English 200 C: Reading Literary Forms
Narratives of Madness: On Diagnosis, Cure, and Resistance
(Girl, Interrupted 1999)
Professor: Dr. Daniel Elliot Roberts (he/him)
Office Hours: Virtual, Wednesdays 2-4pm
Classroom: LOW 105
Meets: 11:30-12:20 M/T/W/Th
Email: derob@uw.edu
Zoom Meeting ID (for office hours): 206 739 8399
COURSE DESCRIPTION
Welcome to English 200 C, 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: Narratives of Madness. As the title suggests, our course texts this quarter dive into the stigmatized and biopolitical terrain of mental health, or rather, mental unhealth. They traverse narratives about people who at times (or at all times) experience nonnormative emotional and psychological events or ways of being. Through these pieces of literature and theory we will trace the political legacies of mental health diagnosis, cure, and resistance.
As this is a writing-intensive class that fulfills the “W” requirement, you will have two formal essays due this quarter, both with a first and final draft. You will also be asked to complete a series of informal Question/Answer blog posts and replies over the assigned reading. Though this is specifically a literature course, our emphasis on composition and analytical skills will serve you throughout your academic and professional career in whatever fields you find yourselves in.
A NOTE ON LANGUAGE
This course reclaims the terms "madness" and "mad" in tandem with the political resistance of the Mad Pride movement. Reclamation of certain terms allows people to own and take pride in labels (and the people and experiences they describe) that were once only viewed in a medicalized, negative, and/or pathologized way. I have chosen not to utlize the term "mental illness," as this tends to view mental health in an individualized and medicalized context. The language of madness allows a certain critical and political distance from the entities that police, diagnose, and claim to cure mental health conditions. That said, you can decide what language (within certain limits) that you'd like to use to describe madness and mad folks, especially if you identify as mad or mentally disabled. Some other common, acceptible terms to use include:
- mental disability (another favorite of mine!)
- mental illness
- mental health service users and former mental health service users
- Any other ideas? If you have any questions about whether or not a term is appropriate to use in the context of our class please feel free to discuss this with me over email or in office hours.
REQUIRED COURSE TEXTS
Please note that I will provide you electronic versions of some of the shorter texts we will be reading together. These will be posted in the weekly Modules and (sometimes) on the Files page of our Canvas site. You are required to purchase or otherwise acquire the books below. Please purchase a paperback edition of An Unkindness of Ghosts) so that we can easily find the same passages in class. The other texts can be purchased as eBooks.
- Dora: A Headcase by Lidia Yuknavitch. ISBN: 978-0983477570
- Madness by Sam Sax. ISBN: 978-0143131700
- Calling a Wolf a Wolf by Kaveh Akbar. ISBN: 978-1938584671
- Tonguebreaker by Leah Lakshmi Piepzna-Samarasinha. ISBN: 978-1551527574
- An Unkindness of Ghosts by Rivers Soloman. ISBN: 978-1617755880
ASSESSMENT
Essay One 1st Draft: 5%
Essay One Final Draft: 15%
Essay Two 1st Draft: 5%
Essay Two Final Draft: 15%
Midterm Exam: 15%
Final Exam: 15%
Participation: 15%
Q/A Posts and Replies (8 of each due over the quarter): 15%
- (8 Q/A Posts: 10%)
- (8 Q/A Replies: 5%)
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
Q/A Posts (8 total due): Due by 5pm the night before the reading is due—see syllabus for exact deadlines. (250-350 words each)
Q/A Replies (8 total due): Due by 10pm the night before the reading is due (150-200 words each)
IMPORTANT: Most weeks there will be multiple Q/A discussion threads you can choose between. You can only submit 1 Q/A post and 1 reply for credit each week. Please note that there will be 0 Q/A threads Week 4, so plan accordingly. No late Q/A posts or replies will be accepted; once the discussion closes it stays closed.
Directions: 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 Replies (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 replies 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. At the end of the quarter I will award you a holistic participation grade based on your overall participation and involvement in class discussions and activities, communication with me and others, and completion of informal assignments.
There is no way around it: this is a subjective measure. You will NOT get a 4.0 merely for showing up to class. I will not negotiate this grade at the end of the quarter. If you want to get a perfect score in this category, come meet with me during office hours now! We can discuss strategies for participation that work with your style of learning.
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
Email is the best way to reach me outside of class. My email is derob@uw.edu. 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. Just as I check my email several times a day, I expect you to check your email multiple times a day, as this is how I will get in touch with you to communicate important information and announcements (including possible class cancellations). Please make sure that you are also signed up to receive email notifications from Canvas.
