ENGL 200 D: Reading Literary Forms

ENGL 200 D: The Promises of Monsters

Autumn 2022

To the monsters, we’re the monsters.

–Station Eleven

(Train to Busan 2016)

Class Meets: M/T/W/Th 12:30-1:20pm

Classroom: LOW 206

Instructor: Dr. Daniel Elliot Roberts (he/him)

Email: derob@uw.edu

Office: Padelford B-36

Office Hours: T/Th 2:30-3:30pm (virtual)

Zoom meeting ID (use for office hours): 206 739 8399

 

COURSE DESCRIPTION

Welcome to English 200 D, Reading Literary Forms! In this course we will be exploring and learning to analyze different forms of literature-–from poetry, to prose, to film-–all collected around our theme: the promises of monsters. This theme is inspired by and borrowed from an article by Donna Haraway with the same title. Monsters are quite literally the stuff of horror, and are often framed as the antithesis of the human, those villainous creatures that threaten humanity at every turn. This quarter we will be facing the grotesque and fiendish, the preposterous and inhuman, and considering whether there might be potential in these various affronts to the figure of the human. In what circumstances is the figure of the human represented as interchangeable with that of the monster, and what might we make of this construction? How do these pieces of literature invite us to reflect on the monstrosity of different systems of oppression: slavery, colonialism, capitalism, racist and xenophobic immigration apparatuses, and the ways those systems construct images of the oppressed as monstrous, and also create monsters out of the agents of those systems of oppression, or the people who benefit from them? What promise might the monster and the monstrous have to offer, and under what circumstances? When are monsters and the monstrous beyond recuperation?

As a “W” course, this quarter you will be writing two formal essays, each with a first (rough) draft and a final draft. You will also be asked to engage in a series of informal Question/Answer discussion posts and replies, which will provide you with low-stakes opportunities to practice developing your analyses of the texts we will be spending so much time with this quarter. Though this is a literature course, our emphasis on composition and analytical skills will serve you throughout your academic and professional career. 

 

REQUIRED TEXTS (in the order we will be reading/viewing them)

The below texts have been ordered through the UW bookstore, but will likely not arrive in time. Please buy print copies of all books except The Gilda Stories, Monsters I Have Been, and My Favorite Thing is Monsters, which can all be purchased as either an eBook or paperback copy. The Gilda Stories is available as an unlimited eBook through UW Library, so I recommend that you use that version.All of the page numbers from our other course texts posted on the syllabus will be from these specific editions. Please ensure that the ISBN-13 of the books you order is the same as the ISBN-13 of the books below. The other text we will be reading will be posted in Canvas>Files.

• My Favorite Things is Monsters by Emil Ferris; ISBN-13: 978-1606999592
• Zone One by Colson Whitehead; ISBN-13: 978-0307455178
• Monsters I Have Been by Kenji C. Liu; ISBN-13: 978-1938584985
• Sympathetic Little Monster by Cameron Awkward-Rich;
  ISBN-13: 978-1938900174
• The Gilda Stories by Jewelle Gomez; ISBN-13: 978-0872866744 (buy a print copy or use the eBook available through UW Libraries)
• Dawn by Octavia Butler; ISBN-13: 978-1538753712 

 

ASSESSMENT

Essay One 1st Draft: 5%

Essay One Final Draft: 15%

Essay Two 1st Draft: 5%

Essay Two Final Draft: 15%

Discussion Leading: 15%

Participation: 25%

Q/A Posts and Replies (8 of each due over the quarter): 20%

• 8 Q/A Posts: 12%
• 8 Q/A Replies: 8%

Please note that the assignments are not weighted on Canvas, therefore you will need to calculate your grade using the above weight distribution. This is the grading scale that Canvas uses:

97% or higher: 4.0

95-96: 3.9

93-94: 3.8

92: 3.7

91: 3.6

90: 3.5

89: 3.4

88: 3.3

87: 3.2

86: 3.1

85: 3.0

84: 2.9

83: 2.8

82: 2.7

81: 2.6

80: 2.5

79: 2.4

78: 2.3

77: 2.2

76: 2.1

75: 2.0

74: 1.9

73: 1.8

72: 1.7

71: 1.6

70: 1.5

69: 1.4

68: 1.3

67: 1.2

66: 1.1

65: 1.0

65% or lower: 0

 

