Interpretation of Literature: Leaving Normal08G:001:087 | Fall 2014

9:30–10:45 Tuesdays & Thursdays in 211 EPB

Instructor: Jennifer JanechekEmail Address: jennifer-yirinec@uiowa.edu Campus Mailbox: 308 EPBOffice Hours: Tuesdays, 11:00 am–12:00 pm;

Thursdays, 11:00 am–12:00 pm and 2:15 pm–3:15 pm;and by appointment

Office: EPB 60

General Education Literature Director: Kathy Lavezzo,kathy-lavezzo@uiowa.edu, 452 EPB, (319) 335–0294

English Department: (319) 335–0454

Course Description:This course takes as its theme “Leaving Normal.” Together, we will explore representations of difference in various genres, including autobiographical writings, novels, plays, short stories, poetry, and film. Readings and assignments will challenge students to appreciate different ways of perceiving the world, to probe the construction of difference as inferior and/or deviant, to question the idea of “normalcy,” to resist stereotypes of and biases against people with illnesses or disabilities, and to better understand the barriers—linguistic, intellectual, etc.—that prevent universal access to different landscapes, physical and otherwise.

Learning Outcomes: Students refine their reading skills by the exposure to a wide variety of genres from

multiple centuries. Students improve their reading comprehension and analysis by using a range of

strategies or “ways of reading” appropriate for the assigned texts. Students strengthen their analytical and critical responses to texts through the

intensive use of oral and written responses. Through assigned readings, class discussion, and writing assignments, students

begin to recognize the influence of a reader’s individual differences and experiences on interpretation and analysis.

In discussion and in writing, students consider and begin to understand the crucial connections between individual texts and cultural, historical, political, social, and other contexts.

Texts:Available at Prairie Lights Bookstore, which is located at 15 S. Dubuque St., in Iowa City.

Christy Thompson Ibrahim (ed.), An Anthology of Disability Literature, CarolinaAcademic Press, ISBN 9781611630572, $47.00

Margaret Edson, Wit, Faber and Faber, Inc., 9780571198771, $15.00

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Charlotte Brontë, Jane Eyre, Penguin Classics, 9780141441146, $8.99

Please also note that many of the assigned reading materials will be available on ICON. Students are expected to print out and bring to class a copy of such materials to cite during class discussion. As such, you should consider reserving some funds for printing.

Electronic Devices PolicyUnless otherwise specified, laptops, tablets, cell phones, and other electronic devices are not permitted in this classroom. You may keep them in your bags, but do not have them out on your desks. If you need an exception to this rule, please communicate with me during my office hours. Please turn off your cell phone or completely silence the ringer before class begins. Students caught texting or looking at their phones during class will receive a zero for class participation for the day.

Email Policy:Please use jennifer-yirinec@uiowa.edu for all communications. I’m happy to answer questions via email, but before you contact me, please make sure that the information you are seeking is not already available elsewhere. Students should write the course information in the subject line of the email (08G:001:087). As a general rule, all emails sent during the school week (M–F) will be answered within 24 hours. Students sending emails over the weekend or over holidays should not expect responses until school resumes on the following Monday. If, for any reason, you do not receive a response within the above timelines, feel free to send a polite email drawing my attention to the original email. Students should NOT attempt to contact me through John Compton or through the English Department Office. Emails sent from non-University of Iowa accounts will not be answered. Questions about grades should be handled in person, rather than through email. To meet with me about grade concerns, please come to my office during scheduled office hours or email me to schedule an appointment.

Students are responsible for checking their University of Iowa emails regularly to ensure they receive any communications about assignments from the instructor. It’s also a good idea to check your email the day of class, just in case class has been cancelled due to illness or severe weather.

