WST 273      
          Introduction to Women's Studies 
                      

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course description and objectives:
Introduction to Women's Studies (WST 273) examines the historical evolution of women's studies and feminism(s) and provides an overview of the conditions of women's lives in the past and today. As we attempt to discuss and write about such issues as autobiography, the body, representations of women, global feminism, health, motherhood, stereotypes, violence, and women's work, we will achieve a firm grounding in the facts and terminology as well as the values and concepts deriving from women's issues. Applying an interdisciplinary approach that touches on many areas of study and includes films, recordings, and guest lecturers, the course seeks to equip both female and male students with the ability to think critically about the state of women from various backgrounds and eras. We will strive to recognize gender imbalances and analyze their larger implications.
Exploring feminism as an inclusive political perspective that is crucial to the lives of both women and men, we will challenge patriarchal concepts as well as women's complicity in them, recognize women's and men's oppressions in our as well as other societies, acknowledge women's achievements and rights as well as men's roles in them, and probe commonly held beliefs about the relationship between men and women.
WST 273 is taught in conjunction with ENG 200, which will play a vital role in our inquiries. Because critical thinking and writing-analysis and the construction of a written argument-are closely related skills, pairing the two courses will allow for the gradual development of reflective responses. Our pairing with ENG 200 is also relevant because much of the inequality from which ultimately both men and women suffer is deeply embedded in the English language.

essential objectives of this course are:
Gaining a broader understanding and appreciation of intellectual/cultural activity.
Learning to analyze and critically evaluate ideas, arguments, and points of view.

important objectives are:
Developing a clearer understanding of, and commitment to, personal values.

required texts:
Sylvia Henneberg and Nancy Peterson, comps. Reading Women's Lives: An Introduction to Women's Studies. Needham Heights: Pearson Custom Publishing, 1999.
Susan Alice Watkins, Marisa Rueda, and Marta Rodriguez. Introducing Feminism. Cambridge: Icon Books, 1994.
Toni Morrison. The Bluest Eye. New York: Plume, 1994.

further requirements:
Regular class attendance with all required course materials. After six absences, no matter what the reasons may be, your final grade will be lowered one half grade for each additional absence. The class dynamic depends on your presence. Save your absences for illness and emergencies as it is always difficult and often impossible to make exceptions for individuals while remaining fair to the whole class.
Careful reading and preparation of all assignments. For every two times that you are obviously not fully prepared for class your oral participation grade will be lowered by one half grade. You may make up for your failure to prepare and participate by visibly working harder than average during the following days.
All assignments must be handed in on time to receive full credit. Under extraordinary circumstances an assignment may be handed in late if you obtain permission beforehand.

recommended materials:
notebook or section of a notebook to be used as a terminology log
notebook or section of a notebook for general notes and homework questions
folder for all drafts, papers, and handouts
floppy disk
e-mail account

evaluation:

in-class essays:	10%
presentation:	10%
oral participation:	10%
terminology examination:	10%
midterm examination:	20%
media analysis:	20%
research paper:	20%

in-class essays (10%):
This is a joint project with ENG 200. Student partners will be responsible for administering one handwritten in-class assignment. Your duties will be to 1) devise a topic related to the readings of the week, 2) show me the topic you have chosen before class, 3) come to class a few minutes early and write the topic on the board, 4) time your fellow classmates as they write a ten-minute essay, 5) grade and comment on the essays and return them to me within one week, 6) provide the instructor with a cover sheet indicating the grader's name, the topic s/he selected, and the date the essay was administered. The topic you create should reflect what you find to be the most interesting, important, or even confusing element of the text. Your topic may be thematic (focusing on race relations, family dynamics, alienation, etc.) or technical (concentrating on stylistic choices such as setting, point of view, characterization, use of irony, etc.). Your topic should have a very narrow focus and include key words (like analyze, summarize, compare, define) that will enable your classmates to quickly devise a writing strategy. Grading will be conducted holistically on a scale from 0-10. Your focus as a grader should be on content and structure. You may mark spelling, grammar, and mechanical errors but not penalize the student for them unless you no longer understand his/her ideas. Please pay careful attention to how words are used, the depth of insight, and the clarity, grace, and coherence of sentences, paragraphs, and the essay as a whole. Be sure to comment on the essays so that your peers understand why they received the score you gave them. The instructor will double-check all grades and take the liberty to make changes if necessary. The following is a rough guide to grading:

9-10 Excellent. Perfect. Very detailed. You can find no room for improvement.

8 Very good. Though not perfect, the ideas and insights are persuasive, and the argument, paragraphs, and sentences are clear, coherent, and interesting.

