prisoner. 1954. Dramatists Play Service, 1998. 9780822209164 Olivia Manning. The Great Fortune. 1960. The Fortunes Of War: The Balkan Trilogy. NY: NY Review Books, 2010. 9781590173312 Muriel Spark. The Prime of Miss Jean Brodie. 1962. Harper Perennial, 2009. 9780061711299 Gillian Freeman. The Leader. 1965. Valancourt Books, 2014. 9781939140906 Kevin Passmore. Fascism: A Very Short Introduction. 2nd ed. [Very Short Introductions 77.] Oxford UP, 2014. 9780199685363
Out-of-print works. [Please refer to the copies reserved on mycourses.] Winifred Holtby and Norman Ginbury. Take Back Your Freedom. [c.1935.] London: Cape, 1939. Olive Hawks. What Hope for Green Street? London: Jarrold's, 1945. Phyllis Bottome. The Life Line. Boston: Little Brown, 1946.
Visual culture. Peter Glenville, dir. The Prisoner. Columbia Pictures. 1955. 91 minutes.
Political, historical and critical readings. [Please refer to the copies reserved on mycourses.] Benito Mussolini. The Political and Social Doctrine of Fascism. Trans. Jane Soames. Day to day Pamphlets No. 18. Hogarth P, 1933. 26 pp. Sven von Müller. "Mussolini at Work." The Living Age (March 1931): 36-7. Hitler, Adolf and Weigand von Miltenberg. "Hitler as He Is." The Living Age (March 1931): 12-15. Jose Ortega Y Gasset. "The Greatest Danger, the State,""Who Rules in the World?" and "We Arrive at the Real Question." The Revolt of the Masses. [Trans. J.R. Carey.] NY: Norton, 1932. 115-190. Piers Clark. "Dictatorship." The English Review 64.2 (Feb. 1937): 155-6. Phyllis Bottome. "Our New Order or Hitler's?" Our New Order or Hitler's? Ed. Phyllis Bottome. Harmondsworth: Penguin, 1943. 78-116. Stephen Cullen. "Four Women for Mosley; Women in the British Union of Fascists 1932-1940." Oral History 24.1 (1993): 245-67. ENGL443-01, Page 2 of 13
Elizabeth Fairholme. "The Women of New Germany." The English Review 64.7 (July 1937): 787-93. "Gelernt ist gelernt: Mit Bildbericht aus der Reichsbräuter-und Heimmütterschule Husbäke in Oldenburg." NS Frauen Warte 8.22 (Maiheft 1940): 2. Julie V. Gottlieb. "'Motherley Hate': Genedering Anti-Semitism in the British Union of Fascists." Gender and History 14.2 (2002): 294-320. ---. "Women and British Fascism Revisited. Gender, Far-Right, and Resistance." Journal of Women's History 16.3 (2004): 108-23. Atina Grossman. "Feminist Debates about Women and National Socialism." Gender and History 3.3 (1991): 350-58. Richard L. Johnson. "Nazi Feminists: A Contradiction in Terms." Frontiers: A Journal of Women's Studies 1.3 (1976): 55-62. Ralph M. Leck. "Conservative Empowerment and the Gender of Nazism: Paradigms of Power and Complicity in German Women's History." Journal of Women's History 12.2 (2000): 147-69. Jacques R. Pauwels. Women, Nazis, and Universities: Female University Students in the Third Reich, 1933-45. Westport, CT: Greenwood P. 1984. [Selections, pp. 1-48.] Judy Suh. "The Familiar Attractions of Fascism in Muriel Spark’s The Prime of Miss Jean Brodie." Journal of Modern Literature 30.2 (2007): 86-102. ---. "Women in Fascist Biopolitics: The Case of Olive Hawks." Women's Studies 35 (2006): 265-84. Oswald Mosley. "A New National Policy." The Living Age (March 1931): 16-21. —. Tomorrow We Live. London: British Union of Fascists, 1938. Bret Rubin, “The Rise and Fall of British Fascism: Sir Oswald Mosley and the British Union of Fascists,” intersections 11, no. 2 (2010): 323-380. https://depts.washington.edu/chid/intersections/publications.php Alice Nightingale. "Romance for the Millions." Fascist Week 22 (6-12 April 1934): 4. A Working Class Mother. "How They Live on the Dole." Fascist Week 26 (4-10 May 1934): 2. Doris L. Chesterton. "Fascist Widows." Fascist Week 27 (11-17 May 1934): 6. Margaret Goldsmith. Women at War. London: Lindsay Drummond, 1943. Schofield, Mary Anne. “’Less Than a Whisper Raised against the Massed Music'; British Women Writers Address 1930s Fascism.” Women in Europe Between the Wars: Politics, Culture and Society. Eds. Angela Kershaw and Angela Kimyongür. Aldershot, Hants: Ashgate, 2007. 