Course Website:The course website and wiki site are both available through ICON. Materials posted to ICON will include the syllabus, some reading and writing assignments, and other handouts. You are required to print and bring to class ICON reading assignments on the day that they are assigned. In addition, you will be required to submit your response essays and other homework assignments, your final project, and your portfolio to the DropBox in ICON. You will use the course wiki, available under the course number and title in ICON’s “My Courses” page, to contribute to the collaborative commonplace book, create questions for the midterm exam, and sign up and post materials used for leading class discussion.

Grading Policy:

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How I GradeEvery grade you receive will be on a standard A through F scale (with pluses and minuses). A’s are reserved for work that far exceeds expectations in quality (not necessarily quantity) of content produced. B’s are given to work that demonstrates original thought, deep engagement with assignment material, and attention to grammatical and stylistic conventions. C’s signify work that meets expectations. D’s and F’s are reserved for work that does not follow assignment guidelines, demonstrates a lack of engagement with the assignment material, and/or contains writing whose comprehension is significantly impeded by grammatical and/or typographical errors.

WeightingThe assignments of the course will be weighted as follows:Participation 25% Midterm Exam 20%Homework 15% Final Paper 15%Reading Quizzes 10% Portfolio 5%Collaborative Commonplace Book 10%

DistributionCLAS recommends the following grade distribution for "elementary" courses such as General Education Literature:

A B C D F Average15% 34% 40% 8% 3% 2.50

Attendance PolicySince this is not primarily a lecture course, its success depends upon students’ daily participation in class discussion. As such, missing class will affect your grade in the course. For one thing, reading quizzes may be delivered at the beginning of class and if you are absent—unless you provide a valid explanatory statement with the appropriate signatures—you will not be allowed to make up the quiz.

Except in special circumstances*, students are allowed three absences before the absences alone will affect their grade (though remember, missed reading quizzes will negatively impact your grade). After the third absence, each additional class missed will cause one-third of a letter grade to be deducted from your final grade. (For example, if a student concludes the class with an A- but has missed four classes, her final grade will be a B+; if a student concludes the class with a C but has seven absences, her final grade will be a D-.)

Students who miss class are responsible for contacting their fellow students and/or myself to understand what went on during class. If you know that you are going to be absent on the day an assignment is due, make sure to notify me in advance of the upcoming absence and to submit the assignment by the due date and time of the assignment. Since all out-of-class work will be submitted to the ICON DropBox or to the course wiki, there is no

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excuse for late work. And remember, unless the special circumstances listed below apply and you have a documented reason for missing class, do not ask about making up missed assignments: missed in-class assignments cannot be made up.

* In cases of severe illness, mandatory religious obligations, certain university activities, family emergencies, or other unavoidable circumstances, you must document the absences appropriately to avoid grade penalties. Fill out the University of Iowa “Explanatory Statement for Absence from Class” form found online on the Office of the Registrar’s website under “Forms for Students” at http://www.registrar.uiowa.edu/Student/FormsforStudents/tabid/79/Default.aspx. Upon returning to class, the form must be given to me. Religious observances and university activities should be documented in advance, and permission to be excused in these cases must be granted by me by the end of the first week of class.

Tardy Policy:I do not count “tardies,” per se; however, students who are more than 30 minutes late to class will be marked as absent. Tardiness will adversely affect your grade by causing you to miss quizzes (see attendance policy above) as well as to lose participation points.

Late Assignment Policy:I will not accept any late assignments unless an extension is approved well in advance (more than one week) of the assignment deadline. Extensions will be considered on a case-by-case basis and may not be approved if I deem the request unmerited. Since all writing assignments must be turned in to ICON or the course wiki by the due date/time, there's no excuse for failing to turn in an assignment. Even if you miss class, you are required to submit any assignments that are due to the appropriate online venue. Turning in something is better than turning in nothing, but turning in nothing is better than turning in plagiarized work. If you are struggling with an assignment or are confused about my instructions, please visit me during my office hours or schedule an appointment to discuss the assignment.

