English 200 D: Reading Literary Forms
Spring 2022
The Promises of Monsters
To the monsters, we’re the monsters.
–Station Eleven
Train to Busan (2016)
Class Meets: M/T/W/Th 12:30-1:20pm
Classroom: M-W THO 325; Th Zoom
Instructor: Daniel Elliot Roberts (he/him)
Email: derob@uw.edu
Office: Padelford B-36
Office Hours: T/Th 10:30-11:30am (and by appointment); Tuesday office hours will be both in-person and virtual; Thursday office hours will be entirely virtual.
To attend class or office hours virtually, use my Zoom meeting ID: 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 should be available in the UW bookstore. It is very important that we all have the same, print copy of the books we will be reading, as we will be referring to specific passages in class, and everyone needs to be able to follow along, with the exception of The Gilda Stories, which is available as a free eBook through UW Libraries. 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 two other (shorter) texts we will be reading not listed below will be posted in Canvas>Files.
- Monsters I Have Been by Kenji C. Liu; ISBN-13: 978-1938584985
- Zone One by Colson Whitehead; ISBN-13: 978-0307455178
- 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: 20%
Essay Two 1st Draft: 5%
Essay Two Final Draft: 20%
Discussion Leading: 15%
In-Class Participation: 15%
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. As I input assignment grades, Canvas will automatically compute your course grade according to the following scale.:
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 discussion leader (or co-leader). You should be prepared to lead discussion for 30 minutes. This will allow you more agency in shaping class discussion/activities and will encourage deeper, more careful class preparation from you. Each discussion leader (or co-leaders) 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.
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 6-8 (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 (as someone who has, as a student, sat next to another student who was planning their wedding during class discussion, I can personally attest to this!). 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
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. My email is derob@uw.edu.
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/
READING AND ASSIGNMENT SCHEDULE
Note: This schedule is subject to change. Please always check Canvas when preparing for class.
WEEK ONE
Monday March 28th
Introductions
Assignment due: Sign up for discussion leading
Tuesday March 29th
Introductions continue
Assignment due: Get to Know You/Accessibility Survey due to Canvas by 11:59pm
Assignment due: Week 1 Q/A Posts over Monsters I Have Been (1-51) Due by 5pm
Assignment due: Week 1 Q/A Reply Due by 10pm
Wednesday March 30th
Reading due: Liu, Monsters I Have Been (1-51)
Thursday March 31st
Finish discussion of Monsters I Have Been (1-51)
WEEK TWO
Sunday April 3rd
Assignment due: Week 2a Q/A Post over Monsters I Have Been (52-96) Due by 5pm
Assignment due: Week 2a Q/A Reply over Monsters I Have Been (52-96) Due by 10pm
Monday April 4th
Reading due: Liu, Monsters I Have Been (52-96)
Tuesday April 5th
Finish Discussing Monsters I Have Been (52-96)
Assignment due: Week 2b Q/A Post over Gordon Due by 5pm
Assignment due: Week 2b Q/A Reply over Gordon due by 10pm
Wednesday April 6th
Reading due: Gordon, selections from Ghostly Matters (vii-28)
Thursday April 7th
Finish discussing Gordon
WEEK THREE
Sunday April 10th
Assignment due: Week 3a Q/A Post over Zone One (1-103) due by 5pm
Assignment due: Week 3a Q/A Reply over Zone One (1-103) due by 10pm
Monday April 11th
Reading due: Whitehead, Zone One (1-103)
Assignment due: Step 5 from Close Reading Exercise over "I Bite With Inaccurate Teeth" due by 11:59pm
Tuesday April 12th
Finish discussing Zone One (1-103)
Assignment due: Week 3b Q/A Post over Zone One (103-166) due by 5pm
Assignment due: Week 3b Q/A Reply over Zone One (103-166) due by 10pm
Wednesday April 13th
Reading due: Whitehead, Zone One (103-166)
Thursday April 14th
Finish discussing Zone One (103-166)
WEEK FOUR
Sunday April 17th
Assignment due: Week 4a Q/A Post over Zone One (166-271) due by 5pm
Assignment due: Week 4a Q/A Reply over Zone One (166-271) due by 10pm
Monday April 18th
Reading due: Zone One (166-271)
