Reading and Writing the Gendered Story
We will explore novels, stories, memoirs and micronarratives in which gender plays a major role. The texts are by writers of varied genders and sexual orientations as well as diverse class, racial and national backgrounds. Written assignments present a mixture of academic and creative options. Students will write essay seminar presentations, term project strategies, revision plans, original narratives (creative writing), final projects, etc. Students will use such tools as close reading, research, analysis, and imagination. The learning goals include a serious exploration of individual students' creativity, a more nuanced appreciation of diverse literatures and a stronger understanding of the multifaceted nature of gender, race and class. Students will develop their abilities to write well-argued papers. They will stretch their imaginations in the creative writing assignments. And they will grow more confident as public speakers and seminar participants.
This course fulfills the second-level Writing and Rhetoric Requirement (WRITE 2) and emphasizes oral and written presentation. The course carries two WAYS accreditations, AESTHETIC AND INTERPRETIVE INQUIRY and ENGAGING DIVERSITY
Building Community While Working Together Online
Class Time: We’ll meet from 2:30pm to 3:10pm, Take a five minute break (to stretch, make a cup of tea, etc.). We return to a synchronous class from at 3:15pm. It would be ideal if students could leave half an hour after 4:20pm for meeting with the professor and asynchronous learning.
Class Lunch and Book Discussion: Students will meet for lunch with Professor during the third week of the class. We’ll meet informally for an hour. To kick off the lunch conversation, each student will recommend a book by a woman author not being discussed in class. We’ll put together a bibliography of student recommendations.
Editorial Partnerships: Each student should choose one editorial partner in the class. You’ll be asked to share all your own written work with your partner every week during the term (by phone, Zoom, etc or, if safe, in person). Editorial partners will be particularly helpful with reading drafts of discussion papers, seminar presentations and term papers. Do have your editorial partner proofread your papers, especially your final one, before submission.
Essay Seminar Partnerships: Students will sign up to write a three-page paper about the writer/book of their choice. Typically, two people will work on the same writer/book and they will decide together which sections of the book and which aspects about the author they will cover. They will each introduce the visiting author when appropriate.
Self-Evaluation and Writing Week: Class will be asynchronous during week 6. We will not meet as a large group. Students will meet with their editorial partners for an hour to discuss plans for term project. Each student will also meet with Professor to discuss their progress during the term. We’ll talk about successes as well as areas where students would like to improve. The idea is to make the most of the rest of the quarter. The rest of the “class time” is for each student to use as they want for their term projects (writing, researching, reading, etc.)
Sharing Student Work: In addition to regular exchanges with editorial partners, students will have a chance to share one essay seminar presentations with the whole class and two discussion papers with the whole class. All students will share their term projects with the whole class.We will end with three Editorial Boards during which each student will get feedback from everyone. These term projects are the highlight of the class and serve as the last class text.
Office Hours: Students are welcome to come in small groups or individually.