Chapman University
Fall 2021
English 372: language and ideology
Instructor Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- Zoom office hours by appointment on Mondays and Wednesdays
- Email Office Hours: [email protected]
Land Acknowledgement (from Chapman's Wilkinson College website):
Wilkinson College believes all students should be taught the importance of recognizing land to understand the colonizing roots of academia and the way many fields of higher education have been used in the ostracizing, marginalization and disempowering (as well as the stealing of land, forced removal, and genocide) of communities. In doing so, we hope to inspire our students to use their education to challenge institutional and structural barriers to work toward equality, respect, and the lifting of their communities. Wilkinson College of Arts, Humanities, and Social Sciences collectively acknowledges that Chapman University occupies the ancestral, traditional, and contemporary Lands of the Acjachemen Peoples in the Juaneño Territory, adjacent to our Tongva/Kizh neighbors to the North and Payomkawichum/Luiseño and Kumeyaay neighbors to the South. In addition, we recognize, support, and advocate for the sovereignty of California’s 109 federally-recognized Indian nations, for historic Indigenous communities in California, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty, and consistent with our values of community and diversity, acknowledge our responsibility to hold the university more accountable to the needs of American Indian and Indigenous peoples.
Wilkinson College believes all students should be taught the importance of recognizing land to understand the colonizing roots of academia and the way many fields of higher education have been used in the ostracizing, marginalization and disempowering (as well as the stealing of land, forced removal, and genocide) of communities. In doing so, we hope to inspire our students to use their education to challenge institutional and structural barriers to work toward equality, respect, and the lifting of their communities. Wilkinson College of Arts, Humanities, and Social Sciences collectively acknowledges that Chapman University occupies the ancestral, traditional, and contemporary Lands of the Acjachemen Peoples in the Juaneño Territory, adjacent to our Tongva/Kizh neighbors to the North and Payomkawichum/Luiseño and Kumeyaay neighbors to the South. In addition, we recognize, support, and advocate for the sovereignty of California’s 109 federally-recognized Indian nations, for historic Indigenous communities in California, for Indigenous individuals and communities who live here now, and for those who were forcibly removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous sovereignty, and consistent with our values of community and diversity, acknowledge our responsibility to hold the university more accountable to the needs of American Indian and Indigenous peoples.
Introduction to the Course:
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, and language and gender, in addition to other topics that you will present on to the class. This course fulfills the Social Inquiry GE requirement. Note that as of now this is an in-person class. Click here to review Chapman's COVID-19 protocols--we will discuss these in class.
Required Texts (available at the University Bookstore; digital or hard copies ok; books marked * are 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, and language and gender, in addition to other topics that you will present on to the class. This course fulfills the Social Inquiry GE requirement. Note that as of now this is an in-person class. Click here to review Chapman's COVID-19 protocols--we will discuss these in class.
Required Texts (available at the University Bookstore; digital or hard copies ok; books marked * are also on reserve in the Leatherby Libraries):
- Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. (4th edition preferred, but any is ok.)*
- Baron, Dennis. What's Your Pronoun?: Beyond He and She.
- 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. (Ballantine edition preferred, but any is ok. )*
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. In addition, Chapman "recommends as a minimal policy that students who are absent 20 percent of the course should be failed." However, given COVID-19 protocols advising you not to come to class if you are sick, I will be flexible about this attendance policy on a case by case basis.
Major Assignments:
- Collaborative Oral Presentation: With one or two colleagues, you will deliver an oral presentation on an assigned topic related to Language and Ideology. You and your co-presenter(s) will research your topic and plan your presentation ahead of time. I will give you some time in class to work with your co-presenter(s), 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 Canvas prior to the presentation--you must include at least five sources on your list, and at least one of these should be an outside scholarly source. Your Works Cited list should follow MLA style (see me if you'd like to use a different style). Each presentation should last no longer than 15 minutes (excluding discussion). 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. I will provide you with a list of suggested resources to get you started on your research. 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. Each presentation will be followed by questions from class members and discussion. I'll base my evaluation of your presentation on the quality of your research and ideas, how well you present your ideas, how well you and your collaborator(s) work together, your ability to keep to the time limit, and how well you respond to class members' questions. All collaborators will earn the same grade unless a team member fails to make a substantial contribution to the presentation. You and your co-presenter(s) are required to meet with me before your presentation date to discuss your presentation plans.