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 Links to an external site.. 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 or AI writing services like chatgbt. 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/Links to an external site.
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/Links to an external site.
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/qcenterLinks to an external site.
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 Links to an external site.), 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: Readings will be discussed in class the day they are listed, so you must complete the assigned reading before class that day. Please always bring your annotated copy of the reading with you to class on the day we will discuss it.
Key: [CV] = Posted on Canvas in the Files page
WEEK ONE
Tuesday, January 3rd
- Introductions
- Week 1a Q/A Posts over Butler Due to Canvas by 5pm (see assignment description on syllabus above)
- Week 1a Q/A Replies over Butler Due to Canvas by 10pm
Wednesday, January 4th
- In-class: Discuss Butler, “The Evening and the Morning and the Night” [CV]
- Week 1b Q/A Posts over Perkins Gilman Due to Canvas by 5pm (remember that you can only submit 1 post and 1 reply for credit each week)
- Week 1b Q/A Replies over Perkins Gilman Due to Canvas by 10pm
Thursday, January 5th
- In class: Discuss Perkins Gilman, “The Yellow Wallpaper”
- Get to Know You/Accessibility Survey Due by 11:59pm
WEEK TWO
Sunday, January 8th
- Week 2a Q/A Posts over Donaldson Due by 5pm
- Week 2a Replies over Donaldson due by 10pm
Monday, January 9th
- In class: Discuss Donaldson, “Revisiting the Corpus of the Madwoman”
- Week 2b Q/A Posts over Freud (pg 15-36) Due by 5pm
- Week 2b Q/A Replies over Freud (pg 15-36) Due by 10pm
Tuesday, January 10th
- In class: Discuss Freud, selections from A Case of Hysteria (pg 15-36)
- Week 2c Q/A Posts over Yuknavitch (Chpts 1 through 11) Due by 5pm
- Week 2c Q/A Replies over Yuknavitch (Chpts 1 through 11) Due by 10pm
Wednesday, January 11th
- In class: Discuss Yuknavitch, Dora: A Headcase (Chpts 1 through 11)
Thursday, January 12th
- Finish discussing (Chpts 1 through 11)
WEEK THREE
Monday, January 16th
- Class canceled for Martin Luther King Jr. Day
- Week 3a Q/A Posts over Yuknavitch (Chpts 12 through 22) Due by 5pm
- Week 3a Q/A Replies over Yuknavitch (Chpts 12 through 22) Due by 10pm
Tuesday, January 17th
- In class: Discuss Yuknavitch, Dora: A Headcase (Chpts 12 through 22)
Wednesday, January 18th
- Finish discussing Dora: A Headcase (Chpts 12 through 22)
- Week 3b Q/A Posts over Yuknavitch (Chpts 23 through end) Due by 5pm
- Week 3b Q/A Replies over Yuknavitch (Chpts 23 through end) Due by 5pm
Thursday, January 19th
- In class: Discuss Dora: A Headcase (Chpts 23 through end)
WEEK FOUR
Sunday, January 22nd
- Essay One 1st Draft Due by 11:59pm
Monday, January 23rd
- Finish discussing Dora: A Headcase (Chpts 23 through end)
Tuesday, January 24th
In-class screening of Girl, Interrupted (1999)
Wednesday, January 25th
- In-class screening of Girl, Interrupted (1999)
- Peer Review of Essay One due to Canvas by 11:59pm
Thursday, January 26th
- Finish in-class screening and begin discussing Girl, Interrupted (1999)
WEEK FIVE
Sunday, January 29th
- Week 5a Q/A Posts over Nicki and/or Girl, Interrupted Due by 5pm
- Week 5a Q/A Replies over Nicki and/or Girl, Interrupted Due by 10pm
Monday, January 30th
- In class: Discuss Nicki, “The Abused Mind” and Girl, Interrupted
- (Note: The Nicki reading is suggested but not required)
Tuesday, January 31st
- In-class Writing Activity over film
- Week 5b Q/A Posts over Sax Due by 5pm
- Week 5b Q/A Replies over Sax Due by 10pm
Wednesday, February 1st
- In class: Discuss Sax, Madness
Note: When we read collections of poetry, try to read as much as you can, but don't worry about finishing the whole book if you can't. We will discuss the entire text in class, but we will also focus on certain poems in our class discussions.
