Paris street protest, December 2019
Chapman University
Fall 2020
English 446/500: topics in rhetoric/advanced topics in rhetoric and composition: feminist rhetorics
Statement on Diversity and Inclusion
Department of English, Chapman University
December 2016
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 studies, 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.
English Department Statement of Solidarity with Black Lives Matter and endorsement of the statement by the Association of Asian American Studies on heightened anti-Asian bigotry during the Coronavirus pandemic, June 2020
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office Hours Via Zoom: M 3-4 p.m. and other times upon request (email me to schedule)
- Email Office Hours: [email protected]
Course Description:
Welcome to English 446/500! This is a combined undergraduate/graduate course, and there are different course requirements for those of you enrolled in English 446 and English 500. Our particular focus in this section of Topics in Rhetoric/Advanced Topics in Rhetoric and Composition is Feminist Rhetorics. Of course, we cannot (and wouldn’t want to) cover all feminist rhetorics across time and place. Instead, we will focus selectively on a particular contemporary (late 20th and early 21st century) feminist rhetorical trajectory, moving from historically significant feminist work in the US and France that has informed subsequent feminist rhetoric and that has particular resonance for our current political and intellectual circumstances, attending also to the rhetorics of global feminist activism and to feminist intersectionality, and considering the implications of this theory and activism for our own rhetorical practices (including the teaching of composition).
Course Format:
Zoom Protocol:
Required Texts:
(Either hard copies or eBook versions)
Grade Distribution:
Graded Assignments:
Analysis of Activist Rhetorics
Expansion of Discussion Post
Other Assignments
Additional Course Policies and Resources:
Welcome to English 446/500! This is a combined undergraduate/graduate course, and there are different course requirements for those of you enrolled in English 446 and English 500. Our particular focus in this section of Topics in Rhetoric/Advanced Topics in Rhetoric and Composition is Feminist Rhetorics. Of course, we cannot (and wouldn’t want to) cover all feminist rhetorics across time and place. Instead, we will focus selectively on a particular contemporary (late 20th and early 21st century) feminist rhetorical trajectory, moving from historically significant feminist work in the US and France that has informed subsequent feminist rhetoric and that has particular resonance for our current political and intellectual circumstances, attending also to the rhetorics of global feminist activism and to feminist intersectionality, and considering the implications of this theory and activism for our own rhetorical practices (including the teaching of composition).
Course Format:
- This is an online course. I know that some of you are disappointed and would prefer to meet in person (I would, too!), but I believe that an online format is the safest and most effective way for us to conduct the class.
- We will meet via Zoom each Monday at 4 p.m. California time to check in and discuss course materials and assignments, and, occasionally, to do in-class writing; however, Zoom fatigue is real, so these meetings will not last the full three hour class time! Most of the course work will be completed on Canvas, some during the assigned class time, some at your own pace during the course of the week. It's important to work on the self-paced Canvas assignments throughout the week, and not to try to complete them right before they are due! If you are not able to participate in our live Zoom discussions, please let me know so that I can give you an alternate assignment.
- I hold Zoom office hours on Mondays 3-4 p.m. Email me if you'd like to chat, and we can set up an appointment for that time, or for another time if you're not available during my office hour.
Zoom Protocol:
- If possible, please turn your camera on—the purpose of Zoom discussions is to create a sense of class community; this is facilitated if we are able to see you! If we get tired of the cameras, we may decide to turn them off later in the semester...
- Please mute yourself when you are not speaking so that we reduce sound distractions to a minimum.
- Use the “raise hand” icon if you’d like to speak or ask a question, and lower your hand after you have spoken so that I can keep track of those who are still waiting to speak; if you’d prefer to write a comment or question, feel free to use the “chat” box.
- I’d like everyone to get an opportunity to participate in each Zoom discussion; if you have already spoken, I may wait for others to speak before calling on you again—I hope you will understand and won’t be offended!
Required Texts:
(Either hard copies or eBook versions)
- Moraga and Anzaldúa, eds. This Bridge Called My Back: Writings by Radical Women of Color. 4th ed.
