By Strebe (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
Chapman University
Fall 2022
English 302: Writing about diverse cultures
Instructor Contact Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- Zoom Or In-Person Office Hours, Depending on Chapman COVID Protocols: MW (email me to schedule)
- 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.
Course Description:
Learning Outcomes for This Course:
you will
Learning Outcomes for GE Global Studies Inquiry:
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
Note that class texts include depictions and discussions of racism, racist violence, and racial slurs (Critical Autoethnography, Things Fall Apart, Appropriate); colonial violence (Things Fall Apart); violence against women (Things Fall Apart, Tangerine); and transphobia (Tangerine).
Be sure to bring digital or hard copies of the texts with you to class on the days that we discuss them. We will also watch two films, and I will post articles on Canvas for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts.
Grade Distribution:
Major Assignments:
Course Policies:
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.
Course Description:
- Catalog Course Description: Prerequisite, written inquiry. This class sharpens writing skills through the study of writers from diverse and non-Western cultures. Major emphasis, however, is on student writing. Letter grade with Pass/No Pass option. (Offered every semester.) 3 credits
- This section of English 302 will pay particular attention to ethical and political questions around representing others
- We will emphasize composing as a process. Revision will be an essential part of the work of the class. You’ll develop multiple drafts of your major assignments. Our attention to each others’ work will center around student-facilitated whole-class workshops. You’ll receive oral and written feedback on your assignment drafts from your colleagues and me. Each class member will have the opportunity to have one of their assignments workshopped, and each class member will facilitate a colleague’s workshop. These workshops will give us all the chance to discuss the issues at stake in the projects, to articulate and negotiate our criteria for effective rhetorical practices, and to address and practice a variety of rhetorical strategies in the context of specific student texts. You will also have the option to revise one of the major assignments for a higher grade at the end of the semester.
- This course counts towards the GE Global Studies Inquiry, the English Major, the English Minor, the Minor in Rhetoric and Composition Studies, and other Chapman University programs.
Learning Outcomes for This Course:
you will
- understand the stakes in writing about diverse cultures
- produce thoughtful, critical, and nuanced analyses of diverse cultural practices and texts
- reflect on and refine your own composing practices
Learning Outcomes for GE Global Studies Inquiry:
- Students connect contemporary social and/or environmental topics to their origins and analyze their effects on our increasingly globalized world
Required Texts (available at the University Bookstore):
* = also on reserve in the Leatherby Libraries
- Achebe, Chinua. Things Fall Apart.*
- Boylorn, Robin M., and Mark P. Orbe, eds. Critical Autoethnography: Intersecting Cultural Identities in Everyday Life. 2nd ed.
- Coetzee, J. M. Foe.
- Rekdal, Paisley. Appropriate.
Note that class texts include depictions and discussions of racism, racist violence, and racial slurs (Critical Autoethnography, Things Fall Apart, Appropriate); colonial violence (Things Fall Apart); violence against women (Things Fall Apart, Tangerine); and transphobia (Tangerine).
Be sure to bring digital or hard copies of the texts with you to class on the days that we discuss them. We will also watch two films, and I will post articles on Canvas for you to read. In addition, I expect you to spend time and energy reading your colleagues' workshop drafts.
Grade Distribution:
- Literature Essay ...........................................................25%
- Theory Essay.................................................................25%
- Critical Autoethnography.............................................25%
- Other Assignments........................................................25%
- Attendance policy: due to the highly interactive nature of this course and the emphasis on workshops, group work, and class discussions, I expect you to attend all class meetings and to be on time. 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. Also, 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" (i.e., if you miss more than five class meetings). Your final course grade will usually be negatively impacted if you miss more than four classes--however, my attendance policy is flexible in the case of class members who are observing COVID-related isolation or quarantine or who need to miss more than four class meetings due to other emergencies.
