STUDENTS WITH DISABILITIES We all come to education with different needs. I will do everything within my power to accommodate documented or undocumented disabilities. Both students with a university-documented disability certified by the Office of Disability Services and students with undocumented disabilities should discuss with me any special accommodations needed for the course. Please make me aware of your needs as soon as possible. The Office for Disability Services, located in 150 Pomerene Hall, offers services for students with documented disabilities. If you need help with getting a disability accommodation, please let me know.

COURSE DESCRIPTION AND OBJECTIVES

This course will examine literature speaking to the experiences and histories of Black women in the United States. Some guiding questions that we will explore are: 1. What role does gender, race, and sexuality play in the writing of the experiences and histories of women in the United

States? How do these different articulations of experience resonate and differ from one another? 2. What role do other aspects of identity and experience--such as disability, nationality, gender identity, citizenship status--

impact the experiences and histories of these women? 3. How does literature connect to or reflect "real life"? How does literature connect to your life? Can literature bring about

social change? Goals This course fulfills the requirements for the following GEC categories: (1) Writing and Communication – Level 2, (2) Literature, and (3) Diversity in the U.S. Note: Students need to choose whether they take the course for either Writing and Communication – Level 2 or Literature. Writing and Communication – Level 2: Students are skilled in written communication and expression, reading, critical thinking, oral expression and visual expression. • Through critical analysis, discussion, and writing, students

demonstrate the ability to read carefully and express ideas effectively. • Students apply written, oral, and visual communication skills and

conventions of academic discourse to the challenges of a specific discipline.

• Students access and use information critically and analytically.

Krista Benson Email: benson.150@osu.edu Text: 1-425-224-6715 (do use the 1) Office: Dulles 308/Hagerty 455 Office Hours: ? (please email 1st) When emailing me, INCLUDE WGSST 2367 in the subject line. Email is usually the best way to contact me. Emails should always include a subject, a greeting, and a signature. Emails not addressed in this way will not be answered.

WGSS 2367.04: Black Women Writers: Text & Context, Su2014TTh 10:55-1:35, Enarson Classroom Building 226

CONTENTS Contact 1 Description & Objectives 1 Requirements & Grading 2 Resource: Notetaking 2 Texts 2 Course Policies 2-4 Resource: Writer's Center 3 Assignments 3-4 Course Plan 5-7

Colleague Information (Contact for notes/assignments)

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Literature: Students evaluate significant texts in order to develop capacities for aesthetic and historical response and judgment; interpretation and evaluation; and critical listening, reading, seeing, thinking, and writing. • Students analyze, interpret, and critique significant literary works. • Through reading, discussing, and writing about literature, students appraise and evaluate the personal and social values of

their own and other cultures. Social Diversity in the U.S.: Students understand the pluralistic nature of institutions, society, and culture in the United States and across the world in order to become educated, productive, and principled citizens. • Students describe and evaluate the roles of such categories as race, gender and sexuality, disability, class, ethnicity, and

religion in the pluralistic institutions and cultures of the United States. • Students recognize the role of social diversity in shaping their own attitudes and values regarding appreciation, tolerance,

and equality of others.

COURSE REQUIREMENTS AND GRADING

Class Participation & Carmen 20% Response Papers 15% In-Class Writings 10% Thematic presentation & discussion ?s 5% Papers. 35% Final 15%

REQUIRED TEXTS Assata: An Autobiography, Assata Shakur [preferred pronouns: she/her] (ISBN: 978-1-55652-074-7) Zami: A New Spelling of My Name, Audre Lorde [preferred pronouns: she/her] (ISBN: 978-0-89594-122-0) Bloodchild and Other Stories, Octavia Butler [preferred pronouns: she/her] (ISBN: 1-888363-36-3) Americanah, Chimamanda Ngozi Adiche, [preferred pronouns: she/her] (ISBN: 978-0307271082) Reading Women's Lives (MAKE SURE that it says 2367.04 and Benson on the cover) - cannot be purchased online Additional Texts - PDFs will be provided on Carmen for supplementary readings, marked parenthetically with (Carmen) on the course list. Students must print or have electronic access to all material posted on Carmen in class. Some links to blogs and videos are also assigned in the column mark “due” and should be viewed before class. Films in the OSU Secured Media Library will also be used. http://go.osu.edu/SecuredMediaLibrary or will be shown in class

COURSE POLICIES

Disclaimer:

Although you should consider the information provided on this syllabus as accurate, changes in dates, assignments, and policies are sometimes necessary. If this occurs, an updated syllabus and an announcement will be posted on Carmen.