- Oliver, ed. The French Feminism Reader.
- Taormino, Shimizu, Penley, and Miller-Young, eds. The Feminist Porn Book: The Politics of Producing Pleasure.
- I will post additional texts on Blackboard for you to read. We'll also be watching one or two films, and you'll be doing your own research for your analysis of activist rhetorics.
Grade Distribution:
- Analysis of Activist Rhetorics...................................................................40%
- Expansion of Discussion Post..................................................................40%
- Other Assignments...................................................................................20%
Graded Assignments:
Analysis of Activist Rhetorics
- Collaboratively or individually analyze the rhetoric of one 21st century feminist activist movement from the list I’ll provide (if you’d like to work on a different contemporary feminist activist movement, consult with me).
- By closely examining the rhetoric of your chosen activist movement, answer one or more of the following questions: What does the rhetoric of your activist movement (or, at least, the rhetoric of the specific texts you’re analyzing) reveal about the movement? What assumptions and values do you see explicitly or implicitly articulated in this rhetoric? What kinds of rhetorical strategies does this activist movement use? How does the rhetoric of your activist movement link to or differ from other feminist rhetorics we have examined in this class? Make sure that your analysis forms a cohesive whole, rather than a list of answers to these questions!
- You may present your analysis in the form of a video, podcast, essay, website, or slideshow with narration. If you’d like to use another format, consult with me. Since you’ll be posting your analysis on Canvas, you are welcome to incorporate links, images, video clips, and other digital elements.
- You need to find and analyze primary sources--artifacts that illustrate the rhetoric of your chosen activist movement (e.g., tweets, platforms, manifestos, performances, websites, speeches, videos, op-eds, activist events, photographs, art work, slogans, chants, posters, flyers, Facebook pages, Instagram pages). You will also want to incorporate secondary sources into your analysis (i.e., scholarly articles, interviews, new stories, and other texts about your activist movement). These secondary sources can be used to provide context and background about your activist movement, but you also may want to critique them or elaborate on them as a result of your analysis of your primary sources. I’ll post some suggested primary and secondary sources on Canvas; I also expect you to do your own research and find additional sources. Cite your sources in a way that is appropriate for the medium you use for your analysis (we’ll discuss this further during one of our Zoom meetings).
- Undergraduate class members: Your project should be equivalent in length, depth, and time spent working on it to a 3-5 page paper. Your analysis must engage with at least one primary source and at least one secondary source.
- Graduate class members: Your project should be equivalent in length, depth, and time spent working on it to a 5-10 page paper. Your analysis must engage with at least one primary source and at least three secondary sources (including at least one scholarly secondary source).
- Your target audience is other scholars who are interested in and know something about feminist rhetorics but are not necessarily members of our class.
Expansion of Discussion Post
- This is your opportunity to revise and expand one of the four Canvas discussion posts you have composed this semester into a more traditional essay. Perhaps you have deepened or changed your understanding of a topic or text as a result of our class discussions or readings or the passage of time? Perhaps you are particularly interested in one of the topics or texts and have more to say on it? Perhaps you’re thinking of developing one of the four topics into your BA capstone project or MA thesis or a PhD writing sample? Choose one of your discussion posts and revise/expand it. You’re welcome to bring additional class or outside texts into your discussion. And since you’ll be posting your project on Canvas, you’re welcome to include links, images, video clips, and other digital elements. Cite all texts following MLA format in the body of your essay, and don’t forget to include a Works Cited list at the end—it should follow MLA format and include all primary and secondary sources you cite. You should also include appropriate citations for any images you use.
- Your target audience is other scholars who are interested in and know something about feminist rhetorics but are not necessarily members of our class. If you are discussing well-known texts, you don’t need to summarize them. In the case of less well-known texts, you might need to give your audience some information about them.