- Final Project: You will compose an "essay" (interpret this genre designation broadly) of 10-20 pages, choosing one of the topics from the list I provide. You are welcome to use material from your Canvas posts and responses to colleagues' posts in your essay. 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 primary and secondary 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 Canvas, you are welcome to include links, images, and other digital components. Don't direct your essay only to class members--target scholars and/or activists who are interested in your topic and probably are familiar with the texts you reference. We will discuss essay topics and strategies in class, and you'll meet with me in an individual conference to get feedback on a draft of your essay before you post the final version on Canvas.
- Other Assignments: These include reading responses, responses to colleagues' posts, responses to presentations, a draft of your Final Project, 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. Usually, 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--let me know ahead of the deadline if you need to request an extension for an assignment. All assignments are submitted on Canvas. Please bring your laptop or other portable device 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 via Zoom.
- 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:
- Academic Integrity: Click here to read Chapman University's policy on academic integrity. Feel free to discuss any concerns with me.
- 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. Click here to read Chapman University's Statement on Diversity.
- Students With Disabilities: Please contact 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 succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
tentative schedule
Readings marked * are on Canvas
Unit 1: Linguistic Frames
Week 1
Monday, 30 August 2021
Week 2
Monday, 6 September 2021
Week 3
Monday, 13 September 2021
Week 4
Monday, 20 September 2021
Unit 2: Gender and Language
Wednesday, 22 September 2021
Week 5
Monday, 27 September 2021
Week 6
Monday, 4 October 2021
Week 7
Monday, 11 October 2021
Week 8
Monday, 18 October 2021
Week 9
Monday, 25 October 2021
Unit 3: Race and Language
Wednesday, 27 October 2021
Week 10
Monday, 1 November 2021
Week 11
Monday, 8 November 2021
Wednesday, 10 November 2021
Week 12
Monday, 15 November 2021
(Anti-)Thanksgiving Recess
Week 13
Monday, 29 November 2021
Unit 4: Synthesis
Wednesday, 1 December 2021
Week 14
Monday, 6 December 2021
Unit 1: Linguistic Frames
Week 1
Monday, 30 August 2021
- In-Class Activities: Introduction to the course; in-class reading and discussion; introduction to readings for next time
- Homework Assignments for 9/1: Read English With an Accent Preface, Introduction, and Chapter 1; Kleinman, "Why Sexist Language Matters"*; and Kane, "Rep. Jim Jordan is Really Mad About Gender-Neutral Pronouns"
- In-Class Activities: Discuss reading and criteria for Canvas discussion posts; review topics for collaborative oral presentations; class member introductions
- Homework Assignments: Email me your presentation preferences by 1 p.m. on 9/6; read English with an Accent Chapters 2-6; Canvas discussion post #1 due by 1 p.m. on 9/8
Week 2
Monday, 6 September 2021
- No class--Labor Day holiday
- In-Class Activities: Discuss reading, Canvas discussion posts, and criteria for responses to Canvas discussion posts; assign collaborative oral presentation topics and partners
- Homework Assignments: Read English with an Accent Chapters 7-9; respond to at least two colleagues' Canvas discussion post #1 by 1 p.m. on 9/13 (each response should be at least one paragraph long)
Week 3
Monday, 13 September 2021
- In-Class Activities: Discuss reading and responses to Canvas discussion posts; review collaborative oral presentations; meet with your presentation partner(s)
- Homework Assignments: Read English with an Accent Chapters 11-14
- In-Class Activities: Discuss reading; meet with your presentation partner(s)
- Homework Assignments: Read English with an Accent Chapters 15, 17, and 18
Week 4
Monday, 20 September 2021
- In-Class Activities: Discuss reading; introduction to Unit 2 and upcoming readings; meet with your presentation partner(s)
- Homework Assignments: Read Hofstadter, "A Person Paper on Purity in Language"; NCTE, "Statement on Gender and Language"; Kleinman,"Goodbye, You Guys"*; Bilger, "On Language: You Guys"*
Unit 2: Gender and Language
Wednesday, 22 September 2021
- In-Class Activities: Discuss reading; debate about "guys"; work on creating feminist calling cards
- Homework Assignments: Read excerpts from Lakoff, Language and Woman's Place*; Spender, Man Made Language, Chapter 1, pp. 41-51 and Chapter 5, pp. 144-62*
Week 5
Monday, 27 September 2021
- In-Class Activities: discuss reading; continue working on feminist calling cards; introduction to What's Your Pronoun?