39-54. Wilhelm Reich. "The Sex-Economic Basis of the Authoritarian Family." The Mass Psychology of Fascism. Trans. Theodore P. Wolfe. NY: Orgone Institute P, 1946. 88-97. Walter Benjamin. "The Work of Art in the Age of Mechanical Reproduction." Illuminations. 1955. Trans. Harry Zohn. NY: Shocken Books, 1968. 217-51. Max Horkheimer and Theodor W. Adorno. "The Culture Industry: Enlightenment as Mass Deception." Dialectic of Enlightenment. Philosophical Fragments. Ed. Gunzelin Schmid Noerr. Trans. Edmund Jephcott. Stanford: Stanford U P, 2002. 94-136. ---. "Notes and Sketches." Dialectic of Enlightenment. Philosophical Fragments. Ed. Gunzelin Schmid Noerr. Trans. Edmund Jephcott. Stanford: Stanford U P, 2002. 173-214. Maria-Antonietta Macciocchi. "Female Sexuality in Fascist Ideology." Feminist Review 1 (1979): 67–82. Julia Kristeva. "Chapter 9. 'Ours to Jew or Die.'" Powers of Horror: An Essay on Abjection. NY: Columbia U P, 1982. 174-87. Klaus Theweleit. "Chapter 1: Men and Women." Male Fantasies. Volume 1: Women, Floods, Bodies, History. Trans. Stephen Conway. Minneapolis: U Minnesota P, 2003. 1-228. Paul Morrison. "Chapter 1. Modernism (for the Other People)." The Poetics of Fascism: Ezra Pound, T.S. Eliot, Paul de Man. Oxford: Oxford U P, 1999. 3-15. Richard Griffiths. "Anti-Fascism and the Post-War British Establishment." Varieties of Anti-Fascism Britain in the Inter-War Period. Eds. Nigel Copsey and Andrzej Olechnowicz. Houndsmills: Palgrave, 2010. 247-64. ENGL443-01, Page 3 of 13
Nigel Copsey. Contemporary British Fascism. Houndsmills: Palgrave, 2004. [Selections, pp. 1-27.] Martin Durham. "Chapter 8. Fascism and Gender." Women and Fascism. London: Routledge, 1998. 121-33. Hannah Arendt. The Origins of Totalitarianism. 1951. Rev. ed. NY: World, 1958. Unassigned creative works, for your consideration. [Please refer to the copies reserved on mycourses.] Phyllis Bottome. The Mortal Storm. London: Faber and Faber, 1937. Libby Benedict. The Refugees. London: Hogarth P, 1938. Clemence Dane. The Arrogant History of White Ben. NY: Literary Guild, 1939. Ester McCracken. No Medals. A Play in Three Acts. London: Samuel French, 1944.
Learning outcomes. 400-level English courses in the literature track invite students to study a topic, issue, genre, or author in depth. No matter what the title, a course at this level engages students in some degree of research into published critical perspectives on primary works or into important primary contextual documents. The quantity of reading and writing required at this level is typically greater than at the 3 level. However, students who have completed a 200-level literature course should regard themselves as adequately prepared to take courses at either the 3 or the 4 level. In literature courses at the 400 level, students will demonstrate • the ability to "join the conversation" that is always ongoing among critics and scholars regarding texts, authors, and topics by engaging with secondary sources • an in-depth understanding of a single author, a small group of authors, or a narrowly-defined topic, theme, or issue Students who complete any section of ENG443 will: • be able to identify and negotiate issues and problems related to the interpretation of the novels listed on the syllabus; • be able to present literary research and analysis collaboratively in a range of written and oral contexts; • be able to discuss and debate literary texts and issues while respecting the other members of the class and their perspectives; • be able to demonstrate the understanding and ability described above in an advanced essay of literary analysis that uses and properly acknowledges secondary sources. Students who have completed this particular section of ENGL443 will: • understand the major issues concerning the literary representation of fascist and anti-fascist politics, • understand the significance of those issues by means of gendered analysis, and • understand the British socio-historical significance of these developments during the twentieth-century and after.