Major Assignments:
- Literature Essay: Compose an essay of 1000-1500 words (excluding Works Cited) on one of the topics I provide (please see me if you'd like to write on a different topic). Focus on analyzing your chosen text(s) rather than on summarizing it/them. Your essay should have a unifying theme or main point, and not just be a collection of random points on your topic. Don't just repeat what we say in class about your chosen text(s)--come up with your own ideas or your own extension of ideas we have discussed in class. Support your assertions with specific references to the text(s) you are discussing. Since the essay is short, it's best to focus narrowly rather than to try to cover too much. The best essays balance detail and focus with discussion of the contexts and wider significance of these details. Try to develop a nuanced and complex understanding of your topic. You may also use secondary sources, but are not required to do so. You are welcome to include material from your Canvas posts and responses in your essay. Cite sources (including your primary source(s)) in the body of your paper following MLA format and conclude your essay with a Works Cited list following MLA format. (If you prefer, you may use another scholarly citation format such as Chicago or APA.) Proofread your essay carefully before posting it. Your essay should be typed, double-spaced, with one-inch margins on all sides of the page. Don't forget a title! Post your essay as a PDF attachment on Canvas. Since you'll be posting your essay as a digital document, you are welcome to include images, links, and other digital elements. Imagine your audience as other scholars who have read the text(s) you are discussing but who aren't necessarily members of our class. In class we will discuss the criteria that we'll be using to evaluate the literature essay. You may revise either your literature or theory essay for a higher grade at the end of the semester. If you turn in your literature essay late without prior consultation with me, you grade for the essay will be lowered for each week or part of a week that the essay is late (the grade penalty will remain in place if you choose to revise this essay at the end of the semester)
- Theory Essay: Compose an essay of 750-1500 words (excluding Works Cited) in which you discuss one or two questions or issues or problems that interest you regarding the question of "writing about diverse cultures." You must refer to class readings by Trinh (film) and/or Rekdal and/or Alcoff in your essay. You may also bring in Foe, Things Fall Apart, and other texts if you choose. You can focus your essay on one (or more) of the theory texts (Alcoff, Trinh film, Rekdal) or start off with your own ideas and then bring in the theory texts. Either way, don’t just repeat what the texts say or what we say in class. Come up with your own ideas or develop/complicate/critique the ideas in the text(s) you are discussing. Your essay should have a unifying theme or main point, and not just be a collection of random points on your topic. Often, a good way to begin is with a genuine question you have about the topic or one of the texts, and then attempt to answer that question in the course of your essay. Try to develop a nuanced and complex understanding of your topic. You are welcome to include material from your Canvas posts and responses in your essay. Cite sources in the body of your paper following MLA format and conclude your essay with a Works Cited list following MLA format. (If you prefer, you may use another scholarly citation format such as Chicago or APA.) Proofread your essay carefully before posting it. Your essay should be typed, double-spaced, with one-inch margins on all sides of the page. Don’t forget a title! Post your essay as a PDF attachment on Canvas. Since you’ll be posting your essay on Canvas, you are welcome to include images, links, and other digital elements. Imagine your audience as other scholars who have read/seen the class texts but who aren't necessarily members of our class. In class we will discuss the criteria that we'll be using to evaluate the theory essay. You may revise either your literature or theory essay for a higher grade at the end of the semester. If you turn in your theory essay late without prior consultation with me, you grade for the essay will be lowered for each week or part of a week that the essay is late (the grade penalty will remain in place if you choose to revise this essay at the end of the semester)
- Critical Autoethnography: details to follow
- Other Assignments: These include reading responses, responses to colleagues' posts, drafts of your assignments, feedback on colleagues' drafts, facilitating a whole-class workshop, and other in-class activities, and are designed to help you work toward successfully completing the major assignments. I grade these assignments on a credit/no credit basis. In class we will discuss the criteria for earning credit on these assignments. Since these assignments help you prepare for class discussions and serve as scaffolding for the three major assignments, you cannot make up points for late or missed assignments in this category without consulting me before the assignment is due.
Course Policies:
- Citation of Sources: Plagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism in class. For more information, see Chapman's policy on academic integrity.
- 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 or over Zoom, depending on COVID protocols at Chapman. 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. If you tend to talk a lot in class, make a concerted effort to create space for other class members to participate as well.
- 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 class meetings, but do not use electronic devices for non course-related work during class time.
tentative schedule
Readings marked * are on Canvas
8/29/2022
UNIT 1: LITERATURE
8/31/2022
9/12/2022
9/14/2022
9/19/2022
9/26/2022
9/28/2022
10/3/2022
UNIT 2: THEORY
10/5/2022
10/10/2022
10/12/2022
10/17/2022
10/19/2022
10/24/2022
10/26/2022
10/31/2022
11/2/2022
UNIT 3: CRITICAL AUTOETHNOGRAPHY
11/7/2022
