WGSS 2367.01: U.S. Women Writers: Text and Context
WGSS 2367.01: U.S. Women Writers: Text and Context
T Th 9:35-10:55, Caldwell Lab 135
Instructor: Haley Swenson
Office Hours: T 12:00-2:00 and by appointment
Office Location: University Hall 0037
Contact:
Accommodation of students with Disabilities:
Students who have verification from Disability Services are responsible for contacting the instructor as soon as possible to make necessary arrangements. The Office for Disability Services (150 Pomerene Hall; 614-292-3307) verifies the need for accommodations and assists in the development of accommodation strategies.
Guiding Questions for WS 2367.01
- How do women writers articulate female experience? How do these articulations differ? How are they the same? Why are they important?
- Why is it important to investigate issues of gender oppression, race oppression, class oppression, and homophobia as they relate to one another?
- How does literature connect to, or reflect, “real life?” How does literature connect to you? Can literature bring about social change? What effects do the choices authors make about form and content have on the ability of these texts to challenge inequality?
Required Texts (available exclusively at SBX):
The Awakening, Kate Chopin
Bastard out of Carolina, Dorothy Allison
Lucy, Jamaica Kincaid
The House on Mango Street, Sandra Cisneros
Fun Home, Alison Bechdel
Goals:
As a course that fulfills the "Writing and Related Skills" and "Diversity: Social Diversity in The United States" GEC requirements, the goals of Women's Studies 2367.01 are to help students:
1. Through critical analysis, discussion, and writing, students demonstrate the ability to read carefully and express ideas effectively.
2. Students apply written, oral, and visual communication skills and conventions of academic discourse to the challenges of a specific discipline.
3. Students access and use information critically and analytically.
Because this is a women's studies course, all assignments are expected to reflect an understanding of feminist scholarship. This does not mean that you are expected to be or become a feminist, but it does mean that you will be expected to demonstrate the ability to apply feminist theories and critical methods in your work, which means the ability to critique inequalities. We will practice looking through a feminist lens throughout the quarter in our discussions of literature and women's history.
This is also a second-level writing course, so you will be expected to further develop and improve the writing skills that you learned in the first-level writing course. In addition, your writing for this course will focus on the analysis of literary texts. The writing expectations of this course may be challenging to you, but will offer an excellent opportunity for you to improve as writers. To assist you in this development, we will talk about writing processes, strategies, skills, conventions, and expectations throughout the quarter.
Attendance Policy:
Each student is allowed two unexcused absences over the duration of the semester. For each absence beyond that, except in extenuating circumstances, the student’s final grade will be dropped by three points. In the event of a severe outbreak of the flu on the OSU campus, I will rework this policy. If you are absent from a class, you are responsible for speaking to classmates about what you missed. I will only respond to emails about what was missed in class under extenuating circumstances.
Course Requirements:
In-Class Participation (10%)
What makes a literature-based class truly dynamic is the quality of its discussions. Though there will be some small lectures during the quarter, most classes will be discussion based, with an emphasis on dialogue and sharing of perspectives, ideas, and interpretations. It is expected that you will be an active and informed participant in all class discussions and that you will have read assigned texts by the dates indicated on the syllabus. Students are expected to engage in respectful intellectual dialogue in the classroom. Participation grades will be given with a participation rubric, posted on Carmen in the first week of class.
Reading Quizzes (10%)
On five occasions in the semester, you will be given a pop quiz to ensure that you are coming to class prepared and having read and understood the material. You will receive no notice about these quizzes in advance.
Presentation (10%)
One time during the semester you, alone or with a partner, will present on an article in class. You will provide the class with a one-page handout for your article that includes the article’s main arguments, some thoughts on the form, evidence, and rhetoric of the piece, and how effective you think it is as a feminist writing. The goal is prepare your classmates to answer an exam question about the article with the handout and a 10 minute discussion of the article. Power points are welcome, but you will be stopped after 10 minutes.
If you have any difficulty with your article, please see the instructor at least one week before your presentation.
Paper Assignments (50%):
Paper # 1 (20%) 3-4 pages: A writing prompt will be handed out for this paper. Drafts will be peer reviewed in class. An optional re-write of this paper will be due with the final exam.
Paper # 2 Draft (10%) 4-7 pages: Suggested topics will be handed out for this, although you do have the option of creating your own topic that must be approved by me prior to the due date. You must conference with me about your paper before it is due, in order to receive full credit.
Paper #2 Final Draft (20%) 5-7 pages: This will be a re-write. This final draft must show that you have fully considered and understood feedback from peer review and your conference with me.
All papers are expected to be typed, double-spaced, with 12-point Times New Roman font and one-inch margins. All papers must adhere to the standard MLA research paper format and should include in-text citations as well as a Works Cited page. Your thesis statement must be underlined. Your papers should not merely repeat class discussion or consist of plot summaries or descriptions; your papers should argue a thesis from a definite position about the literary texts we are covering. Papers are to be submitted to the appropriate folder in the Carmen drop box by the time of the class meeting on the date that the papers are due.