Course requirements. 12-15 page research-based critical paper: 1 grade Midterm exam: 1 grade Class participation (80%) and in-class assignments (20%): 1 grade Group discussion forum assignments (50%) and group presentation (50%): 1 grade Total: 4 grades
The following letter grades convert to these numerical grades: A 94%< A- 90-93% B+ 87-89% B 84-86% ENGL443-01, Page 4 of 13
B- 80-83% C+ 77-79% C 74-76% C- 70-73% D 60-69% E 59%>
Missing exams and assignments will receive a point value of 0% and averaged. Instructor may also consider overall class participation and engagement in determining final grade.
Students are expected to complete all assigned readings, attend each class, and to arrive prepared: bring your book(s) to class. Students must participate in class discussion and will be called upon to respond to class discussion and questions; however, students should demonstrate self-motivated class engagement. Students are responsible for noting any changes in this document as announced by the instructor.
Students are expected be able to successfully upload their material to mycourses. Uploaded files will require file suffixes as part of their names: for example,
Students are expected to follow the college's code of conduct as detailed at
Exams Follow these simple rules during each exam period: • No electronics. During exams you may not have cell-phones, tablets, translators, calculators, or any other electronic devices. Put them away, out of sight, in your bag, pocket, or purse. • Dress simply. Do not wear apparel, such as hats or excessive layers, during exams. Don’t put me in a position to question if what you are wearing was worn for some ulterior motive. • Stay seated until you are finished. Use the restroom facilities before the exam, not during the exam time. • Bring a blue book. They are available for purchase at the college bookstore and the Milne library.
The midterm exam asks you will complete one or two essay prompts that deal with the subject matter of the course. The exam is based on class reading, lectures, and discussion.
The Critical Paper The research-based critical paper is due during our scheduled final exam period, 3:30-6:50PM, Wednesday, December 16. (There is no "final exam" for this course.) It may be uploaded to the appropriate mycourses "dropbox" or submitted as a hard-copy version. Some considerations for this essay are:
• This essay should be 12-15 pages in length. • It will be will be argument-driven. In other words, there will be analysis, not simply reportage. • At least one of our creative works, either fiction or play, must be central to your project. • You will reference at least five secondary (that is, not primary, which are the novels) sources, using MLA style parenthetical citation. I have not predetermined the level or centrality of these references; ENGL443-01, Page 5 of 13
however, they should not be arbitrary. You may use the secondary material covered in class, as well as material you discover in your research
There are several pre-writing deadlines for this assignment, as follows (they are on the syllabus as well): • You will submit an "essay survey" on the essay by Friday, 6 November. It is an online Google survey comprising of five prompts, which follow: What class work or works would you like to use? Provide a general idea of what you would like to explore in your project. Provide a specific application of the general topic, in terms of either our readings or what you think might be your conclusion. List what you have completed for this project. List four items you might wish to do in preparation for and/or completion of this project. • You will give me a 300-word proposal or summary of your essay on Monday, November 23. I expect this information to be relatively binding, within reason, and any major changes need to be reported. • During the last weeks of class I will meet you with you individually to consult about your project. These meetings will occur both during and apart from class time and will be scheduled online. • On Monday, December 7, you may present any questions concerning your proposal or summary to the class for an ad-hoc workshop. We will have a generalized discussion of the assignment as well. • Again, the essay will be due Wednesday, December 16.
Discussion forum assignments The discussion forums appear in the "Discussion Forums" folder on mycourses and must be completed using the mycourses CMS. This syllabus lists the due dates for the discussion posts. Students should note those dates: students cannot "retake" or "make up" their missed discussion forum posts. This is a non-negotiable aspect of the class.