7 The essay is flawed to the extent that you find yourself filling in gaps and details in the argument. Or the argument seems fine, but poor diction, sentence structure, or paragraph organization makes the essay awkward and confusing.

6 Incoherent essay. The writer does not seem to grasp the topic. You find yourself working extremely hard trying to make sense of the paper.

0-5 The writer of the essay has not done the reading or has failed to write anything of acceptable length.

You may drop your five lowest grades and not have them count toward the 10% of your final grade. This assignment cannot be made up, so any missing essays caused by either excused or unexcused absences will have to figure into the number of scores you may drop. Please note that all grades are due 7 days (or the closest class day after 7 days) after the essays have been written and collected. Late grades result in an E for the late grader/s. Grades are due during class time.

presentation (10%):
Students will be divided into groups and present a lively summary of the texts for which they are responsible. The presentations should involve a 10-15-minute lecture, use of the blackboard, and a handout including definitions of appropriate terms for the whole class. Any further materials (pictures, slides, video, etc.) are welcome, but let me know ahead of time if any special arrangements have to be made. I can make copies of the handouts if I receive them from you at least 24 hours before you present. With the exception of the person in charge of the handout, each group member must take an active role during the presentation. There is no way of making up the presentation grade, so please be sure to be there and ready.

oral participation (10%):
Oral participation consists of responding to my and your fellow students' comments, asking and answering questions, volunteering information, suggesting new aspects and topics, and generally taking an active part in the discussions we conduct. Students' presence alone will not result in a passing oral participation grade.

terminology examination (10%):
Students will be asked to produce detailed definitions of terms and concepts discussed or assigned in class. See terminology log.

midterm examination (20%):
This open-book examination will cover course materials presented, viewed, and discussed in the class.

media analysis (20%):
Students will write a 4-6-page typed essay analyzing the representation of women in the media. You may use commercials, films, TV shows, magazine or newspaper photographs, etc. as your subjects of analysis.

research paper (20%):
Students will write a 5-7-page paper on a subject that has attracted their interest and that they have discussed with us. This is a joint project with ENG 200. The papers will be graded jointly, receive the same grade in both courses, and count equally in both courses.

student partners:
In the first week, I will set up permanent student partnerships for the entire semester. Partners will be responsible for each other if one is absent (i.e. sharing lecture notes, reminding of deadlines, informing about syllabus changes, etc.). You may also want to study together and exchange and edit papers before you turn them in. You and your partner are responsible for the success of your learning experience.

academic honesty:
The Department of English, Foreign Languages, and Philosophy is strongly committed to academic honesty. For your information, here is the definition of plagiarism:

"Using another author's words, sentences, or even ideas without explicit acknowledgment is plagiarism. If you quote directly from a source, put the sentence(s) or portion(s) of the sentence(s) you use in quotation marks. Then indicate your debt with a footnote or a parenthetical annotation."

The consequences of plagiarism range from failing the class to being expelled from the university. Plagiarism will most certainly have serious repercussions on your academic as well as professional future and success.

American with Disabilities Act (ADA):
In compliance with the American with Disabilities Act, all qualified students enrolled in this course are entitled to "reasonable accommodations." It is the student's responsibility to inform me of any special needs before the end of the second week of classes.

INTRODUCTION TO WOMEN'S STUDIES PAIRED WITH WRITING II:

DAILY SCHEDULE

week 1   |   week 2   |   week 3   |   week 4   |   week 5   |   week 6
week 7   |   week 8   |   week 9   |   week 10   |   week 11
week 12   |   week 13   |   week 14
week 15   |   week 16
week 17

Week 1: Introduction

· M 1/10: CB 105, 1:50-2:50, ENG 200 & WST 273-Why pair Writing II with Women's Studies? Introduction to the paired course & computer classroom.

· T 1/11: CB 406, 12:40-1:40, WST 273 & ENG 200-Why take a class in Women's Studies? Why bother with Feminism? Organization of student presentations for WST 273. Students partners.

· W 1/12: ENG 200-What do I know about writing?

· Th 1/13: WST 273-Susan Alice Watkins, Marisa Rueda, and Marta Rodriguez, Introducing Feminism, 3-53.

· F1 1/14: ENG 200-In-class reading essay #1. What do I know or think about feminism?

Week 2: Introduction Continued

· M 1/17: Martin Luther King's Birthday: No Class.

· T 1/18: WST 273-Introducing Feminism, 54-100.

· W 1/19: ENG 200-Writing project #1, using interviews and field research; bell hooks, "writing autobiography" (handout).

· Th 1/20: WST 273- In-class reading essay #2. Nijole V. Benokraitis and Joe R. Feagin, "Sex Discrimination in the 1990s: Progress and Illusions of Power," 1.

