"Barbie Enchiladas" from the Food Chain Barbie Series (1997) by Thomas Forsythe. Image courtesy of Tom Forsythe.
Chapman University
Fall 2016
English 446/500: Topics in Rhetoric/advanced topics in rhetoric and composition:
copyright/copyleft: sampling/plagiarism/appropriation/reinvention?
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: T Th 1-2 p.m. and by appointment
- Email Office Hours: [email protected]
Course Description:
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
Be sure to bring digital or hard copies of the texts with you to class on the days that we will be discussing them. We will also watch films and videos, and I will post articles on Blackboard for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts. I will post a list of additional resources (readings related to the course) on Blackboard.
Major Course Requirements:
Additional Course Requirements for Graduate Students:
Grade Distribution:
Assignments:
- Warnings about plagiarism continue to inundate the Chapman campus, academia as a whole, and US culture as a whole. Why this plagiarism panic? Why did Los Angeles high school students suing turnitin.com? How do concerns about intellectual property shape our understandings of authorship, intellectual collaboration, and writing tutoring? How are these understandings inflected by discourses of capital, nation, gender, sexuality, disability, and celebrity? What does “originality” mean amidst postmodern/postcolonial aesthetics and poststructuralist conceptions of subjectivity? We’ll pursue these and other questions by engaging with a growing body of critical writing on issues around copyright and plagiarism, as well as films, music videos, and novels by artists who have been accused of plagiarism or have made fun of or otherwise responded to such charges. You will have the opportunity to produce critical and creative projects as part of your own work for the course. The course topics crosses genres and disciplinary boundaries, addressing issues around intellectual property relevant to students in all areas of English studies (rhetoric, composition, critical theory, literary studies, creative writing, cultural studies, journalism). It also connects to and should be of interest to students in other disciplines like law, music, education, and film, to name a few.
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
- Acker, Kathy. Don Quixote.*
- Leavitt, David. Arkansas: Three Novellas.
- McLeod, Kembrew, and Rudolf Kuenzli, eds. Cutting Across Media: Appropriation Art, Interventionist Collage, and Copyright Law.
- Ouologuem, Yambo. Bound to Violence.
- Vaidhyanathan, Siva. Copyrights and Copywrongs: The Rise of Intellectual Property and How it Threatens Creativity.
Be sure to bring digital or hard copies of the texts with you to class on the days that we will be discussing them. We will also watch films and videos, and I will post articles on Blackboard for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts. I will post a list of additional resources (readings related to the course) on Blackboard.
Major Course Requirements:
- Close critical reading of all assigned texts
- Regular attendance
- Vigorous participation in class discussions
- One collaborative oral presentation
- Two projects plus an oral presentation/performance of your second project
- Oral and written contributions to whole-class workshops of colleagues' projects, facilitation of a workshop, and active participation in the workshopping of one of your projects
Additional Course Requirements for Graduate Students:
- Facilitate a class discussion on one of the assigned readings
- Additional course readings specifically chosen for graduate students
Grade Distribution:
- Collaborative Oral Presentation.......................................... 25%
- First Project .........................................................................30%
- Second Project......................................................................30%
- Other Assignments................................................................15%
- Due to the highly interactive nature of this course and the emphasis on workshops, collaborative work, and class discussions, I expect you to attend all class meetings and to be on time. You may miss four class meetings without penalty. If you miss more than four class meetings, I will lower your final course grade for each additional absence. Two tardies (arriving late or leaving early) count as one absence. I will also mark you tardy if you are unprepared for class. Please note, that according to the official University catalog, Chapman "recommends as a minimal policy that students who are absent 20 percent of the course should be failed."
Assignments:
- Projects: Complete two of the following four projects. One of your two projects may be collaborative. Since you will be posting your projects on Blackboard, you are welcome to include digital components (e.g. links, images, gifs, video clips).