ASSIGNMENT DESCRIPTIONS

Discussion Leading: 

For one class meeting you will be appointed co-discussion leader. You should be prepared to lead discussion for 30 minutes that day. This will allow you more agency in shaping class discussion/activities and will encourage deeper, more careful class preparation from you. Each discussion leading pair will be required to submit a discussion guide, and will be asked to distribute paper copies of this guide to students and me on the day that they lead discussion (please bring 41 copies). You must email me your discussion guide for approval by 5pm the day before you lead discussion. I will either approve your guide, or ask you to make some revisions by 7pm that evening. Discussion guides should include some variation of the following components, and these components will ideally incorporate and reflect on the Q/A Posts and Replies:

• Informative heading (name, date, title, etc.)
• Relevant texts
• Class agenda
• Learning goals/outcomes
• Planned activity(ies), with rough time increments 
• Discussion questions (which may be used in planned activities above, or for unstructured discussion)
• Related external research, which can include some combination of:
• Relevant information about the text, author, critical reception of the text, or setting 
• Contribution to the literary concepts that will be discussed across the course 

 

Q/A Posts and Replies (8 posts and 8 replies):

Q/A Posts: Due by 5pm the night before the reading is due—see syllabus for exact deadlines. (250-350 words each)

Q/A Responses: Due by 10pm the night before the reading is due (150-200 words each)

Post your Q/A post as a "comment" on my discussion post on our Canvas Discussion board. Make sure the post you respond to corresponds to the name on the syllabus.

IMPORTANT: Most weeks there will be two discussion threads. You can only submit 1 post and 1 comment per week, to count toward the required 8 of each. You get to decide which day you submit a Q/A post and reply. See the syllabus for the weeks where there will be two discussion threads posted.

Q/A Posts (250-350 words): Question/Answer blog posts are a vital virtual extension of our learning community. Throughout the quarter you are required to submit 8 blog posts to Canvas. You may select which weeks/days to contribute, but you must post by the deadline on the syllabus.  Each blog post must engage with the section of the reading we will be discussing in class the following day (always refer to the syllabus for these reading and Q/A deadlines). While your Q/A post can refer back to previous sections of the book, the majority of your post should focus on analyzing (a) passage(s) from the reading due the next day. Your Q/A post should cite directly from this section of reading, and include the page numbers where the passages appear. You can only submit one Q/A post per week, but most weeks there will be 2 opportunities to contribute a post and response (you are welcome to contribute a post to one thread and a reply to another, or you can contribute both a post and a reply to the same discussion thread). You can choose which 8 weeks you want to contribute.

Your blog posts should open with a critical question you have about the assigned reading for the day. Some possible models of questions include:

What is the relationship between A and B (according to the reading and to me)?

How does this text invite us to think about X and why is this significant?

What does Z symbolize in this book? What are the stakes of Z? 

How can we use this text to help us understand X [current event]?

These are only a few examples--you can shape your questions however you want. In responding to your question (or seeking to "answer" it) you should turn to, and incorporate, evidence from that particular section of reading while responding to them with your own perspective. You do not need to arrive at a thesis by the end of your post--the purpose of these blog posts is to provide you low-stakes opportunities to practice textual analysis, and test your ideas out on your peers and I. You may revise and extend the questions you pursue in these blog posts in your formal essays and projects, but you do not have to. Q/A posts will receive a completion grade. If your post does not meet the required word count, does not engage with direct quotations from the text, or is not primarily focused on the section of reading assigned for the next day, you will lose points. You will not receive written feedback from me on these posts. If you plan to extend an analysis from one of your Q/A posts into one of your essays, please come to my office hours for verbal feedback on this post.