Course Work:

Participation (25%)Participation is the most substantial portion of your grade and includes both daily contributions to class discussion and discussion leading. Don't think of participation as an easy A; it's not. Earning even a C in participation involves more than merely showing up to class. I will evaluate your grade based on both your willingness to share your comments and questions about what we read (the quantity of your involvement) and on the level of thoughtful engagement with the texts being discussed (the quality of your involvement). I will consider your preparation for class (you should come to each class with questions/passages you want to discuss), your willingness to ask thought-provoking questions, your demonstration of critical thinking, and your readiness to respond considerately to ideas presented by your peers. This portion of your grade will also be influenced by exercises,

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activities, and informal writing assignments we do in class, including small-group discussions and activities. In addition, each day you must bring to class whatever text(s) are on the schedule to be discussed. If you forget to bring one or more texts to class, you will automatically lose half of your participation points for the day.

We will be discussing topics that are sensitive and that demand respectful and open-minded consideration. Do not belittle others' ideas. You should be able to either build upon or respectfully disagree with your peers' claims; if you evince bigotry or make inappropriate comments in class, you will be asked to leave and will receive a zero in class participation for the day. If you are shy or prefer to participate in nontraditional ways, like sharing thought bubbles or notes with the class, please come speak with me to discuss ways to earn participation points.

At the beginning of the semester, I will email you feedback every few weeks about your participation. I will also give you a grade for your class facilitation.

Discussion LeadingAt the beginning of the semester, you should sign up to co-lead discussion for one class period. The sign-up sheet is on the “Discussion Leading Signup and Materials” wiki page. Do NOT erase someone’s name and replace it with your own if all slots are taken; rather, speak with me about the potential for joining an already-full group or simply choose another day. For each day with discussion leaders, there should be two to three co-leaders. After you know who your group is, you should meet with them to discuss how the facilitation responsibilities will be equally divided among you. You may choose to take turns presenting material and asking questions, or if there is more than one text assigned for that day, you may choose to divide the texts among yourselves and take responsibility for leading discussion on one text. Note that every person who is signed up to lead discussion for a given day should participate in opening and/or managing class discussion.

Once co-leaders meet and draft some initial plans, they should email me to set up a time to speak with me during office hours or via Skype about their ideas. Each group must meet with me in person or electronically at least one week before their presentation.

Class facilitation will count as 15% of your total participation grade. Each group must produce some sort of physical material to accompany the verbal presentation such as handouts for the class, PowerPoint slides, a Prezi presentation, or something else. Any materials used should be posted to the class wiki in the appropriate table cell. That way, students can refer to these materials when writing their papers or when studying for the midterm.

Class facilitation should include the following:

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Some brief introductory material about the text and/or author being discussed.

Close reading of at least one passage in the text. At least 5 open-ended, thoughtful discussion questions that are NOT

solely plot-focused.

Optional components to consider: Some brief historical information about the period in which the text

was written (should be relevant material that helpfully contextualizes the text and intersects with your discussion questions).

Introduction of a scholar’s take on the text (that’s relevant to the course theme).

A digital or creative element to the presentation. A brief in-class activity to emphasize the theme of your presentation.

Homework (15%)Homework includes activities and assignments completed outside of the classroom such as the “autobiography of a reader” essay, reading responses, the project proposal, and other research tasks. Assignment sheets for homework tasks will be posted to ICON. Homework is specified on the course schedule for the day that it is due, but additional tasks may be assigned in class based on the needs of the course.

Reading ResponsesPrompts for reading responses will be posted to ICON at least one week before the response is due. Responses should be two double-spaced pages, divided into logical paragraphs and titled appropriately. Because responses will ask students to engage with one or more of the texts under discussion, students aiming to receive above-average grades on these writings will quote and analyze material from the text(s). Quoted material should be cited according to MLA guidelines (see the Purdue OWL for help citing sources and the paper formatting policy for information about document design). These responses are meant as opportunities to practice close reading and to receive feedback on your critical thinking and writing prior to the final project. They are also intended to help jumpstart class discussion; as such, students will be asked to share their responses with the rest of the class.