There are two major factors that influence the evaluation of your discussion forum posts: frequency and quality. You should have two objectives for each of the discussion forum assignments. Answering the prompt. Respond to the forum prompt, specifically and clearly. Replying to others. Respond to the posts by the other students in the class. Fulfilling both of these objectives requires that you visit and revisit the online forum over several days. It is likely that the mycourses settings will not allow you to reply until you publish your answer. Not all forums are open and active for the same amount of time, so plan accordingly.
Grading rubric for discussion posts Note the grading rubric used for your posts this semester.
A • Excellent D/E • Below average B • Very Good C • Average Criteria Outstanding post or A post or reply that is Proficient post or reply Basic post or reply reply below expectations ENGL443-01, Page 6 of 13
• Demonstrates superior • Provides substantial • Rudimentary and development information • Generally competent superficial content Critical Thinking • Documents remarkable • Demonstrates • Content seems cursory • Displays little analysis thought, insight, and successful thought, and commonplace or insight analysis insight, and analysis • Connects clearly to • Provides new ideas or • Limited gestures to previous or current • Few or no connections connections other sources or posts Connections posts/replies are made • But lacks depth and/or • Provides vague • Connects to real-life • Post/reply off-topic detail generalities situations • Presents new ideas • Presents new • Presents few, if any Presents new ideas or • Presents no new ideas connections new ideas or connections connections • Merely agrees with or Uniqueness • Made with depth and • Repeats or • but lacks depth and/or notes other, previous detail, providing specific summarizes of other detail posts examples from the posts readings • Completes all required • Completes all required • Completes all required postings postings postings • Posts made during the • Some, or all, required Timeliness • Posts made early in • Most made on the date final days do not permit postings missing and throughout the due, not allowing for others to read and discussion response respond • Obvious grammatical • Obvious grammatical • Few grammatical or • Several grammatical or or stylistic errors or stylistic errors Stylistics stylistic errors stylistic errors • Errors interfere with • Understanding content obscured
Qualitative analysis rubric There are number of ways to explain the differences between successful efforts in the discussion forums and less satisfactory attempts. Although this is not a formal grading rubric, here is a description of the least successful to the best.
Evaluation Explanation
Does not count toward grade This rating is given to posts that do not satisfy the assignment. Used for: agreement without new substance, general humor, posts that do not fit into the current discussion.
Answered as required This rating is given when a post answers all parts of the prompt. Fulfills basic requirements of the assignment.
Replied as required Same as above, but for replies to the posts of others. Connects back to what others have written This rating is used when a post refers back to a discussion in another forum or thread.
Opinion based in evidence This rating is given when a post is based in and supported by evidence, which could come from required reading, class notes, or other academic sources.
Transformative analysis This rating denotes a post that presents unique perspectives that make others think about the topic in a new way. Challenging analysis This rating indicates that a post engages critically with other posts in the forum and attempts a form of dialectic. ENGL443-01, Page 7 of 13
Exceeded expectations This rating suggests that the post more than fulfills the requirements and is exemplary within the context of the forum's overall dialogue.
Best practices for discussion forum posts • Use a subject line that relates to your post; this will help create interest and focus for the discussion. • Write as clearly as possible. Communicating online often requires careful and concise writing, but it can also present your personality and perspective. Humor, when pursued, needs to be both clearly humorous (and clearly not invective) and relevant to the discussion. Sarcasm does not always translate well in written and online environments. • Be supportive, considerate and constructive when replying to your classmates. Avoid jargon, slang or inappropriate language. If you disagree with a classmate, remember to respond in a respectful and tactful manner. Any posts deemed inappropriate will be removed by the moderator. • Focus your post on the topic, relating any readings and materials from class to your post. • Proofread and review your response before submission. • Participate regularly. Improve your learning by being an active and engaged student. Successful students follow and participate in the assigned discussion, log on several times before a single forum assignment is due, reading and participating all the while.
