Women Warriors / Women Writers
English 367.02 (07746-4): The U.S. Experience as Reflected in Literature
Winter 2000, M/W: 11:30 - 1:18 P.M., Denney Hall 256
This course will explore American female consciousness through literature by
American women. We'll examine different women's diverse and contradictory
feelings about biology, gender, sexuality, patriarchy, feminism, and women's
writing. The one thing that makes them a community (and we shall certainly
debate this, my bias, in class) is their efforts to battle (men, women, their
respective cultures in general) for control and agency over their identities.
As we read the poetry, plays, a novel, a television show, and a film, we'll
also develop critical thinking skills that allow us to not only interrogate
but also appreciate the literature that we experience. The goal is not
merely to understand their themes and theses, but rather to question them in
order to define ourselves. To accomplish these important tasks, we must
practice argumentation; we must articulate ourselves in open class discussion,
and—perhaps more importantly—in writing. Besides constant class participation,
we'll submit short response papers to the course web-based discussion page,
write weekly quizzes that explain significant passages of the literature we're
reading, and delve deeply into one work in a four-page paper. In order
to further our studies and raise our own arguments' credibility, we'll incorporate
what others have written about these piece of literature—cursively in an annotated
bibliography and fully in a research paper which be shared with the class as
an oral presentation.
Chopin, Kate: The Awakening, Norton Critical
Hellman, Lillian: The Children's Hour
Kingston, Maxine Hong: The Woman Warrior
Rich, Adrienne: Adrienne Rich's Poetry and Prose,
Norton Critical Ed.
Griffith: Writing Essays about Literature,
(2nd Ed. available at Main Library ETC Reading Room,
PN83.G72 1986 c.2)
Assignments and Grade Distribution
3 web-discussion submissions (250 words each at 5% each), 15%
You must sign up to write 2 papers which respond to particular reading assignments, 1 to literature
and 1 to criticism. These semi-formal papers should 1) report theses,
issues, and, contexts of the work as well as define key terms, 2) respond critically
to the work, and 3) ask two questions or identify two issues for class discussion.
One will be on a primary text (a work of literature) and one will be on a secondary
text (a work of criticism). Because the response to a critical work precedes
the two-person group presentation (see below), group members may write a collaborative
response of 500 words to both works. The third submission will be an abstract
of your research paper in progress. Because your peers and I need time
to check the web, papers/abstracts for Monday's class must be submitted to the
course web-based discussion
page by noon Saturday, those for Wednesday's by noon Monday.
an oral presentation (10 minutes), 5%
As noted above, this assignment is used in conjunction
with the response to a secondary source. However, the written and the
oral work will be evaluated separately. In the presentation, besides simply
restating the pieces' theses, two-person groups should put the articles in conversation.
Where do the critics' interpretations coincide, where do they split, and—of
course—why? As the presentation should lead into class discussion, concluding
with questions or issues is suggested. More instructions to come.
a four-page paper (typed, double-spaced, 1000 words), 25%
This explanatory annotation paper should either explain
an assigned reading's most significant passage or compare/contrast two assigned
readings's most significant passages. More instructions to come.
a preliminary bibliography (20 sources), ungraded
Due before the annotated bibliography, the purpose
of this assignment is for you to determine if you have a researchable topic.
If your search strategy does not locate approximately 20 sources, your topic
needs to be rethought and you should confer with me.
an annotated bibliography (10 sources, 50 words per annotation), 10%
As preparation for the final research paper, the
purpose of this assignment is to compile and evaluate sources for a research
topic or author. Annotations should summarize theses or controlling ideas
and discuss the validity of the text's argument. More instructions to
an eight-page final research paper (typed, double-spaced, 2000 words),
The paper should either 1) extend a conversation
regarding an assigned reading by researching others'
interpretations of the work and/or comparing it with selections of the author's
other work, 2) read and research another work by a female writer (subject to
my approval), or 3) researching a topic or issue initiated in class conversation.