Q/A Responses (150-200 words): In addition to submitting a total of 8 Q/A posts to Canvas, you are required to respond to at least one of your classmates' Q/A posts weekly, for a total of 8 responses over the course of the quarter.  Like your Q/A posts, you can choose which 8 weeks you want to engage one of your classmates' posts (you do not have to write a post and a response for the same day, but you are welcome to). Your responses should speak to the question posed by your peer and the way they sought to "answer" this question. Be sure to go beyond saying you "agree" or "disagree" with the assertions made by your peer--ideally you should challenge, extend, and otherwise build on your classmate's post by furthering the conversation they take up in their Q/A post.

Essays:

This quarter you will write two 5-7 (full) page essays that analyze and make an argument about one of the books (or films) we will be reading/viewing this quarter. Because this is a “W” course, each essay will have a first (rough) draft and a final draft. You will receive feedback from me and a peer on your rough drafts. I will also give you written feedback on your final drafts. Your rough drafts will be given a completion grade, while your final drafts will receive a formal grade from me (on the GPA scale). Due to the requirements of “W” courses, I will not be able to accept final drafts that do not meet the page count requirement.

 

Participation:

As a discussion-based literature class, your participation is vital. You will receive participation points for participating in large class discussions, small group discussions, completing peer review for both essays, and finishing informal assignments. If there is anything I can do to make you feel more comfortable participating in our class discussions, please communicate this to me in your Get to Know You/Accessibility Survey. Regular absences will affect your participation grade, as you will not be there to contribute to class discussions. If you miss class due to COVID-related (or other health) issues, please get in touch with me so we can discuss alternate ways for you to make up lost participation points. That said, there is no good substitute for class discussion.

 

NOTES ON CONTENT/TRIGGER WARNINGS

Many of our course texts contain potentially disturbing material that relates to systemic and interpersonal violence of different kinds (racist, sexist, homophobic, transphobic, and more). Depending on your own proximity to systemic violence and whatever other factors, you will likely find some of this material difficult to cover. By and large, I take the approach to Content Warnings that Eli Clare provides in Brilliant Imperfections: I will remind you repeatedly throughout the quarter to do what you need to take care of your needs as they arise. This might mean leaving class in the middle of a difficult discussion, closing the book you’re reading and turning your attention to something that brings you pleasure--generally using whatever coping and self care mechanisms you find useful. This may mean you will opt not to come to class on a given day. I trust you all to be in touch with your needs the best you can, and be compassionate to yourselves as we work through the difficulties of these texts and social problems together, as well as the richly generative alternatives to existing social structures they provide. If you find it too difficult to work with one of our course texts, please let me know so I can arrange an alternative assignment for you.

 

LATE WORK POLICY

If you feel that you may not be able to get an assignment in on time, please contact me immediately, preferably no less than 24 hours before the deadline. If you have a legitimate reason for submitting work late, I am happy to work with you to arrange a new deadline. Keep in mind that if you submit your essays late, peer review will be affected. You may not be assigned an essay to peer review (in which case you will lose those participation points), and you may not receive peer feedback on your essay. This is true whether or not we work out an alternate deadline for the assignment. All work submitted late without my approval will be subject to a point deduction of 5% for each day that it is late. Additionally, after you submit a late assignment you must notify me via email so I know to give you feedback on the assignment, assign you an essay to peer review, and someone to peer review your essay if possible.

 

ELECTRONICS POLICY

Phones should be turned off or to silent mode during class, unless there is an emergency that you have communicated with me about. There is no texting allowed during class. Please bring a charged laptop to class, as there may be class time devoted to working on informal assignments. I also recognize that some students prefer to take notes on their laptops. That said, computers should not become a distraction. Please do not use your computers to browse social media or other websites during our class time. This is not only distracting for you–it can impair your peers’ ability to stay focused on what is happening in the space of the classroom. If I find that you are using your laptop for one of these purposes during class, I will deduct points from your participation grade for the day.

 

CONTACTING ME

The best way to contact me is via email at derob@uw.edu. I check my email several times a day, and I will respond to emails within 24 hours of receiving them. If I have not responded to you in that time frame, please email me again—it is likely your email was buried in a host of others, and I did not see it.

