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Instructor: A.
Beaudin |
Voice Mail (NOT an office phone):
(203) 392-6721 |
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Office Hours:
MW 7:30-8:30 PM EN B110 |
email: beaudina1@southernct.edu |
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cundrie.com/english101 |
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Writing L(esbian) G(ay) B(isexual) T(ransgendered) Lives
This is themed course which provides students
with the opportunity to critically consider other writings—and their own—in
the context of gender, genre, and culture. This class is targeted towards
people who first and foremost wish to improve their writing and critical
thinking skills and who wish to do so by exploring a theme that provokes
strong reactions in classrooms, places of worship, political arenas, and
general public discourse. We will generally focus on LGBT lives in the
“modern” (post-1900s) United States.
Course Descriptions and Objectives
Academic
Foundations (What’s this class about?)
The English department’s goals for English 101
are available for your review at www.southernct.edu/ ~hochman/101goalsandobjectives.
In essence, you are required to compose 25-30 pages of “polished,”
research-based analysis, with writing projects that are a minimum of 1250
words to a maximum of 3750 words.[*]
You are also required to read 100-300 pages of non-fiction prose. Above all,
you are expected to think and
write. This is not a class about
summary or regurgitation, but one that requires active thinking, questioning,
and a committed investment of time and dedication. Though the work may be at
times difficult, I believe that the rewards are worthwhile.
A note about my teaching methods.
I fervently believe that the best form of education is one of self-discovery;
therefore, my role is that of guide, not taskmaster. When it comes to the
realm of ideas, there are very few situations in which I will say that
something is “right” or “incorrect.” These are terms I usually reserve for
documentation, grammar, formatting, and similar forms and structures that have
defined rules as to usage and applications. Rather than pass judgment on an
interpretation, an analysis, or an essay topic, I will usually ask questions
so that you may consider your ideas from another perspective and therefore
evaluate for yourself.
Students’ Rights and Responsibilities
Syllabus
This syllabus defines
the mutual expectations and requirements for this class. Just as I am expected
to fulfill my part of this agreement (as to my office hours, grading
procedures, and class scheduling), you are expected to fulfill your parts of
this agreement (by being prepared for class, submitting work according to the
guidelines listed herein, and the like). Each student is responsible for
reviewing this syllabus and making sure that its terms are understood. If
circumstances require changes to this agreement, the class will be notified
both during one class session and via email.
Prerequisites
Course work in 101 assumes that you are building upon a foundation set
in college-level English classes. It is expected that you are familiar with
MLA citation and general grammatical terms and usage. To be a student in
English 101, it is REQUIRED that you a) have taken and PASSED English 100 (if
you’re a transfer, you will have taken the
approved equivalent at another
university or college), b) were placed in 101 without a pre-requisite due to
your score on the composition placement exam, or c) were placed in 101 from 98
via portfolio. If none of these apply to you, you are in the wrong class.
Special Needs
As a student with a disability,
before you may receive accommodations in this class, you will need to make an
appointment with the Disability Resource Center, located in EN B 222. To speak
with me about accommodations, or other concerns, such as medical emergencies
or arrangements in case the building must be evacuated, please make an
appointment as soon as possible.
Multilingual
Multilingual students are encouraged to check out Part 11 (“For
Multilingual Writers”) of SMH.
Additional resources are available, both online and offline.
Grading
The grading
structure of this class is designed to emphasize improvement. If you revise an
essay, you will earn the revised grade (whether it is higher or lower than the
original). We will develop the grading criteria for the essays. In accordance
with the university guidelines, grades represent the following evaluations
(with +/- further defining the spectrum):
C: average work. Fulfills minimum requirements for
assignment.
B: work well done. Demonstrates effort and careful
consideration. An effective analysis. Few grammatical errors.
A: outstanding work. Well-argued and analyzed. Carefully
considered and drafted. Few (if
any) errors in grammar. Vocabulary is rich and precise.
D: poor work. Grammatical, organizational, and content
errors. Incomplete analysis.
R: Work must be revised in order to earn credit.
F:
unacceptable or non-existent work.
Attendance
Attendance implies that you are physically and intellectually present
for the class session. Lateness (except in special situations) will count as a
partial absence. You will be required to sign in each class session. In
accordance with the English department policy, you are allowed two
undocumented absences without grade penalty. Six absences or more will result
in a failing grade for the course. Attendance is calculated from the date that
the course begins—regardless of when you add or begin to attend the course.
Please contact me should there be a special situation (such as an extended
illness, hardship, or emergency) so that we can best resolve matters.
Late Assignments
Late work is accepted only in cases of illness or emergencies;
documentation (such as a doctor’s note) is required. If you will be absent,
the work must be in my mailbox (located in the English department mailroom)
before 4:00 on the date due. If your assignment will not be ready on time,
contact me via email before 2:00 on the date due; we will need to discuss your
options for the course. Emailed assignments are not accepted.
Cancellation of Class
If the weather is inclement, call SCSU Weather Check (203) 392-5520.
Commuters should use their discretion if driving conditions are or may become
hazardous. If you should come to class and there is no posted notice of
cancellation, begin the assignment for the day. If I am not in the classroom
fifteen minutes after the beginning of class (without communication), you may
assume that class is canceled. Leave a signed attendance list in my mailbox
along with any work that is due. Keep up with the assignments on the syllabus.
Course Work (The
Theory in Practice)
Texts:
Lunsford,
Andrea A. The St. Martin’s Handbook.
5th ed. Boston: Bedford-St. Martin’s, 2003. (SMH)
(bring to each class)
Reserve
Texts at Library and Online (see Readings Overview)
Also Required:
2
Computer Disks (min.) for work
College
Dictionary & Thesaurus (not the one bundled with your word processing program)
Binder
for work (you will be creating your own “texts” for reference)
Written Work Submission Format/Design
Remember to create a
title for your work that will capture your reader’s interest!
Word Processing:
Workshop drafts and final versions must be word-processed. If you do not have
a computer, use the labs at SCSU.
Format (document design):
Use
MLA Format/Citation. Follow SMH 8e. For an example of proper pagination,
spacing, and margins, see sample paper see the sample essay that concludes SMH
20. Use an Arial, Helvetica, Times, or Courier font (or equivalent) at either
a 10 or 12 point size. Please staple pages.
Quotations, Summary, and Paraphrasing:
Documentation according to
MLA (Modern Language Association) standards. See SMH 18 and 20; we will also
review in class.
First Submissions:
Each of your essays submitted
should include:
Outline: A formal outline of your work.
Your outline may be a part of your drafting process or it may be a part
of your editing process, but it should be a part of your writing. See SMH
3e, 19b, and the model on 442-44 for guidance.
Works Cited: Whether you quote a source directly, paraphrase it, or summarize,
it should be both noted in the body of your essay (indicate the text[s] in
which the information or ideas appeared and, for example, the page number[s]
[in the case of written materials] in which it appeared)
and be fully cited on your Works Cited page.
Neither the outline nor the works cited
“count” towards the paper length.
Revisions: If essay is a
revision, submit the graded essay and grading sheet with revision. If the
original essay and grading sheet are not submitted, the revision will not be
accepted.
The key to correction marks is in the
back pages of SMH. Numerical notations refer to the “Twenty Most Common
Surface Errors” (see SMH14). You
are expected to familiarize yourself with the notation for a) your own
revision/editing process and b) for helping peers during workshop.
Assignments and Grade Distribution
|
Due
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Assignment |
Val. |
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All |
Class Participation
(includes Workshops [WS] and pop quizzes)
Evaluation based on
preparation and meaningful input that adds to our community |
10% |
|
All |
Annotated
Bibliography Entries (ABs). Annotated Bibliography entries are composed of
two main parts: the MLA citation (the information as to author, title of
work, date and place of publication, and publisher) and an annotation
(which contains, as you may notice, the word “note” within). The
annotation is also composed of two parts: a summary and an analysis. Your
analysis should consider the validity of the author’s arguments, relevance
to other texts we’ve read, and perhaps the greater relevance to the course
in general. The AB’s are to be typed and submitted for agrade, and you may
be asked to share them in class. |
15% |
|
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Oral
Presentation I: A presentation on one of the units we’re covering. You
will work with a group to prepare a 15-20 minute presentation concerning
various facets of the text. You are encouraged to use a variety of media
and sources in your presentation. The group also will submit an outline of
the presentation and a brief overview of the concepts and sources. If an
extended writing assignment is due on the date of your presentation, you
are allowed to submit your writing assignment the following class session. |
4% |
|
09/29 |
Essay I
Proposal (250 words) |
1% |
|
10/06 |
Essay I (1750
wds. plus outline and Works Cited) |
10% |
|
11/08 |
Essay II
Proposal |
2% |
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11/17 |
Essay II (2000
wds. plus outline and Works Cited) |
13% |
|
|
Research
Project (final submission in portfolio form): |
000% |
|
11/29 |
Research Project Proposal (500
words, plus prospective outline of project) |
5% |
|
12/01 |
AB for your
specific topic. Minimum 10 sources.
|
10% |
|
All |
Process Work:
Research Question / Outline/ Citation Exercise / Drafts |
5% |
|
12/08 |
Researched
Analysis (2500 words minimum plus Works Cited and Outline). Min. 7 sources
(not including reference materials) |
20% |
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Fin. |
Oral Presentation: Final Research
Project (5-10 mins.) |
5% |
Schedule of assignments and due dates.