Quizzes (10%)I have scheduled quizzes throughout the semester (see the course schedule). These quizzes will be delivered at the beginning of class and will cover plot details/factual information about the content of the assigned reading. However, I reserve the right to deliver unannounced reading quizzes if I feel that students are not keeping up with the assigned readings. Students who enter the classroom after the quiz has been collected and students who are absent may not make up a missed quiz unless they have a documented reason (see special circumstances in the attendance policy) for being absent.

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Collaborative Commonplace Book (10%)This assignment asks students to collaboratively compose a commonplace book containing quotations from the texts we are reading at the course wiki page titled “Collaborative Commonplace Book.” For each assigned text, students should post one quote to the commonplace book under a fitting topic header (see examples on the wiki). I have already provided some potential headers, but please add additional headers if the quote you’ve selected speaks to another idea relevant to the course theme. Please try to keep quotations short so that every student has an opportunity to share a line or two that interests him or her. Every post should include the quoted text, the author’s name, the page number(s) on which the quote is found, and the poster’s initials. The commonplace book won’t be graded until the last week of the course, but students are strongly encouraged not to procrastinate and spend the last week of class looking up random quotations to post. This defeats the purpose of the commonplace book, which is meant to be a space for thoughtful reflection on the day’s reading. We may use the commonplace book to jumpstart class discussion, and if quotes are posted regularly, the wiki will serve as an incredibly useful study tool for the midterm exam.

Midterm Exam (20%)While this course has no final exam, it will have a midterm during Week 8 of the semester. The midterm may cover any of the assigned readings, material covered by myself in lectures or by students in discussion leading sessions, or ideas generated during class discussion. Thus, daily attendance and attentiveness to class discussion are absolutely necessary in this course. During the class period before the midterm exam, we will play “Midterm Jeopardy” to review. Students also have the opportunity to help shape the midterm by posting potential questions to wiki page titled “Midterm Questions.” Do NOT erase or directly modify anyone’s question. If you have a suggested edit, post the revision BELOW the associated question. Preference will be given to open-ended questions that require test takers to reference at least two primary sources (fiction or nonfiction) and at least one secondary source (critical theory, historical piece, etc.). Students will be allowed to bring texts (books and ICON readings) to the midterm exam but will not be allowed to use additional notes.

Final Paper (15%)You will have one major paper (6-7 pages double-spaced) for this course. The specific requirements for this paper will be discussed in class, and an assignment sheet will also be posted to ICON. The paper should be formatted according to MLA guidelines (see paper formatting policy) and submitted to the appropriate ICON DropBox on the specified due date. Students will discuss their projects with the class on the last day of the semester.

Portfolio (5%)Each student in the General Education Literature program is required to construct a Learning Portfolio for the course. Students will be compiling materials for their

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portfolio over the course of the semester and should save digital copies of all written assignments. These portfolios are meant to add an important reflective component to your experience. If you complete the portfolio thoughtfully, you will receive a "Pass" (100) for this portion of your grade. If you do not complete the portfolio, it will be graded as a "Fail" (0). More assignment particulars will be explained during the last week of class.

Paper Formatting:All written assignments (except those completed in class and the blog posts) must be typed, double-spaced, and in Times New Roman 12-point font with one-inch margins on all four sides. Assignments of more than one page must be stapled. Your name, the instructor's name, the course title, and the date should all appear in the paper's heading (top left-hand corner on the first page only). Your last name and page number should be in the document's "header" (top right-hand corner of every page). Assignments that are not formatted correctly will receive the appropriate point deductions. When citing a text that is not your own, you MUST document it appropriately with an in-text citation and an entry in the works cited list. For help with MLA formatting style, consult the MLA Handbook for Writers of Research Papers, 7th edition, or the very helpful Purdue OWL MLA style guide, available here or at http://owl.english.purdue.edu/owl/resource/747/01/.

