WRTG 3020: Writing About the Body

WRTG 3020: Writing about the Body

Spring 2008 Prof. Kupetz

Sec 006:9:00-9:50 ATLS 104 ENVD 1B50A

Sec 015: 10:00-10:50 ATLS 104 Ext. 5-4674

Office Hours: MW 11-12:30 [email protected]

Difference is what we all have in common.

Lennard J. Davis

The “essay”—which should be understood as the assay or test by which, in the game of truth, one undergoes changes, and not as a simplistic appropriation of others for the purpose of communication—is the living substance of philosophy...an exercise of one’s self in the activity of thought.

Michel Foucault, “Forms of Problematization”

Objectives

Writing about the Body (a GT-CO3 course) problematizes dominant representations, interpretations, and assumptions about the human body (and bodily difference). As critical readers and writers, we will consider texts (including visual texts) from multiple genres, including reportage, memoir, short fiction, poetry, and theory. By reading memoir, fiction, poetry, and reportage, we will identify generic conventions and determine how (and why) certain representations signify. Our approach to theory will be interdisciplinary, including texts from sociology (Erving Goffman’s Stigma), anthropology (Mary Douglas’s Purity and Danger), and disability studies (including multiple texts from Rosemarie Garland Thomson and Lennard J. Davis), and we will use theory to disrupt dominant strategies for interpreting and commenting upon representations of the body and to develop new ones for considering future texts. By articulating a cluster of theoretical texts and applying them to well-established genres, we will begin to reveal how representations translate into beliefs and actions; in short, we will reveal how representation is political, governmental (in that they impose regulations and limits on subjects).

As writers, we will engage the academic discussion about the body to further the critical discourse on the body, on normativity, and on subjectivity (the self’s sense of identity as self). We will participate in this discussion through our in-class discussion on texts that we have read closely, but also through our written assignments throughout the semester. While close reading is indispensable to better writing, we will focus on writing as a process that helps develop critical thinking. For each major writing assignment, you 1 | W R T G 3 0 2 0 will utilize a customized process that will include generative and organizational pre-writing, drafting (yes, you will, in fact, write more than one draft!), peer- and self-revision, proofreading (yes, proofreading is, in fact, different from revision!), and preparing a final draft. In addition, while you work on your research paper you will develop your abilities to define research needs; set research strategies; evaluate sources for relevance, credibility, and bias; and accurately document research with in-text (MLA-style) citations. Non-research based writing assignments will ask you to respond to texts, analyze them rhetorically, and craft your writing to specific audiences for specific purposes.

Required Texts

Garland-Thomson, Rosemarie. Extraordinary Bodies (EB). (Also available as an e-Book through Norlin Library > Chinook Catalog.)

Goffman, Erving. Stigma: Notes on the Management of Spoiled Identity (Goffman).

Useful Links

The Owl at Purdue. 1 Jan 2007. Purdue University. 27 Aug 2007. .

OWL (or Online Writing Lab) can be used as a grammar and usage text, as well as a guide to MLA style.

Grading Requirements Percentage

Attendance & Participation 15% Assessments 5% Sudden Essay 10% Short Essays (2, 20% each) 40% Research Essay 25% Presentation 5%

WRITING

The Essays: In this course, you will write two short essays (500-750 words); one longer, research-based essay (1250-1750 words); and one sudden essay (250-400 words). Each essay you write, regardless of

2 word count, will undergo a guided process of invention, organization, drafting, revision, and final preparation. For short essays, you will choose specific topics based upon general prompts derived from the reading that we will complete in class. When you reference in-class readings in your sudden essays, you must cite your sources and include a works cited page.

Short Essays: Each short essay will demonstrate your ability to articulate two (or more, if you choose) texts from different genres and to use theory as a tool with which you unpack meaning. Short Essay #1 will focus on an analysis of fictional representations of the body, while Short Essay #2 will focus on an analysis of non-fictional representations of the body found in contemporary reportage. By working on a smaller scale in these assignments, you will refine your ability to work simultaneously with different genres, to posit an argument that articulates those texts, and to deploy an effective argument using theory as a tool (or, as I will often say in class, as a lens through which you read and comprehend). These essays will prepare you for the longer, sustained, and self-directed work in your argumentative research paper.

3 | W R T G 3 0 2 0 Argumentative Research Paper: You will write a 1250 to 1750 -word research paper that explores a self- directed topic concerning textual representations of the body. Your purpose is to inform the reader about a particular issue, to present multiple viewpoints on the issue, and to argue a particular point of view in order to achieve a particular objective (to make the reader think differently, to make the reader take action, etc.). To accomplish this, you will write a proposal, conduct academic research, prepare an annotated bibliography, and compose a series of drafts that culminate in your final product.