Forum procedures and requirements This course has seven discussion forum deadlines as noted in the course schedule. The dates are as follows:
Discussion forum one. Opening date: Sunday, Sept. 6. Closing date: Friday, Sept. 11. Discussion forum two. Opening date: Sunday, Sept. 20. Closing date: Friday, Sept. 25. Discussion forum three. Opening date: Sunday, Oct. 4. Closing date: Friday, Oct. 9. Discussion forum four. Opening date: Sunday, Oct. 18. Closing date: Friday, Oct. 23. Discussion forum five. Opening date: Sunday, Nov. 1. Closing date: Friday, Nov. 6. Discussion forum six. Opening date: Sunday, Nov. 15. Closing date: Friday, Nov. 20. Discussion forum seven. Opening date: Sunday, Nov. 29. Closing date: Friday, Dec. 4.
The opening dates are five days before the due dates; each forum closes close on the due date at 10PM. After that date and time, no posts can be made. Again, this is a non-negotiable aspect of this assignment.
During the five days the forum is open, students should, in this order, provide one answer (to the prompt) and one reply (to another student post within that forum). Doing so will fulfill the assignment objectives, and the responses will receive evaluation based on the grading rubric above. Students may provide more than one reply and will receive credit accordingly.
Each forum prompt may deal with the current course material and reading or introduce new material to read or view and reflect upon. Students should review the prompt as early as possible in order to successfully prepare for their answer and their replies.
Group Presentations There will be eight presentations this semester, each delivered by a different group. Each group will be responsible, as scheduled, for a 20-30 minute presentation on the assigned topic including a handout distributed (by email and/or mycourses) to the class. Each group will receive written feedback concerning their presentation. The presentations often deal with material already available on mycourses. For these presentations, the ENGL443-01, Page 8 of 13
group should read all the available material (depending on the amount and length of the reading) and provide the connections suggested by the topic. While this material is available to the class as a whole to read and discuss, the group should not assume that everyone will be prepared to do so. This means that if you plan to ask the class questions concerning the material, you may wish to draw their attention to the particulars of the reading. A few presentations demand that the group does its own research. For these presentations, the group will have to explain the material without any assumption as to class knowledge. Connections to the creative works are appreciated and necessary, as noted by the topics. The group should email the presentation handout to me by 5PM on the day before the presentation. Please make sure that your handout provides a bibliography or source list for the class's reference. Please make sure that your handout provides a bibliography or source list for the class's reference if such material is used.
Presentation "follow-up" Apart from the actual presentation, your other, individual responsibility as a presenter is to complete and submit a short, informal, paragraph-length description of the group’s deliberations and decision making process and what part you played in the group. Please submit this paragraph, via the appropriate mycourses "dropbox," on the day of your presentation.
Presentation 1. M 9/21. Report and Analysis: Mussolini, The Political and Social Doctrine, and von Müller. "Mussolini." There are two parts to this presentation: 1. Mussolini attempts to define Fascism in this important theoretical document, often in terms of opposition, what Fascism isn't. Explain his position, and note how the argument might sound to someone living in Manning's version of "Roumania;" 2. Von Müller's paraphrased conversation telegraphs some information about the Italian leader. How might this sketch relate in terms of Mussolini's own theories of governance in The Doctrine?
Presentation 2. M 9/28. Report and Analysis: Ortega y Gasset, "The Greatest Danger, the State," "Who Rules in the World?" and "We Arrive at the Real Question," from The Revolt, and Clark, "Dictatorship." There are two parts to this presentation: 1. Ortega y Gasset, usually understood as a Liberal and pragmatic philosopher, attempts to explain the causes of Europe's "demoralization" and what it promises. Explain his position, and consider how it may relate to the two creative works we've read so far. 2. What does Clark's brief essay suggest for people living in a liberal democracy?
Presentation 3. M 10/5. Report and Analysis: Johnson, "Nazi Feminists," and Bottome, "Our New Order or Hitler's?" There are two parts to this presentation: 1. Johnson presents a problem for historical researchers and their interpretation. What is this problem, and how does he resolve it? Have we seem any representations of this kind of (mis-) recognition in our other works? 2. Bottome's overwrought essay implores resistance to the Axis forces, and her trenchant political analysis makes points still repeated today. Explain her position, note how it adds to or adapts our different conceptions of the fascist/anti-fascist debate, and make at least two specific connections to any creative work we've read so far, including her own.