CLAS Code of Academic Honesty:All CLAS students have, in essence, agreed to the College’s Code of Academic Honesty: “I pledge to do my own academic work and to excel to the best of my abilities, upholding the IOWA Challenge. I promise not to lie about my academic work, to cheat, or to steal the words or ideas of others, nor will I help fellow students to violate the Code of Academic Honesty.” Any student committing academic misconduct is reported to the College and placed on disciplinary probation or may be suspended or expelled. To find the College of Liberal Arts and Sciences Code of Academic Honesty go to the following website: http://clas.uiowa.edu/students/handbook/academic-fraud-honor-code.

The General Education Literature Program Plagiarism Policy can be found at the following website: http://www.english.uiowa.edu/includes/documents/undergrad/plagiarismpolicy.pdf.

This course is intended to develop your critical thinking and interpretive skills, not your ability to locate information and others’ ideas about assigned readings on the Internet. That being said, if you decide to turn to outside sources and, as a result, reference in your writing a thought, idea, argument, fact, etc., that is not common knowledge and that is not your own, you MUST cite it appropriately. Written assignments must be submitted to the ICON Drop Box and will be automatically run through TURNITIN, which will relentlessly and inexorably identify any material derived directly from the Internet. Academic misconduct will be reported to the General Education Literature Director, who will forward cases to Academic Programs for disciplinary action. Any assignment that is plagiarized will receive a 0.

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Collaboration Policy:The line between collaboration and plagiarism can sometimes be a bit blurry, so please pay close attention to my collaboration policy. Small-group work, the collaborative commonplace book, and class facilitation are acceptable forms of collaboration. Aside from these assignments, students should not be sharing their work with each other. In addition, quizzes and the midterm are not to be collaborative: anyone caught stealing or sharing ideas during testing periods will be reported for academic misconduct. Moreover, do not ask others to see their completed assignments; rather, value your own ideas. If you need help, please meet with me during my office hours. Students are responsible for understanding this policy; if you have questions, ask for clarification.

Grade Concerns and Complaints:Students should always first bring grade concerns and complaints to their instructor. If no satisfactory resolution is gained from discussing the problem with the instructor, students should contact the General Education Literature Director, Professor Kathy Lavezzo, by email (kathy-lavezzo@uiowa.edu) to schedule an appointment to discuss the grading concern or complaint. This email should specify the student’s section and instructor and should briefly outline the nature of the concern or complaint.

Students with Special Needs:I would like to hear from anyone who has a disability that may require seating modifications or testing accommodations or accommodations of other class requirements, so that appropriate arrangements may be made. I will make available large-print alternatives to any handouts, including the midterm exam, to students requiring such documents; just notify me in advance. Please contact me during my office hours to discuss course requirements and alternatives.

Controlling Policies for Students from Other Colleges:This course is given by the College of Liberal Arts and Sciences. This means that class policies on matters such as requirements, grading, and sanctions for academic dishonesty are governed by the College of Liberal Arts and Sciences. Students wishing to add or drop this course after the official deadline must receive the approval of the Dean of the College of Liberal Arts and Sciences. Details of the university policy of cross-enrollments may be found at http://www.uiowa.edu/~provost/deos/crossenroll.doc.

Sexual Harassment:Sexual harassment is reprehensible and will not be tolerated by the university. It subverts the mission of the university and threatens the well-being of students, faculty, and staff. Visit the sexual harassment awareness site at http://www.sexualharassment.uiowa.edu/ for definitions, assistance, and the full university policy.

Severe Weather:The University of Iowa Operations Manual, Part V Chapter 16, outlines appropriate responses to a tornado or to a similar crisis. If a tornado or other severe weather is

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indicated by the UI outdoor warning system, members of the class should seek shelter in rooms and corridors in the innermost part of a building at the lowest level, staying clear of windows, corridors with windows, or large free-standing expanses such as auditoriums and cafeterias. The class will resume, if possible, after the UI outdoor warning system announces that the severe weather threat has ended.