Thursday, February 2nd
- In class, finish discussing Sax, Madness
WEEK SIX
Sunday, February 5th
- Essay One Final Draft Due by 11:59pm
Monday, February 6th
- In-class Portion of Midterm Exam: Bring a blue book with you to class.
- Week 6a Q/A Posts over Clare Due by 5pm
- Week 6a Q/A Replies over Clare Due by 10pm
Tuesday, February 7th
- In class: Discuss Clare, selections from Brilliant Imperfection: "Intro," "Violence of Cure," and "Nuances of Cure" (eBook linked to in the Week 6 module)
- Week 6b Q/A Posts over Akbar Due by 5pm
- Week 6b Q/A Replies over Akbar Due by 10pm
Wednesday, February 8th
CLASS CANCELED
Thursday, February 9th
- In class: Discuss Akbar, Calling a Wolf a Wolf
Saturday, February 11th
- Take-home Portion of Midterm Exam Due to Canvas by 11:59pm
WEEK SEVEN
Monday, February 13th
- In class: Finish discussing Akbar, Calling a Wolf a Wolf
Tuesday, February 14th
- In class: Discuss Piepzna-Samarasinha, Tonguebreaker
Wednesday, February 15th
- In class: Finish discussing Piepzna-Samarasinha, Tonguebreaker
- Week 7b Q/A Posts over Soloman (Chpts 1-6) Due by 5pm
- Week 7b Q/A Replies over Soloman (Chpts 1-6) Due by 5pm
Thursday, February 16th
- In class: Discuss Soloman, An Unkindness of Ghosts (Chpts 1 through 6)
WEEK EIGHT
Monday, February 20th
- CLASS CANCELED FOR HOLIDAY
- Week 8a Q/A Posts over Soloman (Chpts 7 through 13) Due by 5pm
- Week 8a Q/A Replies over Soloman (Chpts 7 through 13) Due by 5pm
Tuesday, February 21st
- In class: Discuss Soloman, An Unkindness of Ghosts (Chpts 7 through 13)
- Week 8b Q/A Posts over Soloman (Chpts 14 through 21) Due by 5pm
- Week 8b Q/A Replies over Soloman (Chpts 14 through 21) Due by 10pm
Wednesday, February 22nd
- In class: Discuss Soloman, An Unkindness of Ghosts (Chpts 14 through 21)
Thursday, February 23rd
- In class: Finish discussing Soloman, An Unkindness of Ghosts (Chpts 14 through 21)
WEEK NINE
Sunday, February 26th
- Essay Two 1st Draft Due to Canvas by 11:59pm
- Week 9a Q/A Posts over Soloman (Chpts 22 through end) Due by 5pm
- Week 9a Q/A Replies over Soloman (Chpts 22 through end) Due by 5pm
Monday, February 27th
- In class: Discuss Soloman, An Unkindness of Ghosts (Chpts 22 through end)
Tuesday, February 28th
- In class: Finish discussing Soloman, An Unkindness of Ghosts (Chpts 22 through end)
- Week 9b Q/A Posts over Wang Due by 5pm
- Week 9b Q/A Replies over Wang Due by 10pm
Wednesday, March 1st
- In class: Discuss Wang, selections from The Collected Schizophrenias
- Peer Review of Essay Two Due by 11:59pm
Thursday, March 2nd
- In class: Finish discussing Wang, selections from The Collected Schizophrenias
WEEK TEN
Sunday, March 5th
- Week 10a Q/A Posts over Metzl Due by 5pm
- Week 10a Q/A Replies over Metzl Due by 10pm
Monday, March 6th
- In class: Discuss Metzl, "Preface" to The Protest Psychosis and "A Racialized Disease" from The Protest Psychosis
Tuesday March 7th
- In-class Activity TBA
- Week 10b Q/A Posts over Ben-Moshe and/or Dellar Due by 5pm
- Week 10b Q/A Replies over Ben-Moshe and/or Dellar Due by 10pm
Wednesday March 8th
- In class: Discuss Ben-Moshe, "Intro" to Decarcerating Disability & Dellar, “Turning the Asylum into a Playground”
Thursday, March 9th
- In class: Finish discussing Ben-Moshe, selections from Decarcerating Disability & Dellar, “Turning the Asylum into a Playground”
FINALS WEEK
Sunday March 12th
- Final Draft of Essay Two Due by 11:59pm
Tuesday, March 14th
- Take-home (open book) portion of Final Exam due to Canvas by 11:59pm
Wednesday, March 15th
Final Exam (in class portion), 2:30-3:45 in our usual classroom. Bring a blue or green book.
You made it! Thanks for a great quarter :)