In the past, students have written research papers on equine-assisted therapy, representations of bodily difference in comic books, and representations of the body in pre-colonial Peruvian pottery (an anthropology major, the student parlayed her interest in the subject into a fully-funded six-week summer research opportunity to further study these artifacts).

Sudden Essay: Your sudden essay (I have appropriated the adjective “sudden” from the genre commonly called “sudden fiction,” alternately known as “flash fiction” because of its brevity and impact) will respond to one text we have discussed in class. Your final written assignment of the semester, the sudden essay will display your ability to write persuasively with a minimum of words, evidencing your increased aptitude for organization, rhetorical awareness, and explicitness.

Miscellaneous Writing Assignments: Any additional, brief writing assignments will be evaluated as homework and counted toward the Attendance & Participation grade.

General Document Guidelines: Unless otherwise noted, hard copies of all written assignments are due in class on the assigned dates at the assigned times. No late papers. Additionally, all written assignments are to be typed or word-processed, double-spaced, and single-sided with one-inch margins and page numbers. The first page should include the word count in the header. Paperclip or staple the pages together. Do not use title pages; they are both wasteful and ugly. Do not use fancy fonts (Arial, Helvetica, and Verdana are standard) or inflated font size (12 pt is the norm, but 10 pt is also acceptable). Do not use increased margins; do not two-and-a-half or triple space—the assignments are based upon word count, so this does not solve any problems.

N.B. When submitting assignments electronically, you must follow the naming convention (if specified) on the assignment. For example, you may be instructed to save your paper as “lastname_essay1_final.doc.”

PRESENTATIONS

Argumentative Research Presentation: At the end of the semester, you will prepare and present a five- minute (no longer; practice your timing) presentation based on your argumentative-research paper. Your

4 presentation will focus on your argument and include any necessary background information or supporting evidence to bolster your claim for a general audience, and you will be required to supplement your presentation with a brief PowerPoint slideshow.

5 | W R T G 3 0 2 0 ASSESSMENTS

Reading Quizzes (Open Book): Each major reading assignment has a corresponding quiz posted on CU Learn; these quizzes are indicated on the syllabus schedule. Once the window has closed for the online quiz, it will not be reopened. Readings with quizzes are marked with a Q in the schedule above.

ATTENDANCE & PARTICIPATION

Attendance: Your regular attendance is expected. Accruing more than three absences will result in failure of the Attendance requirement; accruing more than six absences will result in failure for the course. Each absence on a workshop day will count as two absences in the grade book. It is your responsibility to contact me about work you might have missed during any absence, excused or unexcused.

Active Participation: The course relies upon discussion to make meaning. Your role is to come to class prepared, having read the text(s) completely and completed all assignments (including assignments that might not appear on the syllabus but have been disseminated in class), and then engage in daily, active participation. You are expected to speak; you cannot earn an “A” without in-class participation.

Peer Review: Peer review is an indispensable aid to the development of critical thinking and reading, as well as your editing and writing skills. By thoroughly examining another’s work, a writer further develops his or her craft. We will conduct workshops of various styles and formats, which I will outline for you as we prepare to conduct them, and you are responsible for knowing the specific criteria for any given day’s workshop, as well as mechanical/logistical issues (i.e. how many copies of your essay you need to distribute and when, etc.

N. B.: Sometimes we may utilize CU Learn to post essay drafts for individual download instead of distributing hard copies of each draft in class. In this case, it is your responsibility to print out all papers (single-sided, double-spaced), mark them thoroughly (see handout on Proofreading), and have them available for use during workshops. (It goes without saying that if you show up with drafts sans written comments, you will be docked in your A&P grade). Print. The. Drafts. Mark. Them. Up.

Classroom Decorum: Students and faculty each have responsibility for maintaining an appropriate learning environment. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. In addition, set all mobile phones to OFF, not Vibrate. If I see

6 you use a cell phone for any reason during class, you will be marked as absent for that day. I reserve the right to put an end to any distracting eating or drinking. If you must ask a course-related question to a colleague, please do so as quietly and unobtrusively as possible. Further rules on decorum may be added as warranted.

7 | W R T G 3 0 2 0 ACCOMMODATIONS FOR STUDENTS WITH LEARNING DIFFERENCES

If you qualify for accommodations because of a disability please submit a letter to me from Disability Services in a timely manner (during the first three weeks of the semester, except for unusual circumstances) so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).

PLAGIARISM & ACADEMIC DISHONESTY

All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council and those students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member involved and non-academic sanctions given by the Honor Code Council (including but not limited to university probation, suspension, or expulsion).

In this course, any instance of academic dishonesty (including but not limited to plagiarism) will result in an F for the course and referral to the Honor Code Committee.

Please refer to www.colorado.edu/honorcode to view the specific guidelines. If you have any questions related to this policy, please contact the Honor Code Council at [email protected].

RELIGIOUS OBSERVANCES

Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, please inform me of all conflicts at least one week in advance so we can make reasonable accommodations. See full details at .