 

ACCESSIBILITY CLAUSE

If you need accommodation of any sort please let me know so that I can work with the UW Disability Resources for Students Office (DRS) to provide what you require. The syllabus is available in large print as are other course materials. More information about accommodation may be found at http://www.washington.edu/students/drs

Outside of documented needs for accommodation, I expect that we can and do all think, communicate, and process information differently. For this reason, I recognize that any class activity or course structure will accommodate each student differently. For example, you might best learn when you are given visual aids like powerpoints, graphs and/or handouts, and you might find class discussion tedious and difficult to focus on. Please begin thinking about your individual learning needs and communicate with me as soon as possible about how best this course can accommodate them.

 

RELIGIOUS ACCOMMODATIONS

“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at the Registrar’s website: https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/

Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form found here: https://registrar.washington.edu/students/religious-accommodations-request/

 

ACADEMIC INTEGRITY

The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/

Here's what you can do to cover yourself against plagiarism or collusion:

• At any stage of your writing, keep your drafts, notes, papers, and research materials. If a question of plagiarism arises, you'll have a paper trail ( paper trails protect you in a variety of academic, public, and work-related contexts)
• Don't use editing services. Don't ask anyone, even family or friends, to edit your paper or help you write it. You need to do that work yourself.
• If you need additional help with your writing, contact the University Writing Center, UW Writes (Links to an external site.), where trained professionals are there to help you without colluding in plagiarism.
• Last but not least, ask me if you have any questions about honesty.
  
  

DEPARTMENTAL COMMITMENT TO DIVERSITY, EQUITY, AND JUSTICE

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use are powerful and hold the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world--skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”

As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities, past, present, and future.  Our disciplinary commitments to the study of English (its history, multiplicity, and development; its literary and artistic uses; and its global role in shaping and changing cultures) require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race and racism, immigration, gender, sexuality, class, indigeneity, and colonialisms. These topics are fundamental to the inquiry we pursue.  We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We acknowledge that our university is located on the shared lands and waters of the Coast Salish peoples. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, gender identities, national and indigenous origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.

 

STATEMENT ON NON-VERBALIZATION OF RACIAL SLURS AND THE N-WORD: CULTIVATING ANTIRACIST AND ANTICOLONIAL CLASSROOM COMMUNITIES

Over the past few months, students have written to the department chair, program directors, and more publicly about several incidents in which a white or non-Black English department instructor has verbalized the N-word as part of reading from or quoting a course text. BIPOC students in particular have shared their experience hearing the N-word read aloud in class and the alienation, harm, and lasting pain this has caused. As a department committed to antiracism and anticolonialism, we strive to cultivate supportive and productive classroom environments, and the verbalization of the N-word by white and non-Black faculty and students is harmful and pedagogically damaging. 

This is not a question of censorship or academic freedom. While our work requires at times that we engage with texts that use this language, either for historical, aesthetic, or political reasons, it also requires that we do so in a manner that does not harm our students. Thus, how we engage with such texts raises a question of power and what is given life and voice to, by whom, and when. It also raises a question of the kinds of emotional, intellectual, and welcoming spaces we create in our courses, and whether these spaces enable all of our students to learn. In the context of race and power, the verbalizing of the N-word and other racialized terms becomes experienced as slurs that not only harms students, especially students who disproportionately bear the weight and violence of the N-word's and other racist language’s history; it also significantly interrupts learning. BIPOC students repeatedly report that the verbalizing of racial slurs by white faculty and students harms them and their ability to learn in our classes. As importantly, the verbalizing of racial slurs keeps requiring of our students the exhausting need to speak up about and to explain to a predominantly white institution racist language’s harm, violence, and continued trauma. We cannot keep forcing our students to have to do this. 

There is a significant and consequential difference between reading slurs in a text and having the slurs verbalized aloud. In a text, they can be read and processed in one’s own voice. When verbalized, the slur is given life and voice, is energized, heard, embodied, and experienced in a public way that creates palpable harm. Especially if the slur is verbalized by a white instructor, its relation to power and violence is re-asserted, no matter how it might be framed. Also, and crucially, when verbalized rather than individually read, the slur is experienced in a public way. We have heard from BIPOC students about the feeling of alienation, exposure, and vulnerability this creates for them in predominantly white classrooms. 