- Homework Assignments: Read What's Your Pronoun? Introduction and Chapters 1-2
- In-Class Activities: Discuss readings; watch and respond to video on sexist language; sign up to meet with me to discuss your presentation
- Homework Assignments: Finish reading What's Your Pronoun; Canvas discussion post #2 due by 1 p.m. on 10/4/21
Week 6
Monday, 4 October 2021
- In-Class Activities: Discuss reading, Canvas discussion posts, French feminism, and Suzette Haden Elgin; introduction to A Question of Silence
- Homework Assignments: Work on your Collaborative Oral Presentation; presenters meet with me; respond to at least two colleagues' Canvas discussion post #2 by 1 p.m. on 10/6 (each response should be at least one paragraph long; respond to different colleagues from last time)
- In-Class Activities: Begin watching A Question of Silence
- Homework Assignments: Work on your Collaborative Oral Presentation; presenters meet with me
Week 7
Monday, 11 October 2021
- In-Class Activities: Finish watching and discuss A Question of Silence; introduction to Woman on the Edge of Time
- Homework Assignments: Begin reading Woman on the Edge of Time; if you are presenting on 10/13, post your Works Cited list on Canvas by 1 p.m. on 10/13
- In-Class Activities: Assign presentation respondents; collaborative Oral Presentations; mid-semester course feedback
- Homework Assignments: Continue reading Woman on the Edge of Time; if you are presenting on 10/18, post your Works Cited list on Canvas by 1 p.m. on 10/18
Week 8
Monday, 18 October 2021
- In-Class Activities: Assign presentation respondents; collaborative Oral Presentations; discuss mid-semester course feedback
- Homework Assignments: Finish reading Woman on the Edge of Time
- In-Class Activities: Discuss Woman on the Edge of Time
- Homework Assignments:
Week 9
Monday, 25 October 2021
- In-Class Activities: Discuss Woman on the Edge of Time; introduction to Unit 3 and upcoming readings
- Homework Assignments: Read English With an Accent Chapters 10 and 16; Jordan, "Nobody Mean More to Me Than You and the Future Life of Willie Jordan"*
Unit 3: Race and Language
Wednesday, 27 October 2021
- In-Class Activities: Discuss reading; introduction to readings for next time
- Homework Assignments: Read Young, "Announcement: This Ain't Another Statement! This is a DEMAND for Black Linguistic Justice!"*; CCCC, "This Ain't Another Statement! This is a DEMAND for Black Linguistic Justice!"; Ernst, "College Writing Center: Proper Grammar Perpetuates 'Racist,' 'Unjust Language Structure'"; watch Inoue, "#4C19 Chair's Address"; post some questions you have about these readings on Canvas by 2:30 p.m. on 11/1
Week 10
Monday, 1 November 2021
- In-Class Activities: Discuss readings and video; introduction to Trayvon Martin and upcoming reading
- Homework Assignments: Read Rickford and King, "Language and Linguistics on Trial: Hearing Rachel Jeantel (and Other Vernacular Speakers) in the Courtroom and Beyond"*
- In-Class Activities: Discuss reading; watch video from and discuss the George Zimmerman trial; introduction to Borderlands/La Frontera
- Homework Assignments: Read Borderlands/La Frontera up to the end of Chapter 3; Canvas discussion post #3 due by 1 p.m. on 11/8
Week 11
Monday, 8 November 2021
- In-Class Activities: Discuss reading and Canvas discussion posts
- Homework Assignments: Read Borderlands/La Frontera up to the end of Chapter 7; respond to at least two colleagues' Canvas discussion post #3 by 1 p.m. on 11/10 (each response should be at least one paragraph long; respond to different colleagues from the last two times)
Wednesday, 10 November 2021
- In-Class Activities: Discuss reading and responses to Canvas discussion posts
- Homework Assignments: finish reading Borderlands/La Frontera; choose one poem from the last section of the book to read in class
Week 12
Monday, 15 November 2021
- In-Class Activities: Discuss reading and final project; poetry readings
- Homework Assignments: Come up with some ideas for your final project
- In-Class Activities: Work on final project; introduction to Court
- Homework Assignments: Watch Court; work on your final project
(Anti-)Thanksgiving Recess
Week 13
Monday, 29 November 2021
- In-Class Activities: Discuss Court; work on final project
- Homework Assignments: Work on your final project
Unit 4: Synthesis
Wednesday, 1 December 2021
- In-Class Activities: Course debrief; sign up for your conference with me; discuss conference protocol; work on final project; course evaluations
- Homework Assignments: Post your draft of your final project on Canvas at least two days before your conference
Week 14
Monday, 6 December 2021
- In-Class Activities: No class--meet with me for your conference
- Homework Assignments: Work on your final project
- In-Class Activities: No class--met with me for your conference
- Homework Assignments: Post your revised final project on Canvas by 1 p.m. on 12/13