- Undergraduate class members: 750-1500 words (excluding Works Cited); you should engage with at least one outside scholarly source
- Graduate class members: 1250-2500 words (excluding Works Cited); you should engage with at least two outside scholarly sources
Other Assignments
- These include four Canvas discussion posts (I'll post detailed prompts for these on Canvas), responses to colleagues' discussion posts, drafts of the major assignments, in-class writing, mid-semester feedback on the course, an introductory video, an end-of-semester reflection video, and alternate assignments if you are not able to participate in Zoom discussions.
- I grade these assignments on a credit/no credit basis and you must submit them on time to earn full credit for them.
- We'll discuss other criteria for earning credit for these assignments.
Additional Course Policies and Resources:
- Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism.
- Email Protocol: Email is the best way to reach me. 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.
- Class Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many Zoom and online 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 speak during each Zoom discussion and to encourage your colleagues to do the same.
- Diversity: I share the English Department's and Chapman University's commitment 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 me, the Dean of Students, and/or otherwise reported in accordance with this policy.
- Students With Disabilities: Please let me know 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.
- The Chapman Writing Center is a free service where undergraduate students can get feedback on class projects. Graduate Writing Assistants are available to offer graduate students feedback on their work.
tentative schedule
Readings marked * are on Canvas
Unit 1: Frames
Week 1
Zoom Meeting (8/31/20, 4 p.m.):
Week 3
Zoom Meeting (9/14/20, 4 p.m.):
Unit 2: The Feminist Sex Wars
Week 4
Zoom Meeting (9/21/20, 4 p.m.):
Week 5
Zoom Meeting (9/28/20, 4 p.m.):
Unit 3: Feminist Activist Rhetorics
Week 6
Zoom Meeting (10/5/20, 4 p.m.):
Week 7
Zoom Meeting (10/12/20, 4 p.m.):
Unit 4: French Feminist Theory
Week 8
Zoom Meeting (10/19/20, 4 p.m.):
Week 9
Zoom Meeting (10/26/20, 4 p.m.):
Week 10
Zoom Meeting (11/2/20, 4 p.m.):
Week 11
Zoom Meeting (11/9/20, 4 p.m.):
Unit 5: Feminism and Composition
Week 12
Zoom Meeting (11/16/20, 4 p.m.):
Week 13
Zoom Meeting (11/30/20, 4 p.m.):
Week 14
Zoom Meeting (12/7/20, 4 p.m.):
Unit 1: Frames
Week 1
Zoom Meeting (8/31/20, 4 p.m.):
- Introduction to the course
- Discuss upcoming assignments
- Post your Flipgrid video introduction on Canvas by 11:59 p.m. on 8/31/20
- Read This Bridge Called My Back before the next Zoom meeting
- Canvas discussion post #1 due by 3 p.m. on 9/14/20
Week 3
Zoom Meeting (9/14/20, 4 p.m.):
- Discuss reading and discussion posts
- Introduction to the feminist sex wars
- Criteria for discussion responses
- Respond to at least two discussion posts by 3 p.m. on 9/21/20 (see criteria on Canvas)
- All class members: read Introduction and Part I of The Feminist Porn Book before the next Zoom meeting
- Graduate class members: read excerpts from Dworkin, Pornography: Men Possessing Women *
Unit 2: The Feminist Sex Wars
Week 4
Zoom Meeting (9/21/20, 4 p.m.):
- Discuss reading
- Debrief discussion responses
- Graduate class members: read Parts II-IV of The Feminist Porn Book before the next Zoom meeting
- Undergraduate class members; read any ten essays from Parts II-IV of The Feminist Porn Book before the next Zoom meeting
- Canvas discussion post #2 due by 3 p.m. on 9/28/20
Week 5
Zoom Meeting (9/28/20, 4 p.m.):
- Discuss reading and discussion posts
- Introduction to activist rhetorics
- Sign up for activist rhetorics group by 11:59 p.m. on 9/28/20