A commitment to racial equity, to antiracist and anticolonial pedagogy, and to making our community one in which all students feel safe, welcome, supported, and can thrive starts by being attentive to the experiences of BIPOC students. It also requires attending to issues of power, racism, and whiteness embodied in the language we use and sanction. Attending to these issues should allow us to recognize the differences between our racial constitution through language and the ways that signifying practices can have liberating effects for BIPOC faculty and students, as Professor Vershawn Ashanti Young in “Banning the N-word on Campus Ain’t the Answer: It Censors Black Professors Like Me” explains. We call for an understanding of the complexity of Black language use by Black students and faculty, as Young and other scholars of Black language have articulated. We support Indigenous, Black, and students and faculty of color and will follow their lead in terms of what language they would like to use to speak of themselves, their experiences, and communities. 

Additionally and along with Professor Koritha Mitchell in “The N-Word in the Classroom: Just Say NO,” we acknowledge that giving embodied voice and life to the N-word and other racial slurs by white faculty and students directly undermines efforts to create a safe and broadly supportive learning environment. While we’re not advocating for a blanket prohibiting of the N-word as Mitchell suggests, we do oppose white and non-Black faculty and students’ use of the N-word, and agree that finding alternatives to verbalizing racial slurs (for example, saying “N” or “Ns” or simply pausing for students to read silently before reading on) does not diminish our and our students’ ability to engage in literary and cultural analysis of texts that include this language. Nor does it prevent us from addressing the historical contexts of racial and settler colonial violence, acknowledging their past and persistence. By finding alternatives, we affirm the necessity of cultivating supportive and productive classroom environments that are aligned with our antiracist and anticolonialist commitments.

 

CAMPUS RESOURCES

wǝɫǝbʔaltxʷ – Intellectual House

Intellectual House is a longhouse-style facility on the UW Seattle campus. It provides a multi-service learning and gathering space for American Indian and Alaska Native students, faculty, and staff, as well as others from various cultures and communities to come together in a welcoming environment to share knowledge. https://www.washington.edu/diversity/tribal-relations/intellectual-house/

 

D Center

Not to be confused with Disability Services, the D Center is the Disability and d/Deaf Cultural Center at the UW. The D Center is a space where students can study, organize, rest, and attend events and programs focusing on supporting and celebrating disability and D/deaf communities at the UW and beyond! It is located in the Husky Union Building--Room 327. https://depts.washington.edu/dcenter/

 

Q Center

The University of Washington Q Center builds and facilitates queer (gay, lesbian, bisexual, two-spirit, trans, intersex, questioning, same-gender-loving, asexual, aromantic) academic and social community through education, advocacy, and support services to achieve a socially-just campus in which all people are valued. For more information, visit http://depts.washington.edu/qcenter

 

Odegaard Writing & Research Center

The Odegaard Writing and Research Center (OWRC) offers free, one-to-one, 45-minute tutoring sessions for undergraduate, graduate, and professional writers in all fields at the UW. We will work with writers on any writing or research project, as well as personal projects such as applications or personal statements. Our tutors and librarians collaborate with writers at any stage of the writing and research process, from brainstorming and identifying sources to drafting and making final revisions. For more information or to schedule an appointment, please see our website (http://depts.washington.edu/owrc), or come visit us in person on the first floor of Odegaard Undergraduate Library.

 

CLUE Writing Center

The CLUE is a drop-in writing and tutoring center open from 7pm-midnight all days except Friday and Saturday throughout the quarter. For more info, check out their website: http://depts.washington.edu/aspuw/clue/writing-center/

UW Counseling Center

The Counseling Center offers multiple options for students seeking help coping with stress and mental health concerns. Students who are currently enrolled in degree-seeking programs at the Seattle campus are eligible for our counseling services.

https://www.washington.edu/counseling/

 

READING AND ASSIGNMENT SCHEDULE

Please note that you should come to class prepared to discuss the reading listed for that day. This means you need to do the reading before class that day.

