Chapman University
Fall 2017
English 372: language and ideology
Instructor Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: M 2:30-3:30 p.m., W 11:50 a.m.-12:50 p.m., and by appointment
- Email Office Hours: [email protected]
Introduction
Welcome to English 372: Language and Ideology! This particular iteration of English 372 focuses on how specific ideas about and uses of language reproduce and enact dominant ideologies, on the social movements that have grown around these linguistic practices, and on the resistances to and revisions of these practices. We will pay special attention to issues around language and race, language and gender, and language and imperialism, in addition to other topics that you will present on to the class. This course fulfills the Social Inquiry GE requirement.
Required Texts (available at the University Bookstore; also on reserve in the Leatherby Libraries):
Grade Distribution:
Major Assignments:
Course Policies:
Chapman Policies:
Welcome to English 372: Language and Ideology! This particular iteration of English 372 focuses on how specific ideas about and uses of language reproduce and enact dominant ideologies, on the social movements that have grown around these linguistic practices, and on the resistances to and revisions of these practices. We will pay special attention to issues around language and race, language and gender, and language and imperialism, in addition to other topics that you will present on to the class. This course fulfills the Social Inquiry GE requirement.
Required Texts (available at the University Bookstore; also on reserve in the Leatherby Libraries):
- Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. (4th edition preferred, but any is ok.)
- Lippi-Green, Rosina. English With An Accent: Language, Ideology, and Discrimination in the United States. 2nd ed.
- Piercy, Marge. Woman on the Edge of Time.
Grade Distribution:
- Collaborative Oral Presentation .........................................................25%
- Final Project ........................................................................................50%
- Other Assignments................................................................................25%
- Attendance: Due to the highly interactive nature of this course and the emphasis on collaborative work and class discussions, I expect you to attend all class meetings and to be on time. Note that according to Chapman University policy, a student who misses any class meeting during the first two weeks of classes without the instructor's authorization may be dropped from the class. Over the course of the semester 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. The Chapman University catalog "recommends as a minimal policy that students who are absent 20 percent of the course should be failed."
Major Assignments:
- Collaborative Oral Presentation: With two or three colleagues, you will deliver an oral presentation on an assigned topic related to Language and Ideology. You and your co-presenters will research your topic and plan your presentation ahead of time. I will give you some time in class to work with your co-presenters, but most of your preparation for the presentation will happen outside of class. You may include slides, video clips, websites, and other digital materials in your presentation, but you are not required to do so. If you choose to use slides, do not read your slides aloud to the class during the presentation! Each group will post a Works Cited list of the sources they have used for their presentation on Blackboard prior to the presentation--you must include at least ten sources on your list, and at least one of these should be an outside scholarly source. Each presentation should last no longer than 15 minutes. The goal of your presentation is to present some interesting aspect of your topic to the class and to share what you have discovered in your research, but also to present your own ideas. Don't just summarize your research--I am looking for your own response to and elaboration of it. Since it's impossible to present a comprehensive overview of your topic in 15 minutes, you will need to be selective--discuss what you find particularly interesting, important, or problematic. I'll base my evaluation of your presentation on the quality of your research and ideas, how well you present your ideas, how well your group members work together, and your ability to keep to the time limit. All collaborators will earn the same grade unless a team member fails to make a substantial contribution to the presentation. You and your co-presenters are welcome to meet with me before your presentation date to discuss your presentation ideas.
- Final Project: You will compose an "essay" (interpret this genre designation broadly) of 10-20 pages on one aspect, idea, or text from the course that you find particularly interesting or troubling or that you would like to explore further. Of course, your essay will focus on the course theme of "language and ideology." You are welcome to use material from your Blackboard posts and responses to colleagues' posts in your essay. In fact, you may want to use one of your Blackboard posts as the starting point for your essay. Your essay must focus on one of the texts or topics we have discussed in class, but don't just repeat what your texts say or what we say in class--think about what you'd like to add to what we've already said about your text or topic. Your essay should reference at least one class text and at least one outside scholarly source (you may also include any other sources you like). For tips on using secondary sources effectively, see They Say, I Say: The Moves That Matter in Academic Writing (on reserve in the Leatherby Libraries). Cite your sources in the body of your essay following MLA style, and include a list of Works Cited at the end of your essay following MLA style (see me if you'd like to use a different style). Since you will be posting your essay on Blackboard, you are welcome to include links, images, and other digital components. Don't direct your essay only to class members--imagine your audience more broadly, as other scholars who are interested in your topic but might not necessarily know the texts you reference. We will discuss essay topics and strategies in class, and you'll get peer feedback on a draft of your essay before you post the final version on Blackboard.