Presentation 4. M 10/19. Report and Analysis: Fairholme, "Gelernt is gelernt," and Grossman, "Feminist Debates." 1. Read the "Gelernt" and Fairholme in tandem, and explain the relationship between them. What is prized in this gendered nationalistic role? Make at least two specific connections to any creative works we've read so far. 2. Grossman explains another academic controversy: the possibility of women's victimization during National Socialism. What are kind of of conclusions does she draw, and how does this relate to the Fairholme and Frauen Warte articles? Is there, finally, a connection to any creative work we've read?
Presentation 5. M 11/9. Report and Analysis: Mosley, "A New National Policy," Tomorrow We Live (pages 1-12 ENGL443-01, Page 9 of 13
only), "Fascist Widows," and "How They Live on the Dole." There are two parts to this presentation: 1. "A New National Policy" is a version of the "Mosley Memorandum" that led to the creation of the New Party. The later Tomorrow We Live is a BUF publication: Mosley's attitudes have changed. Explain the contrasts between these documents, and make at least two specific connections to any creative work we've read so far. 2. Although they different kinds of pieces, "Fascist Widows" and "How They Live" suggest some of the struggle British working women faced. Explain their positions, and how does British Fascism hope to aid them? Is there, finally, a connection to any creative work we've read?
Presentation 6. M 11/23. Report and Analysis: Gottlieb, "'Motherley Hate,'" and Suh,"Women in Fascist Biopolitics." There are two parts to this presentation: 1. Gottlieb describes women's involvement in the BUF. What are the reasons she provides for said involvement, how might it relate to the earlier question of women's involvement with National Socialism, and how do we see this reflected in Hawks's novel or any other creative work we've read? 2. Suh suggests that Hawks's novel is particularly interested in issues of reproduction. Explain her position, note how it adds to or adapts our understanding of fascism's relationship to women, and make at least two specific connections to any creative work we've read.
Presentation 7. M 11/30. Horkheimer and Adorno, "The Culture Industry" (pages 120-36 only), and Griffiths, "Anti- Fascism." There are two parts to this presentation: 1. In their analysis of contemporary mass culture, Adorno and Horkheimer have repeated references to National Socialism. How and why are they doing this, and what does it suggest about contemporary culture? How might his connect to The Leader or any creative work we've read? 2. Griffiths's history of the mainstream rejection of fascism is straightforward. What reasons does he provide for this rejection? Is there, finally, a connection to any creative work we've read?
Presentation 8. M 12/7. Copsey, Selections from Contemporary British Fascism, and Durham, "Chapter 8." There are two parts to this presentation: 1. Copsey explains the some of the history of British Fascism after the Second World War. Provide an overview, and note any parallels between this history and our last two novels. 2. Durham's concluding chapter is wide-ranging. Explain his position, and consider how it may relate to the two creative works we've read so far.
Note the college's General Education rubric for "Oral Discourse" below. Evaluation will be based on these criteria.
Geneseo's General Education Oral Discourse Rubric The term “discourse” refers to an occasion of formal public address, either informative or persuasive in intent, delivered individually or as a significant part of a group report, symposium, or other group project. The term “extemporaneous” refers to a mode of interactive presentation, neither read nor memorized, that is suitable for most speech occasions. Organization Expression Presentation Reasoning Critique Exceeding • The development of • Use of language is elegant, • Delivery is • Effective use of • The evaluation (4) ideas is easy to follow. clear and vivid. extemporaneous. accurate, varied considers organization, • The discourse has a • Superior adaptation of • Audience interaction supporting material. reasoning, style, and clear, focused thesis. grammar and pronunciation is sustained throughout • The speaker’s ideas delivery. • Main points and to the audience and the discourse. are original, • The critique is linkages among them are occasion. • Voice modulation and imaginative, or justified and insightful. developed and clear. • Language choice meets the gestures are appropriate persuasive. • The evaluation is • Content and audio- demands of oral discourse and dynamic. • Citation of sources based on all of the visual aids are planned and assignment guidelines. • Delivery is fluent. is complete and standards that fulfill the well. • Well-rehearsed. consistent. assignment. • Extensive research. ENGL443-01, Page 10 of 13