WEEK ONE

Wednesday, September 28th

• Introductions
• Week 1 Q/A over Gordon Post Due by 5pm
• Week 1 Q/A Reply over Gordon Due by 10pm

 

Thursday, September 29th

• Gordon, Selections from Ghostly Matters (vii-28)
• Get to Know You/Accessibility Survey due to Canvas by 11:59pm
• Sign Up for a Discussion Leading Session by 11:59pm (Sign-up sheet is in the Week 1 module)

WEEK TWO

Sunday, October 2nd

• Week 2a Q/A Posts over My Favorite Thing is Monsters (first half) Due by 5pm
• Week 2a Q/A Replies over My Favorite Thing is Monsters (first half) Due by 10pm

 

Monday, October 3rd

• Ferris, My Favorite Thing is Monsters (first half)

 

Tuesday, October 4th

• Finish discussing Ferris, My Favorite Thing is Monsters (first half)
• Week 2b Q/A Posts over My Favorite Thing is Monsters (second half) Due by 5pm
• Week 2b Q/A Replies over My Favorite Thing is Monsters (second half) Due by 5pm

 

Wednesday, October 5th

• Ferris, My Favorite Thing is Monsters (second half)

 

Thursday, October 6th

• Finish discussing My Favorite Thing is Monsters (second half)

WEEK THREE

Sunday, October 9th

• Week 3a Q/A Posts over Zone One (1-103) Due by 5pm
• Week 3a Q/A Replies over Zone One (1-103) Due by 10pm

 

Monday, October 10th

• Whitehead, Zone One (1-103)

 

Tuesday, October 11th

• Finish discussing Whitehead, Zone One (1-103)
• Week 3b Q/A Posts over Zone One (103-166) Due by 5pm
• Week 3b Q/A Replies over Zone One (103-166) Due by 10pm

 

Wednesday, October 12th

• Whitehead, Zone One (103-166)

 

Thursday, October 13th

• Finish discussing Zone One (103-166)

WEEK FOUR

Sunday, October 16th

• Week 4a Q/A Posts over Zone One (166-271) Due by 5pm
• Week 4a Q/A Replies over Zone One (166-271) Due by 5pm

 

Monday, October 17th

• Whitehead, Zone One (166-271)

 

Tuesday, October 18th

• Finish discussing Whitehead, Zone One (166-271)
• Week 4b Q/A Posts over  Zone One (273-322) Due by 5pm
• Week 4b Q/A Replies over  Zone One (273-322) Due by 5pm

 

Wednesday, October 19th

• Whitehead, Zone One (273-322)

 

Thursday, October 20th

• Finish discussing Zone One (273-322)

 

Sunday, October 23rd

• Essay One 1st Draft Due to Canvas by 11:59pm

WEEK FIVE

Monday, October 24th

• In-Class Screening of Train to Busan

 

Tuesday, October 25th

• In-Class Screening of Train to Busan

 

Wednesday, October 26th

• Discuss Train to Busan
• Peer Review of Essay One 1st Draft Due to Canvas by 11:59pm
• Week 5 Q/A Posts over Train to Busan Due by 5pm
• Week 5 Q/A Replies over Train to Busan Due by 10pm

 

Thursday, October 27th

• Finish discussing Train to Busan
  
  

WEEK SIX

Sunday, October 30th

• Week 6a Q/A Posts over Monsters I Have Been (1-48) Due by 5pm
• Week 6a Q/A Replies over Monsters I Have Been (1-48) Due by 10pm
  
  

Monday, October 31st

• Liu, Monsters I Have Been (1-48 [read from the beginning through poem “I Bite With Inaccurate Teeth”) 

 

Tuesday, November 1st

• Finish discussing Monsters I Have Been (1-48)
• Week 6b Q/A Posts over Monsters I Have Been (49-end) Due by 5pm
• Week 6b Q/A Posts over Monsters I Have Been (49-end) Due by 5pm

 

Wednesday, November 2nd

• Liu, Monsters I Have Been (49-end)

 

Thursday, November 3rd

• Finish discussing Monsters I Have Been (49-end)