Writing Center:Students seeking extra assistance with their writing should make use of the Writing Center, which is located in 110 EPB. See http://writingcenter.uiowa.edu for more information and to schedule an appointment online.

Course Schedule:All readings and assignments are listed for the day on which they are due. Please remember to post quotations, midterm exam questions, and class facilitation materials to the course wiki site and all other written assignments to ICON in the appropriate DropBox location.

The course schedule is subject to change to meet the needs of students. Because this is a 3-credit-hour course, students are expected to spend around 6 hours per week on assignments outside of class. This is a very general estimate; of course, when papers and other major assignments are due, the time commitment required by this course may vary. You know your schedule and are responsible for completing assignments on time, so look ahead at the course schedule and plan your work time accordingly. Every so often, I will check in to determine the manageability of the course schedule. Otherwise, students who are having difficulty meeting deadlines are encouraged to speak with me during office hours. Students will be notified of any changes to the schedule or course structure in class and an updated schedule will then be posted to ICON.

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Course Introduction

Week 1 Reading(s) Assignment(s) DueTuesday, August 26 – –

Thursday, August 28Syllabus quiz

• “The Role of Good Reading” (PDF on ICON)

• Lennard J. Davis’s Enforcing Normalcy, pgs. 1–15 (PDF on ICON and E-book available through Main

Library)

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The Medicalization of the Disabled Body/ The Body as Object

Week 2 Reading(s) Assignment(s) DueTuesday, September 2 • Tobin Siebers, Disability Theory,

pgs. 1–11 (PDF on ICON)• Selection from Elizabeth Moon,

The Speed of Dark, in An Anthology of Disability Literature

• Bring example from popular culture of “the ideology of ability”• “Autobiography of a Reader” HW

Thursday, September 4Reading quiz

• Ursula K. Le Guin, “The Ones Who Walk Away From Omelas” in An

Anthology of Disability Literature• H. G. Wells’s “The Country of the Blind” in An Anthology of Disability

Literature

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Week 3 Reading(s) Assignment(s) DueTuesday, September 9 • Margaret Edson, Wit, through pg.

53• Selection from Michel Foucault,

The Birth of the Clinic (PDF on ICON)

Response 1

Thursday, September 11**Discussion Leaders**

• Finish Margaret Edson, Wit• G. Thomas Couser, Recovering

Bodies: Illness, Disability, and Life Writing, chapter 2 (PDF on ICON

and E-book available through Main Library)

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Week 4 Reading(s) Assignment(s) DueTuesday, September 16

Reading quiz• Selection from Leo Tolstoy, The

Death of Ivan Ilych, in An Anthology of Disability Literature

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Thursday, September 18**Discussion Leaders**

• Selected poems from Kenny Fries’s Anesthesia (PDF on ICON)

• Susannah B. Mintz, “Lyric Bodies: Poets on Disability and

Masculinity” (PDF on ICON)

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Week 5 Reading(s) Assignment(s) DueTuesday, September 23 • Marilyn Hacker, “Cancer Winter” Response 2

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(PDF on ICON)• W. E. Henley, In Hospital (PDF on

ICON)Thursday, September 25

**Discussion Leaders**• Selected poems by Jim Ferris in The Disability Studies Reader, 4th

ed. (PDF on ICON and E-book available through Main Library)

Labels and Stigma

Week 6 Reading(s) Assignment(s) DueTuesday, September 30

Reading quiz• Pgs. 30–51 of Rosemarie Garland

Thomson, Extraordinary Bodies (PDF on ICON)

• Franz Kafka, “The Metamorphosis” in An Anthology

of Disability Literature

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Thursday, October 2**Discussion Leaders**

• Jeff Stimpson, “The Looks,” in An Anthology of Disability Literature• Jennifer Graf Groneberg, “First