(a) Theoretical/Contextual: A paper treating one of more of the theoretical and/or contextual texts (e.g., book by Vaidhyanathan; articles by Foucault, Barthes, Kleege, Benfer, Lethem; the film The Internet's Own Boy) and/or treating one or more issues we have discussed in relation to these texts. Your paper should also engage with outside scholarly secondary sources. Follow MLA format in citing sources and in your list of Works Cited. Undergraduate students: 8-10 pages. Graduate students: 10-12 pages.
(b) Literary/Cultural: A paper treating one or more of the literary/cultural texts we have discussed (e.g., Superstar, Kenneth Goldsmith, “The Term Paper Artist,” Don Quixote, Bound to Violence, “Vogue,” Jaffe poem, Blender Barbie) in the context of the issues addressed in the course and/or treating the issues we have discussed in relation to these texts. Your paper should also engage with outside scholarly secondary sources. Follow MLA format in citing sources and in your list of Works Cited. Undergraduate students: 8-10 pages. Graduate students: 10-12 pages.
(c) Composition Studies: A paper treating one or more of the composition texts we have discussed (e.g., articles by Clark, Anderson, Price, etc.) and/or treating the issues we have discussed in relation to these texts. Your paper should also engage with outside scholarly secondary sources. Follow MLA format in citing sources and in your list of Works Cited. Undergraduate students: 8-10 pages. Graduate students: 10-12 pages.
(d) Creative: A theoretically-informed and interesting work of “plagiarism” in any medium or genre (e.g., a series of poems, a short story/fiction, a painting, a performance, a web site, a zine, a comic, a critical essay, a video, a cd, a collection of photographs, a memoir, a [screen]play, a video game, a text that defies/crosses/mixes genres/media). “Theoretically-Informed” means that your project demonstrates an awareness of and engagement with the texts/issues we have been discussing this semester (i.e., it’s not naive or uninformed plagiarism, but “plagiarism” that is informed by intellectual property theory). Avoid gimmickiness for its own sake: be ready to defend your choices (of content, form, etc.) as meaningful. Feel free to see me to discuss your project. - Due dates for projects: If you choose (d) as one of your projects, (d) is due on 12/13, and your other project is due on 11/3; otherwise, your first project is due on 11/3 and your second project is due on 12/13. Your draft for a particular project will be due earlier than this date if you are assigned to have this project workshopped.
- Collaborative Oral Presentation: You and your partner will discuss a recent scandal or legal case around copyright or plagiarism from a list I will provide. You will need to research your case and prepare a presentation that doesn't just summarize "facts," but in which you talk about what you find significant or interesting about the case/scandal. Your goal is to present as complex an analysis of your case/scandal as you can. If you choose to use slides, do not read your slides aloud during the presentation! Your presentation must include an interactive component and should last about 20 minutes. You will answer class members' questions after your presentation. You and your partner are welcome to meet with me before your presentation date to discuss your presentation ideas. I will evaluate your presentation based on the quality of your research, your analysis of your topic, how well you present your ideas, how well you and your partner work together, how well you answer questions, and your ability to keep to the time limit.
- Other Assignments: These may include reading responses, responses to colleagues' posts, drafts of your assignments, feedback on colleagues' drafts, facilitating a whole-class workshop, participation in whole-class workshops, your presentation of your second project, facilitating a class discussion (graduate students only), and other in-class activities. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on these assignments. You cannot make up a missed in-class assignment. You must submit out of class assignments on time in order to earn full credit for them.
- Facilitation of a Class Discussion (graduate students only): Each class member who is enrolled in English 500 will facilitate a discussion of an assigned text. Time limits depends on your chosen text/day--you will sign up for a specific date/text. You'll need to research your text ahead of time and prepare discussion questions/activities that connect your text to the course themes. You may provide introductory/contextual comments, but remember that your job is to facilitate discussion, not to talk all the time! You are welcome to meet with me ahead of time to discussion your plans.
- Citation of Sources: As we will discuss in this class, plagiarism is a contested and context-specific topic. For more information, see Chapman's policy on academic integrity (we will interrogate this policy as part of the work of the course).
