CONTACT INFORMATION
Instructor: Ethan Trejo
Class Meetings: MWF 9:00-9:50 AM
(All times designated in this syllabus refer to Pacific Time)
Classroom: Zoom and Canvas
Zoom Office Hours: Tues/Thurs 9 AM-11:15 AM, Fri 2 PM-4:15 PM
(email me to schedule an appointment, available other times upon request)
Email: [email protected]
*Course conducted online
Instructor: Ethan Trejo
Class Meetings: MWF 9:00-9:50 AM
(All times designated in this syllabus refer to Pacific Time)
Classroom: Zoom and Canvas
Zoom Office Hours: Tues/Thurs 9 AM-11:15 AM, Fri 2 PM-4:15 PM
(email me to schedule an appointment, available other times upon request)
Email: [email protected]
*Course conducted online
CHAPMAN UNIVERSITY SAFETY PROTOCOLS
Course format may be subject to change with little to no notice, depending upon state, local, and university guidelines.
In response to the current COVID-19 pandemic, Chapman University has developed the CU Safely Back program (CUSBP), which you can read here, and mandatory safety measures. The University’s mandatory safety measures may be stricter than local, state or federal guidelines and may be subject to change at any time. Students are expected to adhere to the University’s safety measure while attending class, including when entering and exiting classrooms, laboratories, or other instructional areas. Refusal to abide by the University’s mandatory safety measures or to the safety requirements specific to this course will result in your being asked to leave the area immediately, and may result in an administrative dismissal from this course.
The COVID-19 pandemic requires all of us to accept the possibility that changes in how this course is taught may be required and that some changes may occur with little or no notice. For example, some of all of the in-person aspects of a course may be shifted to remote instruction. If this occurs, you will be given clear instructions as to how to proceed. The uncertainty of the situation is not ideal for any of us. We must all try to approach this situation with good-will, flexibility, and mutual understanding.
Course format may be subject to change with little to no notice, depending upon state, local, and university guidelines.
In response to the current COVID-19 pandemic, Chapman University has developed the CU Safely Back program (CUSBP), which you can read here, and mandatory safety measures. The University’s mandatory safety measures may be stricter than local, state or federal guidelines and may be subject to change at any time. Students are expected to adhere to the University’s safety measure while attending class, including when entering and exiting classrooms, laboratories, or other instructional areas. Refusal to abide by the University’s mandatory safety measures or to the safety requirements specific to this course will result in your being asked to leave the area immediately, and may result in an administrative dismissal from this course.
The COVID-19 pandemic requires all of us to accept the possibility that changes in how this course is taught may be required and that some changes may occur with little or no notice. For example, some of all of the in-person aspects of a course may be shifted to remote instruction. If this occurs, you will be given clear instructions as to how to proceed. The uncertainty of the situation is not ideal for any of us. We must all try to approach this situation with good-will, flexibility, and mutual understanding.
CLASS RECORDING STATEMENT
In this class, software will be used to record live class discussions. As a student in this class, your participation in live class discussions will be recorded to assist those who cannot attend the live session, or to serve as a resource for those who would like to review content that was presented. These recordings will be made available only to students who are enrolled in the class, and only during the period in which the course is offered. All recordings will become unavailable to students in the class shortly after the course ends.
In this class, software will be used to record live class discussions. As a student in this class, your participation in live class discussions will be recorded to assist those who cannot attend the live session, or to serve as a resource for those who would like to review content that was presented. These recordings will be made available only to students who are enrolled in the class, and only during the period in which the course is offered. All recordings will become unavailable to students in the class shortly after the course ends.
CATALOG DESCRIPTION
Composition seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose from a range of composing topics, each with its own sets of expectations, genres, forms, purposes, and audiences. Attention will focus on multimodal composing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Some sections of this course may be offered as hybrid courses or online only. Letter grade with Pass/No Pass option. (Offered every semester). 3 credits.
Composition seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose from a range of composing topics, each with its own sets of expectations, genres, forms, purposes, and audiences. Attention will focus on multimodal composing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Some sections of this course may be offered as hybrid courses or online only. Letter grade with Pass/No Pass option. (Offered every semester). 3 credits.
COURSE DESCRIPTION
In this course, you can expect to use rhetoric and composition to establish a theoretically-informed authorial voice that reflects your innate, developed, and intersectional identity communities. We will be addressing the communities and identities that you subscribe to and present these identities and their intersections through your composition. By rooting your writing in the development of these identities, you gain the ability to critically reflect on the influences that have contributed to the person you currently identify as and the person that you will become.
In this course, you can expect to use rhetoric and composition to establish a theoretically-informed authorial voice that reflects your innate, developed, and intersectional identity communities. We will be addressing the communities and identities that you subscribe to and present these identities and their intersections through your composition. By rooting your writing in the development of these identities, you gain the ability to critically reflect on the influences that have contributed to the person you currently identify as and the person that you will become.
GENERAL EDUCATION WRITTEN INQUIRY LEARNING OUTCOMES (GE WI)
Students will compose texts that:
Students will compose texts that:
- Establish active, genuine, and responsible authorial engagement
- Communicate a purpose--an argument or other intentional point/goal
- Invoke a specific audience
- Develop the argument/content with an internal logic/organization
- Integrate references, citations, and source material logically and dialogically, indicating how forms of evidence relate to each other and the author's position
- Compose with rhetorically effective use of language, form and genre, voice and tone, and style
COURSE LEARNING OUTCOMES
Students will develop fluency in three major outcome areas:
Students will develop fluency in three major outcome areas:
- Rhetorical Knowledge
- Critical Thinking, Reading, and Composing
- Writing Processes
CHAPMAN UNIVERSITY'S
ACADEMIC INTEGRITY POLICY
Click here to read this policy. This policy and the concept of plagiarism will be discussed further in class, but feel free to reach out with any questions. When in doubt, cite it!
ACADEMIC INTEGRITY POLICY
Click here to read this policy. This policy and the concept of plagiarism will be discussed further in class, but feel free to reach out with any questions. When in doubt, cite it!
STUDENTS WITH DISABILITIES
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor. This notification process must occur more than a week before any accommodation can be utilized. You can reach Disability Services at (714) 516-4520 or by clicking here.
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Disability Services Office. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor. This notification process must occur more than a week before any accommodation can be utilized. You can reach Disability Services at (714) 516-4520 or by clicking here.
EQUITY AND DIVERSITY
Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy.
Chapman's Statement on Diversity & Inclusion-Click here
Chapman's Discrimination Policies-Click here
Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman's Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy.
Chapman's Statement on Diversity & Inclusion-Click here
Chapman's Discrimination Policies-Click here
ENGLISH DEPARTMENT STATEMENT ON DIVERSITY AND INCLUSION
For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race theory, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.
You can read the English Department’s Statement of Solidarity with Black Lives Matter and endorsement of the statement issued by the Association of Asian American Studies on heightened anti-Asian bigotry during the COVID-19 pandemic here
For at least half a century now, English as an academic discipline has been at the forefront of scholarly work and pedagogy in feminist theory, critical race theory, ecocriticism, queer theory, disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic diversity, and student agency. The English Department at Chapman University works in all these areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously support all our students; to welcome all students into our classrooms irrespective of immigration status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia, xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.
You can read the English Department’s Statement of Solidarity with Black Lives Matter and endorsement of the statement issued by the Association of Asian American Studies on heightened anti-Asian bigotry during the COVID-19 pandemic here
RELIGIOUS ACCOMMODATION AT CHAPMAN UNIVERSITY
Your instructor will provide a course syllabus at the beginning of each term that specifies dates of exams and due dates of assignments. It is the responsibility of each student to review these syllabi as soon as they are distributed, as well as final examination schedules (within the first three weeks of the semester) and to consult the faculty member prompt regarding any possible conflicts with major religious holidays where those holidays are scheduled in advance and where those holidays constitute the fulfillment of their sincerely held religious beliefs. Upon the timely request of one or more students, your instructor will work with student(s), whenever possible to accommodate the student(s) using reasonable means, such as rescheduling exams and assignment deadlines that fall on major religious observances and holidays. Please see the full description of Chapman University’s policy on Religious Accommodation here
Your instructor will provide a course syllabus at the beginning of each term that specifies dates of exams and due dates of assignments. It is the responsibility of each student to review these syllabi as soon as they are distributed, as well as final examination schedules (within the first three weeks of the semester) and to consult the faculty member prompt regarding any possible conflicts with major religious holidays where those holidays are scheduled in advance and where those holidays constitute the fulfillment of their sincerely held religious beliefs. Upon the timely request of one or more students, your instructor will work with student(s), whenever possible to accommodate the student(s) using reasonable means, such as rescheduling exams and assignment deadlines that fall on major religious observances and holidays. Please see the full description of Chapman University’s policy on Religious Accommodation here
CLASS ATTENDANCE, PARTICIPATION, AND DEADLINES
Given the collaborative nature of writing and of this course, I expect you to attend all class meetings and to be on time. Should you plan on being absent, reach out to me ahead of time so I can update you on what you'll be missing. Late assignments will be docked half of a letter grade for each day late. No assignment will be accepted more than one week late. The final assignment for the class will not be accepted late.
Given the collaborative nature of writing and of this course, I expect you to attend all class meetings and to be on time. Should you plan on being absent, reach out to me ahead of time so I can update you on what you'll be missing. Late assignments will be docked half of a letter grade for each day late. No assignment will be accepted more than one week late. The final assignment for the class will not be accepted late.
COURSE FORMAT
Given the online nature of our course, we will meet through a combination of synchronous Zoom class meetings and asynchronous Canvas posts. During our synchronous Zoom sessions, I ask that you keep your camera on for the entire session in order to maintain the communal nature of the class as best we can. Additionally, please mute yourself when you’re not speaking, as to minimize miscellaneous sound. Finally, please use the “raise hand” icon if you’d like to speak or ask a question and lower your hand once I have called on you. You can also use the chatbox to converse with the class or write down a question or comment.
Our synchronous sessions will consist of various formats, including workshops, small-group sessions, and student-led discussions. I don’t expect to spend much time lecturing. I’d prefer that we all act as participatory contributors in class discussions. I fully believe in the power of a dialectical relationship between the teacher and the students, meaning that we all act as mutual learners and teachers to one another. I encourage you to actively participate and address your questions and comments to the class, as their response is just as valuable as my own.
Prior to each synchronous session, you will have a short blog post due by 9 AM that morning. This is to help you voice your reaction to the material. I don’t expect these posts to highly polished or structured, I am more interested in hearing your viewpoints. Feel free to reference your posts in our class discussions. These blogs should be about 1 paragraph in length. These are graded as Credit/No Credit. There are some dates that you won’t have a blog post due, these are indicated on the schedule.
On several Fridays, we will be engaging via asynchronous posts, assignments, and responses on Canvas. The schedule indicates which Fridays we will be doing this. The prompt and word count will vary but expect them to be longer than your Monday-Wednesdays posts. These assignments are due (meaning that they are posted on Canvas) by 9 AM on Friday morning and must be uploaded as a file. You must also read and respond to the posts of at least three classmates. Responses are due by 9 AM the following Monday. These assignments are to act as a surrogate for meeting on Fridays, hopefully allowing for a lessening of Zoom fatigue. These, alongside your shorter blog posts, are also to keep with the course’s emphasis on composition. By actively engaging with the material through composition, you are placing yourself within the rhetorical situation through your own authorial voice. I expect these to contain more structure, thoughts, and complex analysis than your shorter posts.
Given the online nature of our course, we will meet through a combination of synchronous Zoom class meetings and asynchronous Canvas posts. During our synchronous Zoom sessions, I ask that you keep your camera on for the entire session in order to maintain the communal nature of the class as best we can. Additionally, please mute yourself when you’re not speaking, as to minimize miscellaneous sound. Finally, please use the “raise hand” icon if you’d like to speak or ask a question and lower your hand once I have called on you. You can also use the chatbox to converse with the class or write down a question or comment.
Our synchronous sessions will consist of various formats, including workshops, small-group sessions, and student-led discussions. I don’t expect to spend much time lecturing. I’d prefer that we all act as participatory contributors in class discussions. I fully believe in the power of a dialectical relationship between the teacher and the students, meaning that we all act as mutual learners and teachers to one another. I encourage you to actively participate and address your questions and comments to the class, as their response is just as valuable as my own.
Prior to each synchronous session, you will have a short blog post due by 9 AM that morning. This is to help you voice your reaction to the material. I don’t expect these posts to highly polished or structured, I am more interested in hearing your viewpoints. Feel free to reference your posts in our class discussions. These blogs should be about 1 paragraph in length. These are graded as Credit/No Credit. There are some dates that you won’t have a blog post due, these are indicated on the schedule.
On several Fridays, we will be engaging via asynchronous posts, assignments, and responses on Canvas. The schedule indicates which Fridays we will be doing this. The prompt and word count will vary but expect them to be longer than your Monday-Wednesdays posts. These assignments are due (meaning that they are posted on Canvas) by 9 AM on Friday morning and must be uploaded as a file. You must also read and respond to the posts of at least three classmates. Responses are due by 9 AM the following Monday. These assignments are to act as a surrogate for meeting on Fridays, hopefully allowing for a lessening of Zoom fatigue. These, alongside your shorter blog posts, are also to keep with the course’s emphasis on composition. By actively engaging with the material through composition, you are placing yourself within the rhetorical situation through your own authorial voice. I expect these to contain more structure, thoughts, and complex analysis than your shorter posts.
REQUIRED COURSE TEXTS
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Cisneros, Sandra. The House on Mango Street. 25th Anniversary Edition, Vintage Books, 2009.
Bechdel, Alison. Fun Home: A Family Tragicomic. Mariner Books, 2007.
Cisneros, Sandra. The House on Mango Street. 25th Anniversary Edition, Vintage Books, 2009.
TECHNOLOGY REQUIREMENT
WiFi, computer or tablet with a camera and speakers, headphones
WiFi, computer or tablet with a camera and speakers, headphones
ASSIGNMENTS AND GRADES
Project 1 (Memoir)-20%
Project 2 (Identity Rhetoric Analysis)-20%
Project 3 (Self-Designed, Critically Informed Project)-20%
Synchronous Sessions: Class Blogs-15%
Asynchronous Sessions: Extended Blog Posts and Responses-15%
Class Participation-10%
Click on the assignment to view the assignment guidelines
Project 1 (Memoir)-20%
Project 2 (Identity Rhetoric Analysis)-20%
Project 3 (Self-Designed, Critically Informed Project)-20%
Synchronous Sessions: Class Blogs-15%
Asynchronous Sessions: Extended Blog Posts and Responses-15%
Class Participation-10%
Click on the assignment to view the assignment guidelines
CLASS SCHEDULE
*I reserve the right to alter the schedule as needed
Week 1: Introduction to Rhetoric and Composition
*I reserve the right to alter the schedule as needed
Week 1: Introduction to Rhetoric and Composition
- 08/31/2020
- Class:
- Introduction to the Class and to Each Other
- Course Expectations and Format
- Establishing the Classroom as a Safe Space
- Homework:
- Read "The Rhetorical Situation" (Bitzer)
- Upload blog post by 9 AM on Wed.
- Class:
- 09/02/2020
- Class:
- What is Rhetoric?
- Homework:
- Read the Introduction to They Say/I Say (Graff & Birkenstein)
- Class:
- 09/04/2020
- Class:
- Identity 101 Presentation, Courtesy of the Cross-Cultural Center
- No blog post due
- Homework:
- Read Chap. 1-2 of Rhetorical Criticism (Foss)
- The entire textbook has been uploaded on Canvas, you only have to read Chap. 1-2
- Upload blog post by 9 AM on 09/09
- Read Chap. 1-2 of Rhetorical Criticism (Foss)
- Class:
- 09/07/2020
- Labour Day, no class
- 09/09/2020
- Class:
- Rhetorical Criticism
- Homework:
- Read Chap. 6 (Feminist Criticism) of Rhetorical Criticism (Foss)
- Upload blog post by 9 AM on Friday
- Class:
- 09/11/2020
- Class:
- Feminist Rhetorical Criticism
- Homework:
- Read the Introduction to The Essential Feminist Reader (Freedman)
- Read "The Second Sex" (de Beauvoir)
- Upload blog post by 9 AM on Monday
- Class:
- 09/14/2020
- Class:
- Introduction to Feminist Theory
- Homework:
- Read Chap. 1: Subjects of Sex/Gender/Desire (pp. 1-22) of Gender Trouble (Butler)
- Upload blog post by 9 AM on Wednesday
- Class:
- 09/16/2020
- Class:
- Constructions of Gender
- Homework:
- Read one of the following:
- "The Laugh of the Medusa" (Cixous)
- "One is Not Born a Woman" (Wittig)
- Upload Asynchronous Post by 9 AM on Friday
- Read one of the following:
- Class:
- 09/18/2020
- Asynchronous Class via Canvas Posts
- Homework:
- Read and respond to the asynchronous posts of at least three classmates by 9 AM on Monday. Two of your responses should be to classmates who read a different piece than you.
- Read Chap. 4: Patriarchal Institutions from French Feminist Theory: An Introduction (Cavallaro)
- Upload blog post by 9 AM on Monday
- 09/21/2020
- Class:
- Gender and Institutions
- Homework:
- Read "Queer Theory" from An Introduction to Modern Feminist Theory (Rich)
- Upload blog post by 9 AM on Wednesday
- Class:
- 09/23/2020
- Class:
- Introduction to Queer Theory
- Homework:
- Pick and read a chapter from Queer Identities (Drushel & German)
- Upload Asynchronous Post by 9 AM on Friday
- Class:
- 09/25/2020
- Asynchronous Class via Canvas Posts
- Homework:
- Read and respond to the asynchronous posts of at least three classmates by 9 AM on Monday.
- Read Queers, Read This (Queer Nation)
- Upload blog post by 9 AM on Monday
- 09/28/2020
- Class:
- Queer Activism
- Homework:
- Listen to "For Richer Or... Richer" from The Indicator (NPR)
- Read "The Coronavirus is a Disaster for Feminism (Lewis)
- Read "Can We Build a Better Man?" (Meyers et al.)
- Read "Language is Here to Serve All of Us..." (Dreyer)
- Class:
- 09/30/2020
- Class:
- LGBTQIA+ Allyship Training, Courtesy of the Cross-Cultural Center
- No blog post due
- Homework:
- Read the articles on the Bechdel Test and the Vito Russo Test
- Pick and watch a film to analyze for your Bechdel/Vito Russo Test Assignment
- Upload Asynchronous Post by 9 AM on Friday
- Class:
- 10/02/2020
- Asynchronous Class via Canvas Posts
- Homework:
- Read Chap. 1-3 of Fun Home (Bechdel)
- Upload blog post by 9 AM on Monday
- 10/05/2020
- Class:
- Fun Home
- Homework:
- Read Chap. 4-5 of Fun Home (Bechdel)
- Upload blog post by 9 AM on Wednesday
- Class:
- 10/07/2020
- Class:
- Fun Home
- Introduce Project 1
- Homework:
- Read Chap. 6-7 of Fun Home (Bechdel)
- Upload blog post by 9 AM on Friday
- Class:
- 10/09/2020
- Class:
- Fun Home
- Homework:
- Work on Project 1
- Schedule Project 1 Conference
- Class:
- 10/12/2020
- Class:
- Work Day/Conferences
- No blog post due
- Homework:
- Work on Project 1
- Upload Project 1 workshop draft to Canvas by 9 AM on Wednesday
- Class:
- 10/14/2020
- Class:
- Project 1 Workshop
- No blog post due
- Homework:
- Work on Project 1
- Watch the musical adaptation of Fun Home
- Upload Asynchronous Post by 9 AM on Friday
- Class:
- 10/16/2020
- Asynchronous Class via Canvas Posts
- Homework:
- Read "Celebrity Feminism: More than a Gateway" (Hobson)
- Read "Masculinit(ies) and the Male Celebrity Feminist" (Feasey)
- Upload blog post by 9 AM on Monday
- 10/19/2020
- Class:
- Celebrity Feminism
- Homework:
- Read Chap. 6: Women of Color Feminisms from Feminist Thought: A More Comprehensive Introduction (Tong)
- Upload blog post by 9 AM on Wednesday
- Class:
- 10/21/2020
- Class:
- Intersectional Feminism
- Homework:
- Work on Project 1
- Class:
- 10/23/2020
- No Class
- Project 1 Due by 11 PM on Sunday, Oct. 25
- Homework:
- Prepare your showcase, upload it on Canvas by 9 AM on Monday, Oct. 26
- 10/26/2020
- No Class, Project 1 Showcase
- Respond to at least five projects, responses should be about a paragraph long, responses are due by 9 AM on Wednesday, Oct. 28
- Homework:
- Read the Introduction to Critical Race Theory: An Introduction (Delgado et al.)
- Upload blog post by 9 AM on Wednesday
- 10/28/2020
- Class:
- Introduction to Critical Race Theory
- Homework:
- Pick and read a chapter from Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice (Zambrana & Dill)
- Available through Leatherby Libraries Database
- Upload Asynchronous Post by 9 AM on Friday
- Pick and read a chapter from Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice (Zambrana & Dill)
- Class:
- 10/30/2020
- Asynchronous Class via Canvas Posts
- Homework:
- Read Part II: Race and Racism: All Black Lives Matter from The Crunk Feminist Collection (Cooper et al.)
- Available through Leatherby Libraries Database
- Upload blog post by 9 AM on Monday
- Read Part II: Race and Racism: All Black Lives Matter from The Crunk Feminist Collection (Cooper et al.)
- 11/02/2020
- Class:
- Activism and Race
- Introduce Project 2
- Homework:
- Read "Latinidad/es" from Keywords for Latina/o Studies (Aparicio)
- Read "Chicana, Chicano, Chican@, Chicanx" from Keywords for Latina/o Studies (Contreras)
- Read "Who Are You Calling Latinx?" (Mochkofsky)
- Read "How to Tame a Wild Tongue" (Anzaldúa)
- Read the Introduction to The House on Mango Street (Cisneros)
- Upload blog post by 9 AM on Friday
- Class:
- 11/04/2020
- No Class, Mental Health Day
- 11/06/2020
- Class:
- Issues in Latina/o/x Studies
- Homework:
- Read "The House on Mango Street"-"And Some More" in The House on Mango Street (Cisneros)
- Upload blog post by 9 AM on Monday
- Class:
- 11/09/2020
- Class:
- The House on Mango Street
- Homework:
- Read "The Family of Little Feed"-"No Speak English" in The House on Mango Street (Cisneros)
- Upload blog post by 9 AM on Wednesday
- Class:
- 11/11/2020
- Class:
- The House on Mango Street
- Homework:
- Read "Rafaela Who Drinks..."-"Mango Says Goodbye Sometimes" in The House on Mango Street (Cisneros)
- Upload blog post by 9 AM on Friday
- Class:
- 11/13/2020
- Class:
- The House on Mango Street
- Homework:
- Work on Project 2
- Class:
- 11/16/2020
- Work Day, no class
- No blog post due
- Homework:
- Work on Project 2
- 11/18/2020
- Class:
- Project 2 Presentations
- No blog post due
- Homework:
- Work on Project 2
- Class:
- 11/20/2020
- Class:
- Project 2 Presentations
- No blog post due
- Homework:
- Work on Project 2
- Project 2 due by 11 PM on Sunday, Nov. 22
- Class:
- 11/23-27/2020
- Thanksgiving Break, no class
- Homework:
- Read Chap. 12 (Disability Studies) of How to Interpret Literature (Parker)
- Read "Rewriting the Old Disability Script" (Griffith)
- Upload blog post by 9 AM on Monday, Nov. 30
- Brainstorm ideas for Project 3
- 11/30/2020
- Class:
- Disability Studies
- Homework:
- Brainstorm ideas for Project 3
- Schedule Project 3 Conference
- Read the NCTE's Position on Multimodal Literacies
- Class:
- 12/02/2020
- Class:
- Project 3 Conferences
- No blog post due
- Homework:
- Work on Project 3
- Upload Project 3 workshop draft 1 to Canvas by 9 AM on Friday
- Class:
- 12/04/2020
- Class:
- Project 3 Workshop
- No blog post due
- Homework:
- Work on Project 3
- Class:
- 12/07/2020
- Work Day, no class
- No blog post due
- Homework:
- Work on Project 3
- Upload Project 3 workshop draft 2 to Canvas by 9 AM on Wednesday
- 12/09/2020
- Class:
- Project 3 Workshop
- No blog post due
- Homework:
- Work on Project 3
- Class:
- 12/11/2020
- Class:
- Class Wrap Up
- Course Evaluations
- Homework:
- Work on Project 3
- Class:
- Final Exam Date
- Tuesday, Dec. 15, 2020, 10:45-1:15 PM
- Project 3 Presentations
- Submit Project 3 by 11 PM on Tuesday, Dec. 15
Excerpts & Texts Provided on Canvas
Bitzer, Lloyd F. “The Rhetorical Situation.” Philosophy & Rhetoric, vol. 1, no. 1, Jan. 1968, pp. 1–14.
Burdette Williams, Lee. “‘Safe’ is in the Brain of the Beholder.” The Chronicle of Higher Education, https://www-chronicle-com.libproxy.chapman.edu/article/safe-is-in-the-brain-of-the-beholder.
Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. Routledge, 2007.
Campbell, Bradley, and Jason Manning. “Microaggression and Changing Moral Cultures.” The Chronicle of Higher Education, https://www-chronicle-com.libproxy.chapman.edu/article/microaggression-and-changing-moral-cultures
Campbell, Bradley, and Jason Manning. “The End of Academe: Free Speech and the Silencing of Dissent.” The Chronicle of Higher Education, www-chronicle-com.libproxy.chapman.edu/article/the-end-of-academe-free-speech-and-the-silencing-of-dissent.
Cavallaro, Dani. French Feminist Theory: An Introduction. Continuum, 2003.
Chang, Heewon. Autoethnography as Method. Routledge, 2008.
Cooper, Brittney C., et al. The Crunk Feminist Collection. The Feminist Press at CUNY, 2017.
Delgado, Richard, et al. Critical Race Theory: An Introduction. 3rd ed., NYU Press, 2017.
Drushel, Bruce E., and Kathleen M. German. Queer Identities. Cambridge Scholars Publishing, 2009.
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Freedman, Estelle B., editor. The Essential Feminist Reader. The Modern Library, 2007.
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. 4th ed., W. W. Norton & Company, 2018.
Leitch, Vincent B., editor. The Norton Anthology of Theory and Criticism. 2nd ed., W. W. Norton & Company, 2010.
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Tong, Rosemarie. Feminist Thought: A More Comprehensive Introduction. 4th ed., Westview Press, 2014.
Zambrana, Ruth E., and Bonnie Thorton Dill. Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice. Rutgers University Press, 2009.