Summer Course Workload:

Remember that this is a 7 week course that reviews the same amount of material and breadth of study that you would have during a normal semester. This means that your expected reading loads are approximately double what you may be accustomed to. Please review the course plan and understand that all students are expected to come to class having read and thought about all the reading.

Academic Integrity/Plagiarism:

Students are expected to maintain complete academic integrity. Please become familiar with the departmental statement on plagiarism:

RESOURCE: Notetaking It is vital that you write in your books, take notes, and understand connections between concepts. Not everyone has the same training, so please review this: http://cmst452.drkissling.com/fall2012/assignments/reading-to-learn/

As defined by University Rule 3335-31-02, plagiarism is “the representation of another’s works or ideas as one’s own; it includes the unacknowledged word for word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas.” Plagiarism is one of the most serious offenses that can be committed in an academic community; as such, it is the obligation of this department and its instructors to report all cases of suspected plagiarism to the Committee on Academic Misconduct. After the report is filed, a hearing takes place and if the student is found guilty, the possible punishment ranges from failing the class to suspension or expulsion from the university. Although the existence of the Internet makes it relatively easy to plagiarize, it also makes it even easier for instructors to find evidence of plagiarism. It is obvious to most teachers when a student turns in works that is not his or her own and plagiarism search engines make documenting the offense very simple. You should always cite your sources (I can help you with this if you are unfamiliar with proper styles of documentation). Always ask questions before you turn in an assignment if you are uncertain about what constitutes plagiarism. Always see your TA or professor if you are having difficulty with an assignment. To preserve the integrity of OSU as an institution of higher learning, to maintain your own integrity, and to avoid jeopardizing your future, DO NOT PLAGIARIZE!

Attendance, Grading, and Discussion Policies:

Students are expected to attend class. If you miss a class, it is your responsibility to contact me regarding your absence and to get notes or assignments from a colleague. The grade you earn will be based on participation - you can’t participate if you’re not here.

Papers will be graded according to a rubric that students will receive before the paper is submitted. Attendance and participation are worth 20% your final grade. Keep in mind that those who fail to show up to class, be prepared, or participate in discussions will miss out in significant conversations that will benefit understanding.

Sustained, astute, and critically engaged class participation is crucial for a successful and productive classroom atmosphere, and such participation depends largely upon completing the reading assignments completely. Therefore, students must come to class having done all the reading assigned.

All members of the class are thus required to respect the opinions of their classmates and talk only in their turn. Interruption and hostile remarks will not be tolerated, nor will clear statements of a racist, sexist, homophobic, classist, xenophobic, or victim-blaming nature. At times, topics discussed in class may be sensitive to participants and members may be uncomfortable. Please keep this in mind when participating in class. Students are expected to participate, listen in an engaged manner, and respect ideas shared in the class as a condition of their participation and attendance grade. Additional or revised policies will be brainstormed by the class as a whole.

Electronic Use Policy: In an electronic age, computers, tablets, and other technology can be used to enhance the learning experience. Because of this, electronics are allowed as long as the use is appropriate to the class and is not distracting to any of the students, including your classmates. Computers should be used to enhance your experience in discussion, not for checking of personal email, sending messages on Facebook or Twitter unrelated to the cours, or writing papers for other classes. Please respect the instructor and your classmates by refraining from using technology for personal matters during class time, thus distracting the class.

Students found in violation of these policies once will find their participation grade drastically lowering (note, it matters) or asked to leave the class. Students found in violation of these policies during other students' presentations or discussions will find the impact particularly strong - the respect that you show one another in this class is paramount.