- Respond to at least two discussion posts by 3 p.m. on 10/5/20 (see criteria on Canvas); respond to different colleagues from the colleagues you responded to last time
- Read activist rhetoric materials * and post questions on your group's discussion board by 3 p.m. on 10/5/20
Unit 3: Feminist Activist Rhetorics
Week 6
Zoom Meeting (10/5/20, 4 p.m.):
- Debrief discussion responses
- Group discussions of activist rhetorics
- Assign activist rhetorics project
- Post a question about the activist rhetorics project on Canvas by 11:59 p.m. 10/5/20
- Start working on your activist rhetorics project
- Respond to colleagues' questions by 3 p.m. on 10/12/20
- Post materials for your activist rhetorics group on Canvas by 3 p.m. on 10/12/20
- Complete your mid-semester feedback on the course by 3 p.m. on 10/12/20
Week 7
Zoom Meeting (10/12/20, 4 p.m.):
- Group discussions of activist rhetorics and activist rhetorics project
- In-class writing
- Post a draft of your activist rhetoric project on Canvas by 11:59 p.m. on 10/16/20
- Read your group members' drafts by 3 p.m. on 10/19/20
Unit 4: French Feminist Theory
Week 8
Zoom Meeting (10/19/20, 4 p.m.):
- Discuss mid-semester feedback
- Introduction to French Feminist Theory and A Question of Silence
- Peer workshops
- Post your revised activist rhetorics project on Canvas by 3 p.m. on 10/26/20
- Watch A Question of Silence before the next Zoom meeting
- Extra-credit opportunity: attend the 2020 Seneca Falls Dialogues
Week 9
Zoom Meeting (10/26/20, 4 p.m.):
- Discuss film
- Debrief activist rhetorics project
- All class members: read Preface, Chapter 1, and Chapter 5 from The French Feminism Reader before the next Zoom meeting
- Graduate class members: read Chapter 6 from The French Feminism Reader before the next Zoom meeting
Week 10
Zoom Meeting (11/2/20, 4 p.m.):
- Discuss reading
- Debrief activist rhetorics project evaluations
- All class members: read Zhu, "Rhetorical Listening" * and Chapter 8 from The French Feminism Reader before the next Zoom meeting
- Graduate class members: read Chapter 7 from The French Feminism Reader before the next Zoom meeting
- Canvas post #3 due by 3 p.m. on 11/9/20
Week 11
Zoom Meeting (11/9/20, 4 p.m.):
- Discuss reading and discussion posts
- Introduction to next unit
- Respond to at least two discussion posts by 3 p.m. on 11/16/20 (see criteria on Canvas); respond to different colleagues from the colleagues you responded to before
- All class members: read Gearhart, "The Womanization of Rhetoric" * and Jarratt, "Feminism and Composition: The Case for Conflict" * before the next Zoom meeting
- Graduate class members: read Intraspection 2 * before the next Zoom meeting
Unit 5: Feminism and Composition
Week 12
Zoom Meeting (11/16/20, 4 p.m.):
- Discuss reading
- Debrief discussion responses
- Discuss final project
- Read Annas, "Style as Politics: A Feminist Approach to the Teaching of Writing" * by 11/23/20
- Canvas post #4 due by 3 p.m. on 11/23/20
- Post a question about the final project on Canvas by 3 p.m. on 11/23/20
- Respond to colleagues' questions about final project by 3 p.m. on 11/30/20
- Respond to at least two Canvas posts #4 by 3 p.m. on 11/30/20 (see criteria on Canvas); respond to different colleagues from the colleagues you responded to before
Week 13
Zoom Meeting (11/30/20, 4 p.m.):
- Discuss reading and discussion posts
- Debrief discussion responses
- In-class writing
- Assign groups for final project
- Post a draft of your final project (expansion of discussion post) on Canvas by 11:59 p.m. on 12/4/20
- Read your group members' drafts before our next Zoom meeting
- Post your Flipgrid course debrief video on Canvas by 3 p.m. on 12/7/20
Week 14
Zoom Meeting (12/7/20, 4 p.m.):
- Course evaluations
- Peer workshops
- Post your revised final project (expansion of discussion post) on Canvas by 3 p.m. on 12/14/20
thanks to Jada Augustine Patchigondla and Aneil Rallin for assistance with this syllabus