- Email Protocol: I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person. It’s important to practice composing professional emails: be sure that your emails to me include appropriate subject lines, salutations, and closes.
- Classroom Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to me. I encourage you to talk in class.
- 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.
- Students With Disabilities: Please see me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you to succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
- Electronic Devices: Please bring your laptop to seminar meetings, but do not use electronic devices for non course-related work during class time.
tentative schedule
Readings marked * are on Blackboard
8/30/2016
UNIT 1: THEORY
9/2/2016
9/8/2016
9/13/2016
9/15/2016
9/22/2016
9/27/2016
9/29/2016
10/4/2016
10/6/2016
10/11/2016
10/13/2016
10/18/2014
10/20/2016
10/25/2016
10/27/2016
11/1/2016
UNIT 3: COMPOSITION STUDIES
11/3/2016
11/8/2016
11/10/2016
11/15/2016
11/17/2016
11/29/2016
12/1/2016
12/6/2016
12/8/2016
12/13/2016 (4:15-6:45 p.m.)
8/30/2016
- In-Class Activities: introduction to the course; discuss syllabus and "Food Chain Barbie"
- Homework Assignments for 9/2: read Lethem, "The Ecstasy of Influence: A Plagiarism"*; Barthes, "The Death of the Author"*
UNIT 1: THEORY
9/2/2016
- In-Class Activities: discuss reading; class member introductions; review presentation topics and discussion facilitation topics (graduate students only)
- Homework Assignments: read Foucault, "What is an Author?"*; Kleege, "Letters to Helen"*; Benfer, "Writing in the Free World"*
- In-Class Activities: discuss reading; discuss presentations; sign up for presentations; sign up for facilitation of class discussions (graduate students only)
- Homework Assignments: read Copyrights and Copywrongs up to p. 80
9/8/2016
- In-Class Activities: discuss reading; meet with presentation partners; draw presentation dates
- Homework Assignments: finish reading Copyrights and Copywrongs
9/13/2016
- In-Class Activities: discuss reading; meet with presentation partners
- Homework Assignments: read selected copyright statutes*
9/15/2016
- In-Class Activities: discuss reading and DMCA, SOPA, PIPA; meet with presentation partners
- Homework Assignments: read selected copyright legal cases*
- In-Class Activities: discuss reading; meet with presentation partners
- Homework Assignments: work on your presentation
9/22/2016
- In-Class Activities: collaborative oral presentations
- Homework Assignments: work on your presentation
9/27/2016
- In-Class Activities: collaborative oral presentations
- Homework Assignments: read Thomas, "Executors or Executioners?"*
9/29/2016
- In-Class Activities: special guest: Professor Joseph Thomas; introduction to Kathy Acker
- Homework Assignments: read Acker, Don Quixote, First Part and Second Part
10/4/2016
- In-Class Activities: discuss reading; discuss projects; sign up for whole-class workshops
- Homework Assignments: read Acker, Don Quixote, Third Part
10/6/2016
- In-Class Activities: discuss reading
- Homework Assignments: read Wilkinson, "Something Borrowed: Kenneth Goldsmith's Poetry Elevates Copying to an Art, But Did He Go Too Far?"*; hooks, "Madonna: Plantation Mistress or Soul Sister?"*
10/11/2016
- In-Class Activities: discuss Kenneth Goldsmith, Maggie Jaffe, and Madonna; watch "Vogue" music video; "flarf" poetry; introduction to Yambo Ouologuem
Homework Assignments: read Ouologuem, Bound to Violence, Sections One and Two
10/13/2016
- In-Class Activities: discuss reading; discuss protocol for whole-class workshops; mid-semester course evaluations
- Homework Assignments: read Ouologuem, Bound to Violence, Sections Three and Four
10/18/2014
- In-Class Activities: discuss reading; continue discussing protocol for whole-class workshops; sign up to facilitate a workshop