Words,” in An Anthology of Disability Literature

• Lerita Coleman Brown, “Stigma: An Enigma Demystified” (PDF on

ICON)

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Week 7 Reading(s) Assignment(s) DueTuesday, October 7 • S. L. Rosen, “I Call Myself

‘Survivor,’” in An Anthology of Disability Literature

• Harriet McBryde Johnson, “Too Late to Die Young,” in An

Anthology of Disability Literature• Michael J. Fox, “Politics,” in An

Anthology for Disability Literature

Response 3

Thursday, October 9**Discussion Leaders**

• Nancy Mairs, “Young and Disabled” (PDF on ICON)

• Joan Tollifson, “Imperfection Is a Beautiful Thing: On Disability and

Meditation” (PDF on ICON)

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Midterm Exam Week

Week 8 Reading(s) Assignment(s) DueTuesday, October 14 Review notes and readings for in-

class midterm review gamePost possible midterm questions

to course wikiThursday, October 16

Midterm Exam– –

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Extra credit opportunity on Saturday, October 18, 7 pm: See the Combined Efforts Theatre’s performance of Howling at the Moon, and respond to prompt (on ICON) about the performance

Invisible Disabilities

Week 9 Reading(s) Assignment(s) DueTuesday, October 21 • Charlotte Perkins Gilman, “The

Yellow Wallpaper” in An Anthology of Disability Literature

• Jhumpa Lahiri, “The Treatment of Bibi Haldar,” in An Anthology of

Disability Literature

Response 4

Thursday, October 23Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

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Week 10 Reading(s) Assignment(s) DueTuesday, October 28**Discussion Leaders**

Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

Thursday, October 30Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

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Week 11 Reading(s) Assignment(s) DueTuesday, November 4**Discussion Leaders**

Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

• David T. Mitchell, “Narrative Prosthesis and the Materiality of

Metaphor” (PDF on ICON)

Project Proposal

Thursday, November 6Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

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Week 12 Reading(s) Assignment(s) DueTuesday, November 11

**Discussion Leaders**Reading quiz

• Charlotte Brontë, Jane Eyre (pages TBA)

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Thursday, November 13 • Charlotte Brontë, Jane Eyre (pages TBA)

• Selection from The Madwoman and the Blindman: Jane Eyre,

Discourse, and Disability (PDF on ICON)

Response 5

Landscape and Universal Design

Week 13 Reading(s) Assignment(s) DueTuesday, November 18 • John Hockenberry, “Public

Transit,” in An Anthology of Disability Literature

• Rachel Zimmerman, “Universal

Brief report on organization in Iowa (preferably Johnson County) that promotes accessibility and/or

inclusivity for people with

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Design Means Accessibility for One and All”

disabilities (See ICON for assignment details)

Thursday, November 20Campus Accessibility Tour

• Explore Accessible Design/Universal Design Resources

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Week 14 Reading(s) Assignment(s) DueTuesday, November 25 University Holiday, No Class –

Thursday, November 27 University Holiday, No Class –

Week 15 Reading(s) Assignment(s) DueTuesday, December 2**Discussion Leaders**

• Nancy Mairs, “Opening Doors, Unlocking Hearts” (PDF on ICON)

Accessibility Analysis Due

Thursday, December 4**Discussion Leaders**

• Katinka Neuhof, Blue Baby: A Play in One Act (PDF on ICON)

• Christopher Shinn, “Disability Is Not Just a Metaphor”

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Extra credit opportunity on Friday, December 5, and Saturday, December 6, at 7:30 pm: See the Combined Efforts Theatre’s performance of Camo! The Musical, and respond to prompt (on ICON) about the performance

Week 16 Reading(s) Assignment(s) DueTuesday, December 9**Discussion Leaders**

• Georgina Kleege, “Disabled Students Come Out,” in An

Anthology of Disability Literature• Explore the university’s SDS

website

Final Project Due(ICON only)

Thursday, December 11Final Project Presentations

– Portfolio Due(ICON only)

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