Children in a Feminist Classroom

Sometimes, people who are parents or caregivers for children will need to have their academic and child-rearing lives combine. Those people are welcome to bring children to class and we, as a learning community, will welcome the input of our younger

RESOURCE: Writer's Center Your instructor is available to assist you with assignments and help you improve your work. The university also provides an incredible writing resource with the University Writing Center. The Writing Center allows you to make appointments to get assistance from trained writing tutors! To utilize this university sponsored service, contact the Writing Center at (614) 680-4291 or visit their website at <http://cstw.osu.edu/writingCenter/default.cfm>.

colleagues. I would appreciate it if you give me some notice when possible, as I will try to adjust my class facilitation to accommodate and welcome all people in the classroom. Please contact me with any questions or concerns - being a part of the community that raises a child should never be a reason to not be able to participate in one of my classes. Submission and Return of Assignments Students will be expected to turn in all papers in the appropriate dropbox in Carmen at the time noted on the assignment. Physical copies will not be accepted by your instructor. Late assignments will only be allowed if negotiated in advance with your instructor and only due to serious conflicts. Because I expect you to submit assignments in a timely manner, I commit to returning them in a timely manner. Assignments will always be graded and feedback will be viewable within 2 business days of submission of your assignments.

ASSIGNMENTS & RUBRICS

Grading rubrics can be found under the "Rubrics" section of Carmen (under Grades).

Class Participation: 25%

There is no way for this class to succeed if students don’t prepare materials thoughtfully, attend course meetings faithfully, and participate fully in each class. I expect each of us to arrive at each class meeting fully prepared to thoughtfully enter into an ongoing discussion – this means that we have ALL not only completed the readings, but also have reflected on the readings, and formulated some questions, themes, and throughlines to discuss in class. The class will have regular in-class exercises, writing, and small and large group discussion. Students may miss TWO classes without any significant impact on their participation grade (though other factors might affect it), but every subsequent unexcused absence (which is any absence NOT due to illness, family emergency, or university-sponsored activities) will lower the participation score by half a grade. If a student misses more than five classes, that student will automatically fail the entire course.

Participation will also require that students post on Carmen prior to every class.

By Mondays at 5 pm, students whose last names start with A-H will post an originating post of a 50-75 word summary of one interesting/confusing/enraging/exciting aspect of the text and one question about the text or that you'd like to discuss. Students with last names that start with J-Z will post 2 responses to questions by midnight.

By Wednesdays at 5 pm, students whose last names start with J-Z will post an originating post and students with last names starting with A-H will post two responses by midnight.

Students are permitted to and encouraged to participate in Carmen discussions beyond required postings - answering other students' discussion questions, providing clarification on a topic, or suggesting a new discussion will all be positive weights to your participation grade. This is particularly suggested for students who do not participate vocally in large or small group discussions.

Response Papers: 15%

You will respond four times over the course of the semester to the works we read with only ONE reading response allowed per week. Typed response papers of two double-spaced pages are due in Dropbox by midnight the night BEFORE the reading(s) will be discussed. Reflection papers should both summarize and critically engage with the material, tying critical investigation to the text summary. You will write four (4) of these over the course of the semester; I am willing to accept 5 and drop the lowest grade. These are not simply personal responses (I liked it/I hated it), though that may be an element in them, but are the beginnings of critical investigations of the material and should include direct references to the text. This is the place to exercise your skills in critical analysis, skills you will need to participate in class discussion and to compose longer papers. Keep your response papers; they may serve as germs of ideas you want to explore in the longer papers.

In Class Writing: 5%

Over the course of the semester, I will assign in-class writing and/or quizzes. These can only be done in class and cannot be made up if a student is absent. The intent with these writings is to have students display a foundational knowledge of readings for the day.

Thematic presentation and discussion questions: 5%

Each student will be assigned one day to present an analysis of 3-4 important themes that have been discussed for the readings for that day and 2-3 discussion questions (these cannot be yes/no questions, but should delve deeper into the text). These themes should be named (Gender and work, family relationships, violence, etc.), explained how they are presented in each section, with at least 2 textual examples for each theme, with page numbers and summaries. An example will be provided for students.

These are due at midnight the day PRIOR to the day that the student will present these themes and questions to the class. Some days will have more than one student - students are not expected to coordinate their themes/questions.

Paper Assignments: 40%

Paper 1, 15%, 3-4 pages: A writing prompt will be handed out for the paper. If you get lower than a 75, you will have the option to revise this paper by our last class meeting, with he first and the revised grades averaged together for a final grade. Due 7/11 at noon.

Paper 2, 25%, 4-7 pages: Students will develop their own paper topics with 50 word proposals uploaded to the Paper 2 Dropbox by noon on 7/20. Further directions for the framework of the paper will be available prior to this due date. Students without approved proposals will be docked 10% off their Paper 2 grade every day that the proposal is late.

Final paper due 7/30 at noon.