Please note that assignments are due on the dates designated in the syllabus. If an emergency arises and you make arrangements with me ahead of time, I may agree to accept a late assignment. If I do not agree or if prior arrangements have not been made, you will receive a lowered grade for that assignment. Paper grades will be dropped by a half grade for each day that they are late. A computer malfunction is not an acceptable excuse for not turning a paper in on time.
Exam (20%):
The exam will be a take-home during finals week. The questions will ask you consider the relationship between the articles your classmates have presented on, especially their rhetoric and form, and the literature we have read and discussed this semester. Approximately 4-5 pages of writing.
Academic Misconduct:
All students are responsible for doing their own work and plagiarism will NOT be tolerated. As defined by University Rule 3335-31-02, plagiarism is “the representation of another’s works or ideas as one’s own; it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas.” Plagiarism is one of the most serious offenses that can be committed in an academic community; as such, it is the obligation of this department and its instructors to report all cases of suspected plagiarism to the Committee on Academic Misconduct. After the report is filed, a hearing takes place and if the student is found guilty, the possible punishment ranges from failing the class to suspension or expulsion from the university. Although the existence of the Internet makes it relatively easy to plagiarize, it also makes it even easier for instructors to find evidence of plagiarism. It is obvious to most teachers when a student turns in work that is not his or her own and plagiarism search engines make documenting the offense very simple.
Make sure to:
* Always cite your sources (I can help with this) and ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism
To preserve the integrity of OSU as an institution of higher learning, to maintain your own integrity, and to avoid jeopardizing your future, do not plagiarize!
Resources
Yourinstructor: Please feel free to contact me at any time over the course of the quarter if you are struggling with papers, course work, etc. I am willing to work with you. Email is the best way to contact me. I will respond to your email within 24-hours on weekdays, and by Sunday evening at the latest on weekends (beginning Friday evening). Also, I encourage you to use my office hours.
The OSU Writing Center: OSU Writing Center consultants are an excellent resource for writers at any level or stage in the writing process. Take advantage of the free individual tutoring that you can receive there. The Writing Center is located in 485 Mendenhall Laboratory, on the south side of the oval.
Phone: 614.688.4291 Website:
8/23 Welcome—Syllabus and Introduction
8/28 The Awakening-pp. 3-31
Presentation on context, etiquette--Haley
8/30 The Awakening-pp. 31-59
Declaration of Rights and Sentiments from Seneca Falls-Find online—Presentation:
9/4 The Awakening-pp. 59-90
Elizabeth Ammons, “Women of Color in The Awakening”—Presentation:
Helen Taylor, “Gender, Race, and Region”—Presentation:
9/6 The Awakening-pp. 90-109
Contemporary Reviews—2 presenters:
Chopin’s Retraction—Whole class
9/11Writing Workshop—Bring full draft of paper 1
9/13 Bastard out of Carolina—pp. 1-50
Paper 1 Due in Class
9/18 Bastard out of Carolina—pp. 51-103
“A Question of Class” by Dorothy Allison—2 presenters:
9/20 Bastard out of Carolina—pp. 104-152
“Poor White Women” by Roxanne Dunbar—2 Presenters:
Available online
9/25 Bastard out of Carolina—pp. 153-193
“Homophobia as a Weapon of Sexism” on Carmen—2 Presenters:
9/27 Bastard out of Carolina—pp. 194-247
10/2Bastard out of Carolina—pp. 248-309
Kimberle Crenshaw, “Mapping the Margins” on Carmen—2 Presenters:
10/4Writing Workshop—Generating an argument for Paper 2—“They Say, I Say”
10/9“Ain’t I a Woman?” by Sojourner Truth on Carmen—Whole class
“Double Jeopardy: To Be Black and Female” by Frances Beal—Whole class reads it, also 2 presenters:
10/11Lucy—pp. 3-41
“Love and Gold” by Arlie Hochschild-- 2 Presenters:
10/16Lucy –pp. 43-109
“Just Another Job?” by Anderson—2 Presenters
10/18 Lucy—pp. 109-164
10/23 Writing Workshop—From Sources to Thesis—Thesis and outline due
10/25 House on Mango Street—pp. 3-32
“Introduction”—Presentation:
10/30 House on Mango Street—pp. 33-69
“Borderlands—La Frontera” by Gloria Anzaldua—2 presenters:
11/1 House on Mango Street—pp. 70-110
“When Sexual Autonomy isn’t Enough: Sexual Violence Against Immigrant women” on Carmen—2 Presenters:
11/6 Writing Workshop—Paper 2 Full draft required
11/8 Fun Home—pp. 2-54
11/13 Fun Home—pp. 55-120
11/15 Fun Home—pp. 121-165
11/20 Fun Home—pp. 166-232
An Interview with Alison Bechdel on Carmen—Presenter:
11/22 No class—Thanksgiving Break
11/27 Paper Conferences
11/29 Paper Conferences
12/2 Paper #2 Final Drafts due on Carmen at midnight
12/4—Wrap-up. Students receive take-home final exam in class.
Optional re-write of Paper 1 due in class.
12/7 Final exam due on Carmen at noon