· F2 1/21: WST 273-Lisa Maria Hogeland, "Fear of Feminism: Why Young Women Get the Willies," 29. Guest speakers: Professors Robert Lockhart & Glen Colburn.

Week 3: Introduction Continued

· M 1/24: ENG 200-Read Elbow & Belanoff, Sharing and Responding.

· T 1/25: WST 273-Introducing Feminism, 101-35. Presentation #1: Alleen Pace Nilsen, "Sexism in English: A 1990s Update," 37.

· W 1/26: ENG 200-Practice workshop.

· Th 1/27: WST 273-Introducing Feminism, 136-70. Guest speaker: Professor Susan Eacker.

· F1 1/28: ENG 200-In-class reading essay #3. Writing project #1, 1st draft due w/copies.

Week 4: Critical Influences on Feminism & Women's Movements

· M 1/31: ENG 200-In-class workshop.

· T 2/1: WST 273-Susan M. Hartmann, "Feminism and Women's Movements," 53. Elizabeth Cady Stanton, "Declaration of Sentiments," 59. Thomas Jefferson, "Declaration of Independence" (handout). Sojourner Truth, "Ain't I a Woman?" 65.

· W 2/2: ENG 200-In-class workshop.

· Th 2/3: WST 273- In-class reading essay #4. Virginia Woolf, "The Story of Shakespeare's Sister," 67. "Professions for Women" (handout). Alice Walker, "Womanist," 81.

· F2 2/4: WST 273-Review for terminology exam #1.

Week 5: Reproduction & Motherhood

· M 2/7: ENG 200-Writing project #2, writing a critical summary. Synthesis #1.

· T 2/8: WST 273-Terminology examination.

· W 2/9: ENG 200- Guest speakers: Allison & Mike Mathews.

· Th 2/10: WST 273-In-class reading essay #5. Sally L. Kitch, "Motherhood and Reproduction," 83. Sarah Grimké, "On Voluntary Motherhood," 101. Adrienne Rich, "The 'Sacred Calling'" (handout).

· F1 2/11: ENG 200-Writing project #1. Revision due w/copies.

Week 6: Reproduction & Motherhood Continued; Women & Autobiography

· M 2/14: ENG 200-In-class workshop.

· T 2/15: WST 273-In-class reading essay #6. Deborah Fallows, "Why Mothers Should Stay Home" (handout). Presentation #2: Alice Walker, "In Search of Our Mothers' Gardens," 89. Angela Davis, "Outcast Mothers and Surrogates: Racism and Reproductive Politics in the Nineties," 105.

· W 2/16: ENG 200-In-class workshop.

· Th 2/17: WST 273- Screening of My Brilliant Career (1979).

· F2 2/18: WST 273-Screening of My Brilliant Career continued.

Week 7: Women & Autobiography Continued

· M 2/21: ENG 200-Writing project #2, 1st draft due w/copies.

· T 2/22: WST 273-Leigh Gilmore, "Autobiography," 121. Maxine Hong-Kingston, "No Name Woman," 129.

· W 2/23: ENG 200-In-class workshop.

· Th 2/24: WST 273-Judith Ortiz Cofer, "The Myth of the Latin Woman: I Just Met a Girl Named Maria," 143.

Week 8: Women & the Body

· M 2/28: ENG 200-Synthesis #2.

· T 2/29: WST 273- In-class reading essay #8. Valerie Lee, "The Body," 151. Alisa L. Valdès, "Ruminations of a Feminist Aerobics Instructor," 157. Lucille Clifton, "Homage to My Hips, Homage to My Hair," 207. Gwendolyn Brooks, "For Those of My Sisters Who Kept Their Naturals" (handout). Susan Jane Gilman, "How to Love Your Body without Losing Your Mind-8 Quick Tips for Self-Acceptance" (handout).

· W 3/1: ENG 200-Mid-term self-assessment.

· Th 3/2: WST 273-Abra Fortune Chernik, "The Body Politic," 167. Linda Delgado, "Arroz con Pollo vs. Slim Fast," 203. Godey's Lady's and Harper's Bazaar, "Changing Norms of Beauty," 209. Edut Tali, "Under the Knife" (handout). Presentation #3: Geoffrey Cowley, "The Biology of Beauty," 177 and Naomi Wolf, from The Beauty Myth, 189.

· F2 3/3: WST 273-Review for midterm examination.

Week 9: Representations of Women

· M 3/6: ENG 200-Writing project #2, revision due w/copies. Research project assignment.

· T 3/7: WST 273-Midterm examination.

· W 3/8: ENG 200-In-class workshop.

· Th 3/9: WST 273-Judith Mayne, "Women, Representation and Culture," 217. TLC video clip.

· F1 3/10: ENG 200-In-class reading essay #9. In-class workshop.

Week 10: Spring Break

Week 11: Representations of Women Continued

· M 3/20: ENG 200-Library day.

· T 3/21: WST 273-Screening of Dreamworlds II.

· W 3/22: ENG 200-Library day.

· Th 3/23: WST 273-In-class reading essay #10. Nona Leigh Wilson and Jeanne Albronda Heaton, "Talk TV: How Women's Issues are Turned into Trash," 223.

· F2 3/24: WST 273-Synthesis #3.

Week 12: Global Feminism

· M 3/27: ENG 200-Attend Grote Symposium. No class.

· T 3/28: WST 273-Attend Grote Symposium. No class. Media Analysis due.

· W 3/29: ENG 200-Research project 1st draft due w/copies.

· Th 3/30: WST 273-Ara Wilson and Adriane Livingston, "International Prespectives," 233. Nicholas D. Kristof, "Asian Childhoods Sacrificed to Prosperity's Lust," 259. Presentation #4: Charlotte Bunch, "Bringing the Global Home," 239.

· F1 3/31: ENG 200-In-class reading essay #11. In-class workshop.

Week 13: Feminisms

· M 4/3: ENG 200-In-class workshop.

· T 4/4: WST 273-Screening of My Feminism (1997). Toni Morrison, The Bluest Eye, 3-93.

· W 4/5: ENG 200-The Bluest Eye, 93-131.

· Th 4/6: WST 273-The Bluest Eye, 131-63. Presentation #5: Toni Morrison.

· F2 4/7: WST 273-In-class reading essay #12. The Bluest Eye, 163-end.

Week 14: Health, Illness & Disability

· M 4/10: ENG 200-Synthesis #4.

· T 4/11: WST 273-Linda A. Bernard, "Health and Medicine," 269. Lucy Grealy, "Mirrorings: To Gaze Upon My Reconstructed Face," 273. Presentation #6: Barbara Ehrenbach and Deidre English, "The Doctors' Stake in Women's Illness," 285 and Susan Ferraro, "You Can't Look Away Anymore: The Anguished Politics of Breast Cancer Activism, 291.

· W 4/12: ENG 200-In-class reading essay # 13. Guest speaker: Molly Carew, Nurse Practitioner.

· Th 4/13: WST 273-Claudia Garcia-Moreno, "AIDS: Women Are Not Just Transmitters," 307. Claudia Kalb, "Our Quest to Be Perfect" (handout). Roxy Caines, "Young Voices: Women Made to Order" (handout). Noy Thrupkaew, "Senegalese Women Win Ban on Female Genital Cutting" (handout).

· F1 4/14: ENG 200-Research/writing day. No class.

Week 15: Gender & Sexuality

· M 4/17: ENG 200-Screening of Out at Work (1998).

· T 4/18: WST 273- In-class reading essay #14. Minnie Bruce Pratt, "Gender Quiz" (this is the title of an essay we'll be handing out; it's not a quiz we're administering). Christine Gorman, "Sizing up the Sexes," 321. Dánahy Sharonrose, "Myths/Realities of Bisexuality," 363.

· W 4/19: ENG 200-Research project revision due w/copies. Gina Kolata, "Who Is Female? Science Can't Say," 333. Emily Martin, "The Egg and the Sperm," 337.

· Th 4/20: WST 273-Screening of Switch (1991).

· F2 4/21: WST 273-Screening of Switch continued.

Week 16: Women & Violence

· M 4/24: ENG 200-In-class workshop.

· T 4/25: WST 273-Guest speaker: Donna Overbee. Willa Young, "Violence," 367. Robert Allen and Paul Kivel, "Men Changing Men," 373.

· W 4/26: ENG 200-In-class workshop.

· Th 4/27: WST 273-Presentation #7: Debra Michals, "Cyber-Rape: How Virtual Is It?" 405 and Robert Ruth, "Internet User Tried to Arrange Sex with Girl, FBI Says" (handout). Sylvia Plath, "Daddy" (handout).

· F1 4/28: ENG 200-In-class reading essay #15. Sharon Marcus, "Fighting Bodies, Fighting Words: A Theory and Politics of Rape Prevention," 379. Preparing for final self-assessment.

Week 17: Women & Violence Continued

· M 5/1: ENG 200-Screening of The Accused (1988).

· T 5/2: WST 273-Achy Obejas, "Women Who Batter Women," 417. Screening of The Accused continued. Research project final revision due by 4 p.m. in CB 421D.

· Th 5/4: 12:45-2:45-ENG 200-Final self-assessment; complete final portfolio due.
(No final examination in WST 273.)

This syllabus provides a general plan and is subject to change.
Check the blackboard and your email regularly for announcements.

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