Work is listed on the day that it is
due. Look ahead!
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08/30 |
Course
Introduction. Overview of themes and goals of course.
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09/01 |
Definitions
(hand in). Overview of Annotated Bibliography (AB) Entries. Presentations
overview and signup. |
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09/06 |
Labor Day (No Class) |
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09/08 |
Read:
Scientific Perspectives Readings. (AB entry
for each reading). |
|
09/13 |
Continue
discussion of Scientific Perspectives. |
|
09/15 |
Read:
Historical Perspectives Readings. (AB entry
for each reading). |
|
09/20 |
Presentations.
Overview of Essay Proposal. |
|
09/22 |
No Class/ No Office Hours |
|
09/27 |
Read:
Religious Perspectives Readings. (AB entry
for each reading).
|
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09/29 |
Presentations.
Essay I Proposal Due (250 wds.) |
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10/04 |
Draft of Essay
I (One printout; one digitally accessible). Workshop.
No Office Hours.
|
|
10/06 |
Essay I Due (1750 wds. min.).
Read:
Historical Lives. No Office
Hours |
|
10/11 |
Historical Lives AB entry for each reading.
Presentations. Overview of Wednesday. |
|
10/13 |
Guest Speakers
(tent.). Looking ahead to final project, you may “uncover” your topic
through this meeting. Prepare thought-provoking and pertinent questions.
BE ON TIME! |
|
10/18 |
Read:
Sacrifices and Standards. AB entry
for each reading. |
|
10/20 |
Presentations. |
|
10/22 |
Last Day to Withdraw from Class |
|
10/25 |
Read:
And They Just Happened to Be... AB
entry for each reading. |
|
10/27 |
Presentations. |
|
11/01 |
Read:
Reverberations and Metaphors. AB
entry for each reading. |
|
11/03 |
Presentations. |
|
11/08 |
Essay II
Proposal Due. Overview of Final Project. Uncovering your topics. |
|
11/10 |
Final Project
Preparation: Considering the Possibilities (and making the possibilities
realities) |
|
11/15 |
Draft of Essay
II (One printout; one digitally accessible). Workshop. |
|
11/17 |
Essay II Due
(2000 words minimum). |
|
11/22 |
Research
Project Proposal (500 words). Research Project AB Workshop. |
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11/24 |
Thanksgiving Recess. No Class |
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11/29 |
Research
Project AB Workshop. Bringing together the Research Project. |
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12/01 |
AB for Research
Project (min. 10 entries). Creating your Research Project rough draft. |
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12/06 |
Draft of Research Project (One
printout; one digitally accessible). Workshop.
|
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12/08 |
Last Class.
Research Project Due (2500 words minimum plus outline and works cited).
Course Evaluations. Overview of Final Presentations. |
|
12/13 |
6-8
pm: Tentative Final Exam
time for section 16. Project Presentations.
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12/15 |
5:15-7:15
pm: Tentative Final Exam
time for section 15. Project Presentations. |
Each section and subsection heading is shown in bold type. If a certain
section/subsection is assigned, it is expected that you read all of the texts
listed for that day’s assignment. Many texts are available online.
Parenthetical information following the listing indicates where you may locate
the text (i.e. “Reserve” means Library Reserve, “JSTOR” is a journal
database). The textual information is not in MLA citation format; to create
your AB entries and cite works, you will have to follow the guidelines in SMH.
For this section, you will research definitions in order to create a
“field guide” of sorts for our work this semester. Look up each of these terms
in the Oxford English Dictionary (OED)
and copy the primary definition (and, if necessary, the one you
believe “applies” to our theme). You should note when the term was first used
in a relevant context. Cite the OED according to MLA. Now, look to at least
one other source to add balance or dimension to your definition. For example,
ifyou are taking Psychology, Anthropology, or Sociology, you may wish to
consult the glossary in those texts for certain terms you will define.
You do not need to use the same additional text for all of your
definitions—in fact, I’d suggest that you don’t. You do need to include those
additional definitions in your document, and cite them according to MLA.
You may wish to review is the online encyclopedia of gay, lesbian,
bisexual, transgender, and queer culture located at http://www.glbtq.com.
Terms: