JOHN CABOT UNIVERSITY
COURSE CODE: EN/GDR 333
COURSE NAME: Gender and Literature
SEMESTER & YEAR: Spring 2024
INSTRUCTOR: Nefeli Misuraca
EMAIL: [email protected]
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: EN 110 with a grade of C or above,
one previous English literature class or Junior standing)
OFFICE HOURS: by appointment
Course Description:
Gender plays a role in every literary text produced and read. This course examines gender studies from a formal and historical perspective within literature and asks what “gender” means and how it operates within the field of textual studies. Students will examine gender, from an intersectional point of view, in the creation, reception, and meaning-making of texts. Students will gain familiarity with critical texts within feminism, queer theory, and affect theory and use these tools to approach a variety of literary texts.
This is a reading and writing intensive course. Students in 300-level literature classes are required to produce 5,000-6,000 words of critical writing.
Course Content:
Students will read a number of novels and a variety of theoretical texts. This course looks at novels in which gender is at the center of plot, character, and/or theme. Topics covered will include the emergence of feminism and women’s writing, the development of different waves of feminisms, intersectionality, sexual difference, men and masculinities, queer theory, gay villainy, utopias and dystopias of gender, trans identity, and post-structural understandings of gender. Some central questions we will explore are: What is "gender"? In what ways are gender and sex differently understood in different contexts? And, if gender theory is a kind of praxis, what can be the impact of this scholarship on the study of literature?
Many, if not all, works of fiction can be studied using the theoretical methodologies of gender studies. The selection here aims to examine historically radical novels that deal with gender. The course then moves to texts that highlight specific issues and intersectionalities of lived experiences vis a vis gender. Texts have also been selected for their unique contributions to thought about gender within literature at particular historical moments. Attention has also been given to the overall JCU literature curriculum. This course attempts to present students with texts they would not otherwise encounter during their studies.
On a personal note, I want to mention that this course is open to everyone and to all identities. What is important is that each member of the course comes to the classroom prepared to work with an open mind and heart. We will respect difference while fostering a place of community and learning.
Learning Outcomes:
Students will learn to identify and employ the principal theories of gender studies to a range of literary texts. They will develop skills enabling them to write critical papers of academic quality investigating questions and using methodologies in line with the study of literature using the particular framework of gender studies. On completing this course students will be able to approach a text through the lens of gender studies and theory; distinguish historical, theoretical, and cultural elements of a text and focus on how these elements relate inextricably to content; and to research effectively and write critically
Texts:
Texts of primary theoretical sources will be provided to students via PDFs or links to online sources.
Novels: (here in chronological order)
Woolf, Virginia. Orlando and A Room of One's Own.
Baldwin, James, Giovanni’s Room.
Butler, Octavia. Wild Seed.
Winterson, Jeanette. Written on the Body.
Bechdel, Alison. Fun Home.
Vuong, Ocean. On Earth We’re Briefly Gorgeous.
Peters, Torrey. Detransition Baby.
Assignments, Guidelines and Weight
Two papers: Analytical papers in which you demonstrate your ability to perform a theoretical reading of a text (First essay: 2,000 words (15%); Second essay: 3,000 words (30%): 45%
Final paper: Form TBA 20 %
Class contribution: Coming to class having read and considered the assignment, prepared to generate and contribute to class discussion. Note that silent attendance does not qualify as class participation. 10%
Study questions: Short quizzes and presentations to test your understanding of the various readings. 25%
ASSESSMENT CRITERIA:
A Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
B This is highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
C This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
D This level of performances demonstrates that the student lacks a coherent grasp of the material. Important information is omitted, and irrelevant points included. In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
F This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
ATTENDANCE REQUIREMENTS
Attendance is mandatory. Students who miss more than three classes -- whether absences are justifiable (religious holidays, illness, funeral attendance) or not -- will be required to produce an additional five-page essay assignment to be arranged with the instructor and due no later than the last week of classes, to avoid an overall reduction of their final grade for the class. Final grades are reduced by one grade level (an overall final grade of A- will change to B+, for example) once absences exceed three in a semester. Should absences exceed six, students will be asked to withdraw from the class or will be required to do additional work beyond the extra essay assignment, to justify their participation in the course. It is advisable to notify the professor by the beginning of the second week of classes, if you know you will be absent from class for religious or other reasons. Two late arrivals count as one absence.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
COURSE SCHEDULE
See Moodle
Texts for further study or research in this course: (excerpts to be studied in this course)
Anzaldua, Gloria. Borderlands/Frontera: The New Mestiza.
Berlant, Lauren. The Queen of America Goes to Washington City.
Butler, Judith. Gender Trouble and Excitable Speech.
Cixous, Helene. “Coming to Writing” and Other Essays.
De Beauvoir, Simone. The Second Sex
Delany, Samuel. Times Square Red, Times Square Blue.
Foucault, Michel. The History of Sexuality. vol. 1,2,3
Freire, Paulo. Pedagogy of the Oppressed.
Halberstam, Judith, Female Masculinity.
Halberstam, J. Jack. In a Queer Time and Place: Transgender Bodies, Subcultural Lives
Halberstam, J. Jack. The Queer Art of Failure.
Haraway, Donna. Staying with the Trouble.
hooks, bell. Feminism is for Everybody.
Kristeva, Julia. The Powers of Horror.
Lorde, Audre. Sister Outsider: Essays and Speeches.
Muñoz, José. Cruising Utopia: The Then and There of Queer Futurity.
Sedgwick, Eve, Between Men: English Literature and Male Homosocial Desire.
Stryker, Susan. Transgender History.
Woolf, Virginia. A Room of One’s Own