The paper must incorporate and quote at least 4-5 secondary sources. More
instructions to come.
class participation peer response, quizzes, 15%
This grade is determined by both class participation
and the peer responses for first drafts ofthe explanatory annotation paper and
the research paper. Peer responses, of approximately 150 words, should
be critical yet sensitive in their evaluation of the form (thesis, support,
style, voice, organization) and content (thesis, argument, use of evidence)
of their peers' first drafts. Class participation is vital in illuminating
the multiple perspectives of the controversial issues and the divergent interpretations
of the assigned readings that we'll be discussing. In order to participate
in class, you must have read the assignments. To get the conversation
started, approximately every other class we'll have a brief quiz and two or
three students will be selected at random to read their quiz, to which the class
is expected to respond.
Composing a 250-word discussion response to a piece
of secondary (critical) reading of an author who we've recently read or will
soon read, will elevate your response paper grades, depending on the quality
of the response. Composing another will elevate your quiz grades.
These must be done before oral presentations begin.
The Web-based Discussion Page
The course web-based
discussion page provides two functions—first, to share writing and ideas
that provoke in-class discussion; and second, to make course announcements and
reminders. I encourage all to read these informative messages, not to
mention share your perspective with the rest of the class; but, obviously, anything
above and beyond the three assigned responses is not required.
There will be a one letter grade deduction per day
for all assignments that are turned in late. An extension may be given if absolutely
necessary and warranted.
Drafting and Revision
First drafts of the explanatory annotation paper
and the research paper will undergo peer response—and my response if you so
desire—from which you can revise a second draft which will be turned in for
a grade. Though I will not grade first drafts, I do require (and check)
that they meet at least three-fourth of the page limit—three pages for the
first paper, six for the research paper. Failure to meet this minimum
will result in a one-third letter deduction from the paper's final grade (an
“A" will become an “A-"). If you provide your peers no draft at all, you
will earn a one letter grade deduction on the final grade. The explanatory
annotation paper, but not individual responses, or the research paper, may be
revised once after receiving a grade with my comments for a new grade assessment.
After the first paper, but before the annotated bibliography,
you must sign up for an individual conference in order that we can talk about
your first paper and research paper topics. Though no more conferences
are required, I encourage you to see me during my office hours (or by appointment)
to talk about any course concerns you have.
Don't do it. Using someone else's words, ideas,
or work without proper citation and representing it as your own is the most
serious of academic offenses. All cases of suspected plagiarism will be
reported to the Committee on Academic Misconduct.
Unexcused absences will not be tolerated.
Family emergences, illness/injury with doctor's note, jury duty, athletic or
other collegiate competition, religious holidays, and so forth constitute excused
absences. Bring notes within one week of your return to class or I will
not accept the excuse. Two-thirds of a letter grade will be deducted from
your final grade for every unexcused absence beyond two. (An “A"will become
a “B+".) Five unexcused absences will result in your failure of the course.
I do not tolerate tardiness either. Two unexcused tardies equals one unexcused
absence. Tardies will affect your grade. I strongly suggest not
being late because quizzes will be given in the first five minutes of class.
If you know in advance that you have to miss or be late for a class, please
notify me beforehand in order that we can make arrangements regarding missed
On the Monday after finals week, I will have your
final research papers ready for you to pick up. Make an appointment with
me to retrieve your work, or I will discard it after two quarters.
The staff of the Writing Center serve as readers
and responders to writing for English 110, English 367 and other university
disciplines. Besides giving feedback, these English graduate students
can help with other writing issues such as topic development, organization,
coherence, clarity, and self-editing. To make an appointment, call 292-5607
or stop by 485 Mendenhall Labs M/W 8:30-5:30, T/R 8:30-7:30, and F 8:30-1:30.
The Ombud is a resource for students and teachers
of English 110 and 367. If you have any concerns about the course but feel you
cannot speak with me, please feel free to consult with the Ombud. All
conversations are confidential.
|Ombud: Mike King
||Office: Denney Hall 363
|Office Hours: M/W 8:30-9:30, 12-5
||Office Phone: 292-5778
Office of Disability Services
If you have any specific needs or concerns, please
feel free to discuss the issue with me during office hours. Students with
disabilities who need accommodations should be registered at the Office for
Disability Services (292-3307).
This schedule is subject to change, so listen in class and check online for possible revisions.
Introductions, Syllabus Concerns
Bishop: “In the Waiting Room" (3pp, course
packet or Reserves)
Please print this syllabus, Strategies for
Reading and Writing, and Bishop
Atwood: “Fiction: Happy Endings" (4pp, course
packet or Reserves)
Kizer: from “Pro Femina" (3pp, course
packet or Reserves)
Piercy: “Barbie Doll" (2pp, course packet or Reserves)
Griffith: Writing Essays about Literature (5-13, 146-150)
Writing a Position or Response Paper
Gilman: “The Yellow Wallpaper" (12pp, Reserves)
Glaspell: “Trifles" (12pp, Reserves)
Tyson: “Feminist Criticism" (21pp, Reserves)
Griffith: Writing Essays about Literature (15-26)
Writing an Essay Examination or Quiz
Chopin: The Awakening (3-59)
Griffith: Writing Essays about Literature (27-55, esp. character,
Paper 1 Prompt: Writing an Explanation or Comparison Paper
||No Class: Martin Luther King Day Observed
Chopin — continued (59-109)
Chopin criticism (sign up for
approx. 10pp, included in The Awakening)
3 to 5 group presenations
Griffith: Writing Essays about Literature (153-173)
Writing an Explanation or Comparison Paper — continued
Hellman: The Children's Hour (3-53)
Griffith: Writing Essays about Literature (57-81, 175-191)
Writing an Explanation or Comparison Paper — continued
Hellman — continued (54-70)
Hellman criticism (sign up for
approx. 10pp, Armato/Falk, Lederer, Sievers; Reserves)
1 group presentation
Writing a Peer Response Paper
Print Peer Response Questions and Sample
Due: Paper 1, Draft 1
Griffith: Writing Essays about Literature (83-112)
Due: Paper 1, Draft 1 Peer Responses
Rich: Adrienne Rich's Poetry and Prose — TBA from the 1950s/1960s
Rich criticism (sign up for selected
articles, approx. 10pp)
1 group presentation
Griffith: Writing Essays about Literature (241-261)
Revising a Paper
Television Episode: The X-Files, “Humbug"
½ class read Wilcox and Williams: “‘What Do You Think?': The
X-Files, Liminality, and Gender Pleasure" (22pp, Reserves)
½ class read Parks: “Special Agent or Monstrosity: Finding the
Feminine in The X-Files" (22pp, Reserves)
1 or 2 group presentations (no debate, each group work on 1 essay)
Research Paper Prompt: Determining a Topic and a Question
Due: Paper 1, Draft 2
***meet in Lord Hall Room 19 (first half of class only)
Research Paper Prompt: Finding Sources
***meet in Brown Hall Public Computing Site
Peruse CCL's handout on using
Rich — continued — TBA from the 1970s (30pp)
Griffith: Writing Essays about Literature (193-240)
1 group presentation
Annotated Bibliography Prompt: Writing an Evaluation of a Source
Print Annotated Bibliography Assignment and
Due: Preliminary Bibliography (20 sources)
Rich — continued — TBA from the 1980s (30pp)
1 group presenation
½ of class read Wood: “Images and Women" (15pp, Reserves)
½ read Stacey: "Desperately Seeking Difference" (14pp, Reserves)
1 or 2 group presenations (no debate, each group work on 1 essay)
Kingston: The Woman Warrior (1-16)
Writing an Abstract
Due: Annotated Bibliography
Kingston — continued (17-110)
Writing a Research Paper
Due: Abstracts on web-based
Kingston — continued (111-209)
Writing a Research Paper — continued
Due: Research Paper, Draft 1
Due: Research Paper, Draft 1 Peer Responses
||Due: Research Paper, Draft 2 by 5 P.M. Wednesday