FLEXIBILITY

Your professor reserves the right to amend this syllabus during the semester and apprise you of such changes in a timely manner.

8 9 | W R T G 3 0 2 0 Schedule

Date Daily Plan; Work Due.

Aug 25 M Introduction to the Course; Syllabus; Active Reading.

Aug 27 W The Writing Process; Modes of Writing.

Aug 29 F In-Class Writing: Rhetorical Analysis.

Sept 1 M Labor Day (No Class).

Sept 3 W Stigma, Goffman.

Sept 5 F Stigma, Goffman; Q.

Sept 8 M “Disability, Identity, and Representation: An Introduction,” (EB 5-18) Q; Ralston, Aron. Selections from Between a Rock and a Hard Place. (CU Learn). Sept 10 W Ralston, Aron. Selections from Between a Rock and a Hard Place. (CU Learn).

Sept 12 F Aron Ralston In-Class Visit

Sept 15 M In-Class Writing Assignment; Workshop: Paragraph Assignment.

Sept 17 W Tremain, Shelley. “Foucault, Governmentality, and Critical Disability Theory” (CU Learn); Foucault, Michel. Selections from The Archaeology of Knowledge (CU Learn, e-Reserve). Q Sept 19 F Carver, “Fat” (CU Learn).

Due: Paragraph Assignment (CU Learn). Sept 22 M Carver, “Fat” (CU Learn); Dubus, “The Fat Girl” (CU Learn).

Receive: Assignment for Short Essay #1. Sept 24 W Dubus, “The Fat Girl” (CU Learn).

Sept 26 F Small-group Thesis Conferences, Short Essay #1 (Bring Copies to Class).

Due: E-mail Drafts to Group (Using CU Learn Group E-mail) by 2 pm, Sept 28, 2008. Sept 29 M Writing Lab: Essay #1.

Oct 1 W Short Essay #1 Peer Review Group Conferences.

Oct 3 F Short Essay #1 Peer Review Group Conferences.

Oct 6 M “Constructing Normalcy,” Davis (CU Learn, e-Reserve). Q

Due: Short Essay #1 Finals (Submit via CU Learn by 5 pm). Oct 7 W “Theorizing Disability,” (EB 19-54). Q

10 Oct 9 F Sachs, Oliver. “Phantoms” (CU Learn, e-Reserve).

Oct 13 M Douglas, Mary. Chapter 2 from Purity and Danger (CU Learn).

Oct 15 W Douglas, Mary. Additional selections from Purity and Danger (CU Learn) Q;

Secondary Reading: LaCom, Cindy. “Filthy Bodies, Porous Boundaries: The Politics of Shit in Disability Studies” (CU Learn). Oct 17 F Researching, Evaluating Sources, Research Proposals.

Receive: Essay #2 Assignment. Oct 20 M Idea Generation; Research Lab.

Oct 22 W Research Lab

Due: Research Proposal. Oct 24 F Eric Westover (Founder and Publisher of UpperEx) In-Class Visit.

Due: E-mail Draft of Short Essay #2 (Using CU Learn Group E-mail Feature) to Group by 5 p.m. Oct 27 M Short Essay #2 Workshop.

Oct 29 W Annotated Bibliography Workshop (Bring Copies to Class).

Oct 31 F Writing the Research Paper.

Nov 3 M Generative Exercises.

Due: Short Essay #2 (CU Learn). Nov 5 W Organizational Exercises.

Due: Annotated Bibliography Final. Nov 7 F Workshop: Research Paper Intro & Outlines (Bring to Class).

Due: E-mail (CU Learn Group E-Mail) Full Drafts of Research Paper Drafts by Thurs, Apr 3, 5 p.m. Nov 10 M Workshop: Research Paper Full Drafts.

Nov 12 W Individual Conferences (Bring Revised Draft to Conference).

Nov 14 F Individual Conferences (Bring Revised Draft to Conference).

Nov 17 M Workshop: Research Paper Final Draft.

Nov 19 W Research Paper Post Mortem; Presentation Workshop.

Due: Research Paper (CU Learn Assignments).

11 | W R T G 3 0 2 0 Nov 21 F “The Cultural Work of American Freak Shows,” (EB 55-80); Garland Thomson, Rosemarie. “Introduction: From Wonder to Error—A Genealogy of Freak Discourse in Modernity” (CU Learn); Bogdan, Robert. “The Social Construction of Freaks” (CU Learn). Q Nov 24-28 M Thanksgiving Break.

Dec 1 M Film: Murderball.

Dec 3 W Film: Murderball.

Dec 5 F Jason Regier (U.S. Paralympian) In- Class Visit. Dec 8 M Presentations.

Due: Sudden Essay. Dec 10 W Presentations.

Dec 12 F Presentations; Conclusion.