- Other Assignments: These include reading responses, responses to colleagues' posts, a draft of your Final Project, feedback on colleagues' drafts, and participating in peer workshops and other in-class activities. These assignments are designed to enable you to participate effectively in class discussions, to develop your own ideas about the materials, and to generate material for your Final Project. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on them. You cannot make up a missed in-class assignment and you must submit out of class assignments on time in order to earn credit for them. All assignments are submitted on Blackboard. Please bring your laptop to all class meetings.
Course Policies:
- 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. Be sure to include an appropriate subject line, salutation, and close in your email. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person.
- 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.
Chapman Policies:
- 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.
- 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 Office of Disability Services. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516-4520 if you have questions regarding this procedure, or for information and to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
- Academic Integrity: Click here to read Chapman University's policy on academic integrity. Feel free to discuss any concerns with me.
tentative schedule
Readings marked * are on Blackboard
Unit 1: Course Frameworks
Week 1
Monday, 28 August 2017
Week 2
Monday, 4 September 2017
Week 3
Monday, 11 September 2017
Week 4
Monday, 18 September 2017
Unit 2: Feminism and Language
Wednesday, 20 September 2017
Week 5
Monday, 25 September 2017
Week 6
Monday, 2 October 2017
Week 7
Monday, 9 October 2017
Week 8
Monday, 16 October 2017
Unit 3: Language and Race
Week 9
Monday, 23 October 2017
Week 10
Monday, 30 October 2017
Week 11
Monday, 6 November 2017
Unit 4: Language and Imperialism
Wednesday, 8 November 2017
Week 12
Monday, 13 November 2017
(Anti-)Thanksgiving Recess
Week 13
Monday, 27 November 2017
Week 14
Monday, 4 December 2017
Unit 1: Course Frameworks
Week 1
Monday, 28 August 2017
- In-Class Activities: Introduction to the course; reading and discussion of Deepak Unnikrishnan's "Glossary" *
- Homework Assignments: Read "College Writing Center Director Says Proper Grammar is 'Racist'"
- In-Class Activities: Discuss reading; discuss and sign-up for presentations; introduction to English with an Accent; discuss criteria for Blackboard posts
- Homework Assignments: Read English with an Accent up to p. 100; Blackboard Post #1 due by 1 p.m. on 9/6
Week 2
Monday, 4 September 2017
- No class--Labor Day holiday
- In-Class Activities: Discuss reading and Blackboard posts; discuss criteria for Blackboard responses; draw presentation dates; meet with your presentation partners
- Homework Assignments: Read English with an Accent Chapters 7-9; respond to at least two colleagues' Blackboard Post #1 by 1 p.m. on 9/11 (each response should be at least one paragraph long)
Week 3
Monday, 11 September 2017
- In-Class Activities: Discuss reading and Blackboard responses; meet with your presentation partners
- Homework Assignments: Read English with an Accent Chapters 10-14
- In-Class Activities: Discuss reading; meet with your presentation partners
- Homework Assignments: Read English with an Accent Chapters 15-18
Week 4
Monday, 18 September 2017
- In-Class Activities: Discuss reading; introduction to Unit 2; meet with your presentation partners
- Homework Assignments: Read Kleinman,"Why Sexist Language Matters"*; read Hofstadter, "A Person Paper on Purity in Language"
Unit 2: Feminism and Language
Wednesday, 20 September 2017
- In-Class Activities: Discuss reading; discuss NCTE Guidelines for Gender-Fair Use of Language
- Homework Assignments: Read excerpts from Lakoff, Language and Woman's Place* and Spender, Man Made Laguage*
Week 5
Monday, 25 September 2017
- In-Class Activities: discuss reading; discuss French Feminism and Suzette Haden Elgin
- Homework Assignments: Watch video on sexist language; read Kleinman,"Goodbye, You Guys"*; read Bilger, "You Guys"*
- In-Class Activities: Discuss readings; class debate about "guys"
- Homework Assignments: Write a thoughtful response to the YouTube video (post your response on YouTube); read Ehrlich, "The Discursive Reconstruction of Sexual Consent"*