WEEK SEVEN

Sunday, November 6th

• Week 7a Q/A Posts over Sympathetic Little Monster (1-39) Due by 5pm
• Week 7a Q/A Replies over Sympathetic Little Monster (1-39) Due by 10pm

 

Monday, November 7th

• Awkward-Rich, Sympathetic Little Monster (1-39)

 

Tuesday, November 8th

• Finish discussing Sympathetic Little Monster (1-39)
• Week 7b Q/A Posts over Sympathetic Little Monster (40-end) Due by 5pm
• Week 7b Q/A Replies over Sympathetic Little Monster (40-end) Due by 5pm

 

Wednesday, November 9th

• Awkward-Rich, Sympathetic Little Monster (40-end)
• Essay One Final Draft Due to Canvas by 11:59pm

 

Thursday, November 10th

• Finish discussing Sympathetic Little Monster (40-end)

 

WEEK EIGHT

Sunday, November 13th

• Week 8a Q/A Posts over The Gilda Stories (Foreword through Chapter 2) Due by 5pm
• Week 8a Q/A Replies over The Gilda Stories (Foreword through Chapter 2) Due by 10pm

 

Monday, November 14th

• Gomez, The Gilda Stories (Foreword through Chapter 2)

 

Tuesday, November 15th

• Finish discussing The Gilda Stories (Foreword through Chapter 2)
• Week 8b Q/A Posts over The Gilda Stories (Chapter 3 through 4) Due by 5pm
• Week 8b Q/A Replies over The Gilda Stories (Chapter 3 through 4) Due by 5pm

Wednesday, November 16th

• Gomez, The Gilda Stories (Chapter 3 through 4)

 

Thursday, November 17th

• Finish discussing The Gilda Stories (Chapter 3 through 4)

 

WEEK NINE

Sunday, November 20th

• Week 9 Q/A Posts over The Gilda Stories (Chapters 5 through Afterword) Due by 5pm
• Week 9 Q/A Replies over The Gilda Stories (Chapters 5 through Afterword) Due by 5pm

 

Monday, November 21st

• Gomez, The Gilda Stories (Chapters 5 through Afterword)

 

Tuesday, November 22nd

• Finish discussing The Gilda Stories (Chapters 5 through Afterword)

 

Wednesday, November 23rd

• In-Class Work Day; Bring your writing materials to class and work on your 1st draft of Essay Two!

 

Thursday, November 24th

• Class Canceled for Holiday

WEEK TEN

Sunday, November 27th

• Week 10a Q/A Posts over Dawn (Part 1) Due by 5pm
• Week 10a Q/A Replies over Dawn (Part 1) Due by 10pm

 

Monday, November 28th

• Butler, Dawn (Part 1)

 

Tuesday, November 29th

• Finish discussing Dawn (Part 1)
• Week 10b Q/A Posts over Dawn (Part 2) Due by 5pm
• Week 10b Q/A Replies over Dawn (Part 2) Due by 10pm

 

Wednesday, November 30th

• Butler, Dawn (Part 2)
• Essay Two 1st Draft Due by 11:59pm

 

Thursday, December 1st

• Finish discussing Dawn (Part 2)

WEEK ELEVEN

Sunday, December 4th

• Week 11a Q/A Posts over Dawn (Part 3) Due by 5pm
• Week 11a Q/A Replies over Dawn (Part 3) Due by 10pm
• Essay Two 1st Draft Peer Review due to Canvas by 11:59pm

 

Monday, December 5th

• Butler, Dawn (Part 3)

 

Tuesday, December 6th

• Finish discussing Dawn (Part 3)
• Week 11b Q/A Posts over Dawn (Part 4) due by 5pm
• Week 11b Q/A Posts over Dawn (Part 4) due by 10pm

 

Wednesday, December 7th

• Butler, Dawn (Part 4)
• Peer Review of Essay Two Due to Canvas by 11:59pm

 

Thursday, December 8th

• Finish discussing Butler, Dawn (Part 4)

 

Sunday, December 11th

• Essay Two Final Draft Due by 11:59pm