Meeting (3) • The development of • Use of language is concise • Delivery is • Consistent use of • The evaluation ideas can be followed. and clear. occasionally accurate supporting considers organization • The discourse has a • Satisfactory adaptation of extemporaneous. material. and delivery. discernible thesis. grammar and pronunciation • Audience interaction • The speaker’s ideas • The critique is • Main points and to the audience and is intermittent. are clear or justified. linkages among them are occasion. • Voice modulation and convincing. • The evaluation is noticeable. • Language choice meets gestures are • Citation of sources based on most of the • Content and audio- most of the demands of oral appropriate. is consistent. standards that fulfill the visual aids are planned discourse and assignment • Delivery is fluent. • Satisfactory assignment. adequately. guidelines. • Satisfactory research. rehearsal. Approaching • The development of • Use of language is • Delivery is • Inconsistent use of • The evaluation (2) ideas occasionally wordy or manuscript bound. supporting material. focuses only on aspects can be followed. ambiguous. • Audience interaction • The speaker’s ideas of delivery. • The discourse has a • Adequate adaptation of is infrequent. are sometimes unclear • Some justification for thesis, but it is too broad. grammar and pronunciation • Voice modulation and or unconvincing. critique is provided. • Main points are to the audience and gestures are limited. • Citation of sources • The evaluation is underdeveloped and occasion. • Fluency errors are is inconsistent. based on some of the linkages among them • Language choice meets noticeable. • Incomplete research. standards that fulfill the unclear. assignment guidelines. • Inadequate rehearsal. assignment. • Content and audio- visual aids are planned minimally.
Not Meeting • The development of • Use of language is wordy • Delivery is • Noticeable lack of • The evaluation is (1) ideas is difficult to follow. or ambiguous throughout the manuscript bound; use supporting material. subjective and biased. • The discourse has no presentation. of notes is obtrusive. • The speaker's ideas • There is little or no thesis. • Poor adaptation of • Audience interaction are generally unclear justification for the • Main points are grammar and pronunciation is poor or absent. or unconvincing. critique. unstructured and linkages to the audience and the • Monotone delivery, • Citation of sources • The evaluation is among them absent. occasion. gestures are awkward. is incorrect or absent. based on personal • Content and audio- • Language choice does not • Fluency errors are • Incomplete research. opinion, rather than visual aids are poorly meet assignment guidelines. pervasive and assignment guidelines. planned. distracting. • Insufficient rehearsal.
On Class Participation Class participation includes attendance and preparation, along with active participation in class and in small group work. Class participation means that you work actively to stretch yourself intellectually; by doing so you work actively to contribute to the class's overall movement. Ideally, over time, we all will move from merely stating a position during class discussion to striving to promote dialogue between everyone in the class. The following criteria help to determine your participation grade. The criteria focus on what you demonstrate and do not presume to guess at what you necessarily know. Why? Because part of what discussion can produce is a different method of understanding the material--that is the process itself leads to a pedagogical end. Generally, the average level of participation satisfies the criteria for a "C+."
A. Demonstrates excellent preparation: has analyzed reading exceptionally well, relating it to other material (e.g., readings, lecture, course material, discussions, experiences, etc.). • Offers analysis, synthesis, and evaluation of reading, e.g., puts together pieces of discussion and lecture to develop new approaches that take the class further. • Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to the cooperative argument building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. • Demonstrates active involvement, ideally at every class meeting. ENGL443-01, Page 11 of 13
B. Demonstrates good preparation: knows reading well, has thought through implications of reading. • Offers interpretations and analysis of the reading (more than just the facts) to class. • Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. • Demonstrates consistent ongoing involvement. C. Demonstrates adequate preparation: knows basic reading facts, but does not show evidence of trying to interpret, analyze, or connect them to other aspects of the class. • Does not offer to contribute to discussion, but contributes to a moderate degree when called on. • Demonstrates sporadic involvement. D. Present, not disruptive. • Does not bring reading text to the class meeting. • Tries to respond when called on but does not offer much. • Demonstrates infrequent involvement in discussion. F or E. Not present.