Week 6
Monday, 2 October 2017
- In-Class Activities: Discuss reading; make feminist "calling cards"
- Homework Assignments: Work on your Collaborative Oral Presentation; begin reading Woman on the Edge of Time
- In-Class Activities: No class--work on your Collaborative Oral Presentation
- Homework Assignments: Work on your Collaborative Oral Presentation; post your Works Cited list on Blackboard by 1 p.m. on 10/9 (one per group)
Week 7
Monday, 9 October 2017
- In-Class Activities: Collaborative Oral Presentations; introduction to Woman on the Edge of Time
- Homework Assignments: Continue reading Woman on the Edge of Time
- In-Class Activities: Collaborative Oral Presentations; mid-semester course evaluations
- Homework Assignments: Finish reading Woman on the Edge of Time; Blackboard Post #2 due by 1 p.m. on 10/16
Week 8
Monday, 16 October 2017
- In-Class Activities: Discuss Woman on the Edge of Time and Blackboard posts; discuss mid-semester course evaluations
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #2 by 1 p.m. on 10/18 (each response should be at least a paragraph long; respond to different colleagues' from the ones you responded to last time)
- In-Class Activities: Discuss Woman on the Edge of Time and Blackboard responses; introduction to Borderlands/La Frontera
- Homework Assignments: Read Borderlands/La Frontera up to p. 35
Unit 3: Language and Race
Week 9
Monday, 23 October 2017
- In-Class Activities: Discuss reading
- Homework Assignments: Read Borderlands/La Frontera up to p. 73
- In-Class Activities: Discuss reading
- Homework Assignments: Read Borderlands/La Frontera up to p. 120; Blackboard Post #3 due by 1 p.m. on 11/30
Week 10
Monday, 30 October 2017
- In-Class Activities: Discuss reading and Blackboard posts; discuss selected poems from Borderlands/La Frontera
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #3 by 1 p.m. on 11/1 (each response should be at least a paragraph long; respond to different colleagues from the colleagues you previously responded to); read Jordan, "Nobody Mean More to Me Than You and the Future Life of Willie Jordan"*
- In-Class Activities: Discuss reading and Blackboard responses
- Homework Assignments: Read Rickford and King, "Language and Linguistics on Trial"*
Week 11
Monday, 6 November 2017
- In-Class Activities: Discuss reading; introduction to Unit 4
- Homework Assignments: Read excerpt from Ngũgĩ, Decolonising the Mind*
Unit 4: Language and Imperialism
Wednesday, 8 November 2017
- In-Class Activities: Discuss reading; in-class readings
- Homework Assignments: Read any two of the following three articles: Oda, "Globalization or the World in English: Is Japan Ready to Face the Waves?"*; Spring,"The Triumph of the Industrial-Consumer Paradigm And English as the Global Language"*; Tsuda, "Hegemony of English vs. Ecology of Language: Building Equity in International Communication"*; Blackboard Post #4 due by 1 p.m. on 11/13
Week 12
Monday, 13 November 2017
- In-Class Activities: Discuss reading and Blackboard posts
- Homework Assignments: Read Canagarajah,"The Place of World Englishes in Composition"*; respond to at least two colleagues' Blackboard Post #4 (each response should be at least a paragraph long; respond to different colleagues from those you responded to previously)
- In-Class Activities: Discuss reading and Blackboard responses; assign Final Project; introduction to Court
- Homework Assignments: Watch Court; Blackboard Post #5 due by 1 p.m. on 11/27
(Anti-)Thanksgiving Recess
Week 13
Monday, 27 November 2017
- In-Class Activities: Discuss Court; discuss topics for Final Project
- Homework Assignments: Work on your Final Project; respond to at least two colleagues' Blackboard Post #5 by 1 p.m. on 11/29 (each response should be at least a paragraph long; respond to different colleagues from before)
- In-Class Activities: Work on Final Project; discuss Blackboard responses; course debrief
- Homework Assignments: Post draft of your Final Project on Blackboard by 1 p.m. on 12/4
Week 14
Monday, 4 December 2017
- In-Class Activities: Course evaluations; work on Final Project
- Homework Assignments: Read your group members' Final Project drafts
- In-Class Activities: Peer workshops on Final Project
- Homework Assignments: Post your revised Final Project on Blackboard by 1 p.m. on 12/13
Thanks to Morgan Read-Davidson, Aneil Ralin, and Jan Osborn for resources for this syllabus.