Tuesday April 19th
Finish discussing Zone One (166-271)
Assignment due: Week 4b Q/A Post over Zone One (273-322) due by 5pm
Assignment due: Week 4b Q/A Reply over Zone One (273-322) due by 10pm
Wednesday April 20th
Reading due: Zone One (273-322)
Thursday April 21st
Finish discussing Zone One (273-322)
Saturday April 23rd
Assignment due: Essay One 1st Draft due to Canvas by 11:59pm
WEEK FIVE
Sunday April 24th
Assignment due: Week 5a Q/A Post over Sympathetic Little Monster (1-38) Due by 5pm
Assignment due: Week 5a Q/A Reply over Sympathetic Little Monster (1-38) Due by 10pm
Monday April 25th
Reading due: Awkward-Rich, Sympathetic Little Monster (1-38)
Tuesday April 26th
Finish discussing Sympathetic Little Monster (1-38)
Assignment Due: Week 5b Q/A Post over Sympathetic Little Monster (39-74) Due by 5pm
Assignment due: Week 5b Q/A Reply over Sympathetic Little Monster (39-74) Due by 10pm
Wednesday April 27th
Reading due: Sympathetic Little Monster (39-74)
Assignment due: Peer Review of Essay One 1st Draft due to Canvas by 11:59pm
Thursday April 28th
Finish discussing Sympathetic Little Monster (39-74)
WEEK SIX
Sunday May 1st
Assignment due: Week 6a Q/A Post over The Gilda Stories (XI-101) Due by 5pm
Assignment Due: Week 6a Q/A Reply over The Gilda Stories (XI-101) Due by 10pm
Monday May 2nd
Reading due: Gomez, The Gilda Stories (XI-101; Foreword through Chapter 2)
Tuesday May 3rd
Finish Discussing The Gilda Stories (Foreword through Chapter 2)
Assignment Due: Week 6b Q/A Post over The Gilda Stories (103-166; Chapters 3 & 4) Due by 5pm
Assignment due: Week 6b Q/A Reply over The Gilda Stories (103-166; Chapters 3 & 4) Due by 10pm
Wednesday May 4th
Reading due: The Gilda Stories (103-166; Chapters 3 & 4)
Thursday May 5th
Finish discussing The Gilda Stories (Chapters 3 & 4)
Saturday May 7th
Assignment due: Essay One Final Draft Due by 11:59pm
WEEK SEVEN
Sunday May 8th
Assignment due: Week 7a Q/A Post over The Gilda Stories (167-231; Chapters 5 through 7) Due by 5pm
Assignment due: Week 7a Q/A Reply over The Gilda Stories (167-231; Chapters 5 through 7) Due by 10pm
Monday May 9th
Reading due: The Gilda Stories (167-231; Chapter 5 through 7)
Tuesday May 10th
Finish discussing The Gilda Stories (167-231; Chapter 5 through 7)
Assignment due: Week 7b Q/A Post over The Gilda Stories (233-259; Chapter 8 through Afterword) Due by 5pm
Assignment due: Week 7b Q/A Reply over The Gilda Stories (233-259; Chapter 8 through Afterword) Due by 10pm
Wednesday May 11th
Reading due: The Gilda Stories (233-259; Chapter 8 through Afterword)
Thursday May 12th
Finish discussing The Gilda Stories (all)
WEEK EIGHT
Sunday May 15th
Assignment due: Week 8a Q/A Post over Dawn (Part I: Womb) due by 5pm
Assignment due: Week 8a Q/A Reply over Dawn (Part I: Womb) due by 10pm
Monday May 16th
Reading due: Butler, Dawn (Part I: Womb)
Tuesday May 17th
Finish discussing Dawn (Part I: Womb)
Assignment due: Week 8b Q/A Post over Dawn (Part II: Family) due by 5pm
Assignment due: Week 8b Q/A Reply over Dawn (Part II: Family) due by 10pm
Wednesday May 18th
Reading due: Dawn (Part II: Family)
Thursday May 19th
Finish discussing Dawn (Part II: Family)
Saturday May 21st
Assignment due: Essay Two 1st Draft due by 11:59pm
WEEK NINE
Sunday May 22nd
Assignment due: Week 9a Q/A Post over Dawn (Part III: Nursery) due by 5pm
Assignment due: Week 9a Q/A Reply over Dawn (Part III: Nursery) due by 10pm
Monday May 23rd
Reading due: Dawn (Part III: Nursery) due by 5pm
Tuesday May 24th
Finish discussing Dawn (Part III: Nursery)
Assignment due: Week 9b Q/A Post over Dawn (Part IV: The Training Floor) due by 5pm
Assignment due: Week 9b Q/A Post over Dawn (Part IV: The Training Floor) due by 10pm
Wednesday May 25th
Reading due: Dawn (Part IV: The Training Floor)
Assignment due: Peer Review over Essay Two 1st Draft due to Canvas by 11:59pm
Thursday May 26th
Finish discussing Dawn (Part IV: The Training Floor)
WEEK TEN
Monday May 30th
CLASS CANCELED FOR HOLIDAY
Tuesday May 31st
In-Class Screening of film TBA
Reading due: Corrigan, “Film Terms and Topics”
Wednesday June 1st
Continue In-Class Screening of film
Assignment due: Week 10 Q/A Posts over Train to Busan due by 5pm
Assignment due: Week 10 Q/A Replies over Train to Busan due by 10pm
Thursday June 2nd
Discuss film
Saturday June 4th
Assignment due: Essay Two Final Draft due to Canvas by 11:59pm