Frequently stated, but generally unsatisfactory, reasons for your lack of participation: • “Shyness.” If this is you, feel free to come see me so we can work out strategies for getting you involved. • Thinking that “this conversation is shallow/obvious/stupid.” If you think the conversation needs more depth, redirect it. • Fearing that you’ll offend someone because of their gender/race/ethnicity/sexuality/religion/etc. It’s good to be sensitive to others’ feelings. But silence is not an option. You must learn to to voice your thoughts. • Thinking, “I can’t say anything profound, so I’ll be quiet.” If this is you, start small. Answer a factual question I ask, or add on to someone else’s comment, e.g. “I agree with Sarah and there’s another example of that on page 67.” • Thinking that “I just like to listen.” Being actively involved can profoundly change your experience of a class. The rest of us are working hard to build readings of these texts and would love your help. Carry your weight.
Some students will sometimes attempt to shield themselves with these claims and ruses to mask a general lack of preparedness or engagement with the material. That is, of course, unacceptable, and it is usually obvious when one does so.
Other work We may have unscheduled assignments that are announced in class, sometimes on the day of completion. Students who are not present at these times cannot and will not receive credit for said work. These assignments can take any number of forms. You may have to complete in-class or out-of-class writing prompts, often based on our readings. You may be asked to read supplemental pieces, distributed in-class or on the web site, and complete a response paper. We may watch video programs and films which will usually have in-class assignments related to them. You may also have several group assignments as announced, both discussion-oriented and text-oriented. In any case, if missed due to student absence, these unscheduled assignments cannot be made up or substituted.
On-line course material Course material is archived at mycourses.geneseo.edu. Here you will find the syllabus and selections from the following: class notes, presentation slides, supplemental readings, assignments, and other material. ENGL443-01, Page 12 of 13
Returning material While I do bring corrected hard copy material to class, if you aren't present to receive the material, you will have to pick it up at my office. Electronic submissions are returned via email or the mycourses grading tools.
Date Reading assignment Other activities M Aug. 31 First class meeting. Passmore, pp. 1-43. F Sept. 4 Manning, pp. 9-69. Read Passmore, Ch. 5. M 7 Labor Day. No class meeting. F 11 Manning, pp. 70-125. First discussion forum assignment due. M 14 Manning, pp. 126-79. F 18 Manning, pp. 180-233. M 21 Manning, pp. 234-87. Presentation 1. F 25 Bottome, pp. 3-72. [PDF reading.] Second discussion forum assignment due. M 28 Bottome, pp. 73-138. [PDF reading.] Presentation 2. F Oct. 2 Bottome, pp. 139-211. [PDF reading.] M 5 Bottome, pp. 212-281. [PDF reading.] Presentation 3. F 9 Bottome, pp. 282-352. [PDF reading.] Third discussion forum assignment due. M 12 Fall Break. No class meeting.
F 16 Burdekin, Ch. 1-3, pp. 5-55. M 19 Burdekin, Ch. 4-5, pp. 56-100. Presentation 4. F 23 Burdekin, Ch. 6-7, pp. 100-53. Fourth discussion forum assignment due. M 26 Burdekin, Ch. 8-10, pp. 153-96. Please be sure to view The Prisoner by this date. F 30 Midterm exam. Bring a blue book. Midterm exam. Bring a blue book. M Nov. 2 Boland, The Prisoner. F 6 Boland, The Prisoner. Fifth discussion forum assignment due. Essay survey due. M 9 Holtby, Take Back Your Freedom. [PDF reading.] Presentation 5. F 13 Hawks, pp. 5-44. [PDF reading.] M 16 Hawks, Chs. 6-14, pp. 45-93. [PDF reading.] F 20 Hawks, Chs. 23-33, pp. 93-128. [PDF reading.] Sixth discussion forum assignment due. M 23 Freeman, pp. 3-56. Presentation 6. 300-word essay proposal due. F 27 Thanksgiving break. No class meeting. M 30 Freeman, pp. 57-106. Presentation 7. F Dec. 4 Freeman, pp. 107-160. Seventh discussion forum assignment due. M 7 Freeman, pp. 161-211. Presentation 8. Ad-hoc essay discussion/workshop. ENGL443-01, Page 13 of 13
F 11 Spark, pp. 1-78. M 14 Spark, pp. 79-137. Last class meeting.