All papers are expected to be typed, double spaced, with a standard 12 point font and 1" markings! all papers must adhere to either MLA or APA citation format and should include a Works Cited section and in-text citations. Your thesis statement must be underlined. Papers should not merely repeat class discussion or consist of plot summaries or descriptions - papers should argue a firm position and analyze the texts read in class. Papers should be submitted to the appropriate folder in Carmen Dropbox by the time noted on the assignment sheet.

Final Exam: 10%

Students will complete a comprehensive final exam at the end of the semester.

COURSE PLAN

This course plan should be considered a general guideline - I reserve the right to cancel, add, or change readings or assignments. Students will always have at least 2 days notice in a reading

change and 1 week notice on an assignment change.

Date Topic DueT: 6/17 Introduction to the

class & each otherIn class: Introductions, Feminist Timeline, Key Terms, Course Philosophy In class: Won't You Celebrate With Me?, Lucille Clifton & Who Said It Was Simple, Audre Lorde

Th: 6/19 Histories & Voice Ain't I a Woman? - Sourjourner Truth (RWL) The Status of Women in America - Anna Julia Cooper (RWL) The Law of Lynching - Ida B. Wells (RWL) The Politics of Black Feminist Thought - Patricia Hill Collins (Carmen) Writers Like Me, Martha Southgate (Carmen)

T: 6/24 Histories & Voice Age, Race, Class, and Sex: Women Redefining Difference  Audre Lorde (RWL) Mapping the Margins Kimberlé Crenshaw(RWL) Womanist -Alice Walker (RWL) Statement of Trans Inclusive Feminism and Womanism (Carmen) A Black Feminist Statement - Combahee River Collective (RWL) Men in Feminist Struggle: A Necessary Movement - bell hooks (RWL)

Date

Th: 6/26 Histories & Voice How It Feels To Be Colored Me - Zora Neale Husrton (Carmen) In Search of Our Mother's Gardens - Alice Walker (Carmen) Poetry Is Not a Luxury - Audre Lorde (Carmen) Drinking Coffee Elsewhere - Z.Z. Packer (Carmen)

T: 7/1 Sexuality, Race, & Class

Lorde, Zami, (1-124) How My Past As A Black Woman Informs Me As A Black Male Feminist, Dr. Kourtney Ryan Ziegler (Carmen) Theme Introduction: Autobiography - Leigh Gillmore

Th: 7/3 Sexuality, Race, & Class

Lorde, Zami, (124-256) Color, Hair Texture, and Standards of Beauty - Patricia Hill Collins (Carmen) Baby Hair for Gabby, Blue Ivy, and Me Robin M. Boylorn (Carmen) Lesbianism: An Act of Resistance, Cheryl Clarke (Carmen)

T: 7/8 Strange Futures & Forgotten Pasts

Butler, Bloodchild (ix-133) Black to the Future, Alley Peznoski (Carmen)

Th: 7/10 Strange Futures & Forgotten Pasts

Watch - Pay It No Mind: The Life and Times of Martha P. Johnson (link on Carmen) Transgender Liberation - Susan Stryker NOTE: Paper 1 Due Friday at noon

T: 7/15 Revolution & Incarceration

Shakur, Assata, (vii-147) Renisha McBride & Evolution of the Black Female Stereotype Noliwe Rooks (Carmen)

Th: 7/17 Revolution & Incarceration

Shakur, Assata, (148-274) Selections from Are Prisons Obsolete? - Angela Y. Davis Note: Paper 2 proposal due Sunday at noon

T: 7/22 Transnational Black Woman-ness

Adiche, Americanah - p.1-212 'Americanah' Author Explains 'Learning' To Be Black In The U.S. - Fresh Air (listen to full interview, Carmen)

Th: 7/24 Transnational Black Woman-ness

Adiche, Americanah - p.213-398

T: 7/29 Transnational Black Woman-ness

Adiche, Americanah - p.399-588 Note: Paper 2 due Wednesday at noon

Th: 7/31 Contemporary Black Feminism and Black Women in Academia

Where Will You Be? - Pat Parker (RWL) Third Wave Black Feminism? - Kimberly Springer (RWL) Why is Academic Writing So Beautiful? Notes on Black Feminist Scholarship - Emily Lordi (Carmen) Never Meant To Survive the Debate: Sapphire Reclaims Her Performance - Korey Johnston

M: 8/4

Final 12-1:45 pm

Topic DueDate

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