- Homework Assignments: if you have a workshop on 10/25, post your project draft on Blackboard by 4 p.m. on 10/22; everyone read workshop drafts; post responses to workshop drafts on Blackboard by 4 p.m. on 10/25 (follow guidelines for responses); bring your laptop to class or printouts of the drafts and your responses; if you have a workshop on 10/27, post your draft on Blackboard by 4 p.m. on 10/25
10/20/2016
- In-Class Activities: no class--work on your project
- Homework Assignments: if you have a workshop on 10/25, post your project draft on Blackboard by 4 p.m. on 10/22; everyone read workshop drafts; post responses to workshop drafts on Blackboard by 4 p.m. on 10/25 (follow guidelines for responses); bring your laptop to class or printouts of the drafts and your responses; if you have a workshop on 10/27, post your draft on Blackboard by 4 p.m. on 10/25
10/25/2016
- In-Class Activities: whole-class workshops
- Homework Assignments: everyone read workshop drafts; post responses to workshop drafts on Blackboard by 4 p.m. on 10/27 (follow guidelines for responses); bring your laptop to class or printouts of the drafts and your responses
10/27/2016
- In-Class Activities: whole-class workshops
- Homework Assignments: work on your first project
11/1/2016
- In-Class Activities: watch The Internet's Own Boy
- Homework Assignments: post your revised first project on Blackboard by 4 p.m. on 11/3
UNIT 3: COMPOSITION STUDIES
11/3/2016
- In-Class Activities: finish watching and discuss The Internet's Own Boy
- Homework Assignments: read Clark and Healy, "Are Writing Centers Ethical?"*; Howard, "Postpedagogical Reflections on Plagiarism and Capital"*#; Price, “Beyond `Gotcha!’: Situating Plagiarism in Policy and Pedagogy”*; Anderson, “Response to Sean Zwagerman’s ‘The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic Integrity”*#; Lyon,“’You Fail’: Plagiarism, the Ownership of Writing, and Transnational Conflicts”#* (articles marked # required reading for graduate students only)
11/8/2016
- In-Class Activities: discuss reading; discuss writing tutoring and peer workshops
- Homework Assignments: read Johnson-Eilola and Selber, “Plagiarism, Originality, Assemblage”*
11/10/2016
- In-Class Activities: discuss reading; discuss Chapman plagiarism policy and turnitin.com
- Homework Assignments: read pp. 152-177 from Cutting Across Media
11/15/2016
- In-Class Activities: discuss reading
- Homework Assignments: read pp. 57-75 and 276-289 from Cutting Across Media
11/17/2016
- In-Class Activities: discuss reading; discuss second project; introduction to David Leavitt
- Homework Assignments: read Leavitt, "The Term Paper Artist"
11/29/2016
- In-Class Activities: discuss reading
- Homework Assignments: read Bleeth and Rivkin, "The "Imitation David": Plagiarism, Collaboration, and the Making of a Gay Literary Tradition in David Leavitt's "The Term Paper Artist""*; Kopelson,"Diary"*
12/1/2016
- In-Class Activities: discuss reading; review protocol for whole-class workshops
- Homework Assignments: if you have a workshop on 12/6, post your project draft on Blackboard by 4 p.m. on 12/3; everyone read workshop drafts; post responses to workshop drafts on Blackboard by 4 p.m. on 12/6 (follow guidelines for responses); bring your laptop to class or printouts of the drafts and your responses; if you have a workshop on 12/8, post your draft on Blackboard by 4 p.m. on 12/6
12/6/2016
- In-Class Activities: whole-class workshops; course wrap-up; course evaluations
- Homework Assignments: post responses to workshop drafts on Blackboard by 4 p.m. on 12/8 (follow guidelines for responses); bring your laptop to class or printouts of drafts and your responses
12/8/2016
- In-Class Activities: whole-class workshops; discuss presentations/performances
- Homework Assignments: post your revised second project on Blackboard by 4 p.m. on 12/13; prepare your presentation/performance
12/13/2016 (4:15-6:45 p.m.)
- Party and presentations/performances of second project
I thank Jan Osborn and Joseph Thomas for contributing ideas and resources for this syllabus.