11/9/2022
11/14/2022
11/16/2022
11/28/2022
11/30/2022
12/5/2022
12/7/2022
8/29/2022
- In-Class Activities: introduction to the course, Unit 1, and Things Fall Apart
- Homework Assignments for 8/31: read Things Fall Apart Chapters 1-5
UNIT 1: LITERATURE
8/31/2022
- In-Class Activities: discuss reading and criteria for Canvas discussion posts; class member introductions
- Homework Assignments: read Things Fall Apart Chapters 6-19; Canvas discussion post #1 due by 12 noon on 9/7
- In-Class Activities: discuss reading, Canvas discussion posts, and criteria for responding to Canvas discussion posts
- Homework Assignments: read Things Fall Apart Chapter 20-25; respond to at least two colleagues' Canvas discussion posts by 12 noon on 9/12
9/12/2022
- In-Class Activities: discuss reading and Canvas responses; introduction to Foe
- Homework Assignments: read Foe Section I
9/14/2022
- In-Class Activities: discuss reading; draw workshop dates
- Homework Assignments: read Foe Sections II and III; Canvas discussion post #2 due by 12 noon on 9/19
9/19/2022
- In-Class Activities: discuss reading and Canvas discussion posts; assign literature essay
- Homework Assignments: read Foe Section IV; respond to at least two colleagues' Canvas discussion post #2 by 12 noon on 9/21 (respond to different colleagues from last time)
- In-Class Activities: discuss reading and Canvas responses; review workshop protocol
- Homework Assignments: work on your literature essay; if you have a workshop on 9/28, post your draft on Canvas by 12 noon on 9/26
9/26/2022
- In-Class Activities: continue discussion of workshop protocol; discuss sample workshop responses; sign up to facilitate a workshop
- Homework Assignments: post responses to workshop drafts on Canvas by 12 noon on 9/28 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the drafts and your responses; if you have a workshop on 10/3, post your essay draft on Canvas by 12 noon on 9/28
9/28/2022
- In-Class Activities: whole-class workshops
- Homework Assignments: post responses to workshop drafts on Canvas by 12 noon on 10/3 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the essay drafts and your responses
10/3/2022
- In-Class Activities: whole-class workshops; introduction to Unit 2
- Homework Assignments: read Alcoff, "The Problem of Speaking for Others" *
UNIT 2: THEORY
10/5/2022
- In-Class Activities: discuss reading; work on literature essay; introduction to Reassemblage
- Homework Assignments: post your revised literature essay on Canvas by 12 noon on 10/10
10/10/2022
- In-Class Activities: watch and discuss Reassemblage; introduction to Appropriate; debrief literature essay
- Homework Assignments: read Appropriate Letter One
10/12/2022
- In-Class Activities: discuss reading; mid-semester course feedback
- Homework Assignments: read Appropriate Letters Three, Four, and Five; Canvas discussion post #3 due by 12 noon on 10/17
10/17/2022
- In-Class Activities: discuss reading, Canvas discussion posts, and mid-semester course feedback; assign Theory Essay
- Homework Assignments: read Appropriate Letter Six and Postscript; respond to at least two colleagues' Canvas discussion post #3 by 12 noon on 10/19 (respond to different colleagues from the previous two times)
10/19/2022
- In-Class Activities: discuss reading and Canvas responses
- Homework Assignments: work on your theory essay; if you have a workshop on 10/24, post your draft on Canvas by 12 noon on 10/21; if you have a workshop on 10/26, post your draft on Canvas by 12 noon on 10/24; respond to workshop drafts for 10/24 by 12 p.m. on 10/24 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the essay drafts and your responses
10/24/2022
- In-Class Activities: whole-class workshops
- Homework Assignments: respond to workshop drafts by 12 p.m.on 10/26 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the essay drafts and your responses
10/26/2022
- In-Class Activities: whole-class workshops; introduction to Tangerine
- Homework Assignments: work on your theory essay
10/31/2022
- In-Class Activities: watch Tangerine
- Homework Assignments: post your revised theory essay on Canvas by 12 noon on 11/2
11/2/2022
- In-Class Activities: watch and discuss Tangerine; debrief theory essay; introduction to Unit 3
- Homework Assignments: read the Introduction to Critical Autoethnography
UNIT 3: CRITICAL AUTOETHNOGRAPHY
11/7/2022
- In-Class Activities: discuss reading
- Homework Assignments: read "Learning About White Privilege"*
11/9/2022
- In-Class Activities: discuss reading; assign critical autoethnography; work on research
- Homework Assignments: read any three numbered chapters from Critical Autoethnography; Canvas discussion post #4 due by 12 noon on 11/14
11/14/2022
- In-Class Activities: discuss reading and Canvas discussion posts
- Homework Assignments: work on your critical autoethnography
11/16/2022
- In-Class Activities: work on critical autoethnography
- Homework Assignments: if you have a workshop on 11/28, post your draft or link on Canvas by 12 noon on 11/18; if you have a workshop on 11/30, post your draft or link on Canvas by 12 noon on 11/28; respond to workshop drafts for 11/28 by 12 p.m. on 11/28 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the essay drafts and your responses
11/28/2022
- In-Class Activities: whole-class workshops; discuss optional revision
- Homework Assignments: respond to workshop drafts by 12 p.m. on 11/30 (follow guidelines on Canvas for responses); bring your laptop to class or printouts of the essay drafts and your responses
11/30/2022
- In-Class Activities: whole-class workshops
- Homework Assignments: work on your critical autoethnography and/or optional revision
12/5/2022
- In-Class Activities: course debrief; work on optional revision and/or critical autoethnography
- Homework Assignments: work on your critical autoethnography and/or optional revision
12/7/2022
- In-Class Activities: course evaluations; party?
- Homework Assignments: post your critical autoethnography and optional revision on Canvas by 12 noon on 12/12
Thanks to Aneil Rallin, Nora Rivera, Curt McCombs, Jan Osborn, and Morgan Read-Davidson for ideas and resources for this syllabus.