COURSE OBJECTIVES: This class will focus on questions of identity and women's rights at the beginning of this century in the U.S. and how the suffrage movement highlights not only gender issues, but race and class relationships. With the women's suffrage campaign of the 1910s, the image of the "new woman" emerged in literature. The New Woman--an independent, nontraditional, usually career-minded woman for whom marriage and family were secondary--became a popular heroine in women's magazine fiction from the time of WWI through the 1920s. Women's rights movements at the end of the century continue to confront the questions of identity and authority, continue to examine gender roles, and continue to struggle with the intersections of race and class and gender. As a class, we'll examine how these issues circulate in the popular literature of 1915-1930, and we will also read historical accounts and cultural criticism about the suffrage and anitsuffrage movements. Since this is a "W" course, it is writing intensive. The course will include weekly writing, a researched survey of literature, and a final paper. Any graduate students from Education (or other disciplines) will be expected to do significantly longer versions of each assignment.
COURSE POLICIES:
Your attendance is assumed. Learning is always a matter of collaboration and experimentation. Without attending class, this is impossible. I do, however, recognize that situations arise which may on rare occasions make it impossible for you to be in class. I will expect you to be professional in this area. I allow two absences from regular class meetings. I reserve the right to deduct up to five points from your final grade for each additional absence or for missing any group conference or project meeting.
Participation (5% of the final grade) is also assumed, but participation is not the same thing as attendance. Participation includes coming to class prepared, taking part in class discussions, asking questions, contributing your knowledge and insights in whatever form is suitable, and striving to make all your contributions excellent. It also includes doing the required written work. I see participation as an issue of ethics and responsibility and a vital part of your learning experience in this course.
Late work is unprofessional and, therefore, unacceptable. If I make an exception and I do accept your work late, I reserve the right to deduct up to five points per day from that assignment's grade for every day that it is late. I will count as late any work that I do not receive during the class period when it is due. If you turn something in even an hour late, it is subject to a full day's penalty. In other words, if you are having a problem with an assignment, talk to me ahead of the deadline and we may be able to negotiate some special arrangement.
Any student with special needs (learning disabilities, hearing or vision problems) which might affect performance or participation in class, please talk with me as soon as possible.
WVU is committed to social justice. I support that commitment and will work to create a positive learning environment based on open communication and mutual respect. I welcome your suggestions.
ASSIGNMENT OVERVIEW:
Since this is a "W" class, you will be doing a lot of writing.
By the end of the course, you can expect to have written at least 32
polished pages [48 pages if you are a graduate student]. About
half of this writing will be short pieces (a presentation handout and responses
to the readings) and should provide the basis for two extended writing
projects. I've built time into the syllabus for you to get
feedback on your writing. In general, plan on writing about 2-3 pages
a week [4-5 if you are a graduate student]. Here is an overview of the
assignments:
Nine Short Analytic Responses. Each week, I will ask you to explain key concepts or analyze a piece of literature in relation to a specific theme or issue that we have been discussing in class. The purpose of these entries is to help you work through new material and develop your analytic skills. Ideally the entries should focus primarily on one essay, story, or concept. In other words, I'd like you to engage critically with some specific aspect of the readings. You may, for instance, try forming a question or two in response to a reading (with some attempt at answers), or you might instead write a critique, or analyze a connection to something else you've read in the class or on your own. The format is informal but analytic (a conversational style is fine). Your response should be about 500+ words (roughly 2 double-spaced pages; 3+ if you're a graduate student). You will generally be writing one of these analytic responses each week. Since these responses will inform discussion, please bring one copy: one for me and one to exchange with another reader. Each short response is worth 5%.
Annotated Bibliography and Preface. Survey representations of women in an American magazine fiction from 1915-1930 OR survey contemporary feminist theory (from a list of suggested readings). This researched survey should take the form of an extended preface (2 pages) followed by an annotated bibliography of at least 5 items (8-10 if you are a grad. student). The annotations should each be at least two single-spaced paragraphs: one to summarize the source and another to discuss how this item relates to issues or themes we've been discussion in class. The research must go beyond the readings for this class. The preface plus annotated bibliography should run about 1,500+ words (about 6+ pages; about 10+ if you're a graduate student). You'll get feedback on a draft before the final version is due. This researched survey is worth 25% of your final grade.
A Critical Analysis of an American Novel of Your Choice. Choose a novel written between 1910 and 1930 and discuss it in terms of the issues and themes raised in this class. Support your analysis with reference to the historical and critical readings from Wheeler and with your own research. This paper should be about 2,000+ words (8+ pages; 12+ if you're a graduate student). You'll get feedback on a draft before the final version is due. I t will be worth 30% of your final grade. The final version of your paper is due on or before 8:00 a.m. on Friday, December 18 (the time scheduled for the final exam). I will be in my office (433 Stansbury) to accept papers. I will not accept work received after 8:15 a.m. on Dec. 18. There is no final exam.
DEADLINES AT A GLANCE:
AVOID PLAGIARISM: I assume that I will never have reason to doubt your honesty. Just so we're clear on what is considered plagiarism, I offer this definition: