Course background:

WOMEN, CULTURE AND SOCIETY

WGST 200

Instructor: Dr. Ann Marie Nicolosi

Office Hours: T/F 11:30-12:30; Wed. 11:00-12:00

Office: Bliss 236

Telephone: (609) 771-2276

COURSE DESCRIPTION:

This is a course about the field of women's studies and how scholars and students in it analyze women, gender, and feminist theories. To understand how the study of women, and then gender, became a field of research and teaching known as women's studies, we need to know how women came to be a category of analysis.  We will use an interdisciplinary approach to do this. This introductory course encourages you to rethink and reevaluate much of what you have experienced and learned and to gain the critical vocabulary and analytic skills to question the gendered world in which you live. Upon completion of this course, you will:

understand the origin and evolution of the academic discipline of Women’s Studies.
gain a knowledge of the ways in which gender and gender identity structure and define the worlds in which we live.
obtain a rudimentary knowledge of the theories and methodologies of gender analysis.
have a deeper understanding of how gender has shaped your own life.
have an understanding of the ways in which systems of power and privilege operate and how these systems are maintained.

COURSE TEXTS:

The following books are required and are available at the bookstore:

Johnson, Allan.  The Gender Knot: Unraveling Our Patriarchal Legacy (Temple University Press, 2005) (Hereafter known as Johnson)

Shaw, Susan M. and Janet Lee.  Women’s Voices, Feminist Visions: Class and Contemporary Reading, 2^nd edition (Mayfield Publishing Company, 2003) (Hereafter known as Shaw)

Brantenberg, Gerd. Egalia's Daughters: A Satire of the Sexes (Seal Press, 1995) (Hereafter known as Egalia)

COURSE REQUIREMENTS:

Regular attendance, informed participation, learning activities, oral presentation, and (possible), response paper for Egalia’s Daughters, quizzes, 10%.

It is imperative that you come to class prepared to discuss the readings and to participate. The learning activities in the Shaw text are required. There might be "pop" quizzes periodically. If you are absent or late, you will not be permitted to make-up the quiz. If you have a doctor's note, the zero will not be included in the average.

In each chapter of Shaw there are learning activities. Chose one from each chapter to do and write a 1-2 page reflection paper on your chosen activity. Be prepared—I will call on people randomly to present their findings to the class!!!!

Critical Review (3-5 pages), 20%

This paper (3-5 pages) is a critical analysis of the course reading you choose (excluding Egalia’s Daughters) for your oral presentation. Your critique is due the day of the assigned reading. Before reading your course reading and writing your critique, be sure to read “Critical Reading Towards Critical Writing” posted on SOCS***

If you need additional assistance, there are some general guidelines to writing a critique at the following websites:

The Book Review or Article Critique: General Guidelines http://www.utoronto.ca/writing/bkrev.html

How To Critique An Article http://www.uwgb.edu/esms/sss/critique.htm

Interview with an older woman and paper (5-7 pages), 15%

The purpose of this assignment is to have you learn more about an older woman whose experience and understanding are available to you as an inheritance. See the interview guidelines on SOCS .

Midterm, 20%

Group Presentation, 15%

Each group (four or five students) will choose some aspect or theme covered during the semester and give a 20-30 minute presentation on the topic. The group must use at least one audio/visual aid, and present a one-to-two page typed handout for the rest of the class.

Final Exam, 20%

GRADING POLICY:

LATE PAPERS ARE NOT ACCEPTED

Please download Editing Symbols from SOCS to decipher the marks on your graded papers

Final Course Grades - While statistical methods will be used to determine the final grade distribution, final grades will roughly follow these descriptions:

A: Outstanding, Superior. Written work is presented using standard English and demonstrates a mastery of the subject matter for the college level. Meets all course expectations promptly. Shows clear grasp of concepts and demonstrates ability to synthesize materials from both inside and outside the classroom. Participates regularly and enthusiastically in classroom.

B: Very good. Clearly above average. Written work is presented using standard English with only a few minor flaws and demonstrates proficiency in the subject matter for the college level. Meets course expectations promptly. Shows a good grasp of concepts and demonstrates ability to relate materials from both inside and outside the classroom. Participates regularly and enthusiastically in classroom.

C: Good. Average. Directions followed. Student met expectations for the course. Written work is presented using standard English with minor flaws. Student shows an adequate grasp of the subject matter for the college level and demonstrates a reasonable ability to process materials from both inside and outside the classroom. Participates in classroom.

D: Below expectations. Below that which one would normally expect from a student at this level of a college career. Writing is marred by major mechanical problems. Exam performance fails to demonstrate a reasonable grasp of the material for the college level. Student fails to participate appropriately in class.

F: Unacceptable. Written work consistently falls below college level. Student fails to use appropriate college resources for help when so directed by the instructor. Student is consistently late in meeting course expectations. Shows little or no grasp of concepts and is unable to process or relate materials from inside and outside the classroom. Student fails to participate appropriately in class. Alternatively, regardless of the quality of a student's work, this grade may be assigned for failure to comply with policies for the course or for failure to submit a required paper.

ACADEMIC INTEGRITY

The College of New Jersey's official Academic Integrity Policy prohibits "any attempt by the student to gain academic advantage through dishonest means." It specifically prohibits "submitting a work for credit that includes words, ideas, data, or creative work of others without acknowledging the source." It also prohibits "using another author's words without enclosing them in quotation marks . . . or without citing the source appropriately." Teachers at The College of New Jersey are obligated to report any instance in which they believe that a student has intentionally violated Academic Integrity Policy. The typical penalty for infractions of the Academic Integrity Policy is a grade of "F" for the course. Repeat violators may be dismissed from the college.

COURSE READINGS

Due Date:	Assignment:
August 30	Introduction to the course Learning Activity: What are your expectations?
September 2	Shaw Chap. 1
September 6	Alternate Monday—No Class
September 9	Johnson Chaps. 1 and 2
September 13	Shaw Chap. 2
September 16	Johnson Chap. 3 & 4
September 20	Shaw Chap. 3
September 23	Johnson Chap. 5 & 6
September 27	Shaw Chap. 4
September 30	Shaw Chap. 5
October 4	Johnson Chap. 7 & 8
October 7	Shaw Chap 6
October 11	Johnson Chap. 9 & 10
October 14	Reports on Gender, Language and Political Campaigning
October 18	Shaw Chap. 7
October 21	MIDTERM
October 25	No Class-Winter Break
October 28	No Class-Work on Group Project
November 1	INTERVIEW PAPER DUE Shaw Chap. 8
November 4	Shaw Chap. 9
November 8	In Class Video Killing Me Softly/Tough Guise
November 11	Shaw Chap. 10
November 15	Shaw Chap. 11
November 18	Egalia’s Daughters (Entire book) *Response Paper for Egalia’s* Daughters Due**
November 22	Shaw Chap. 12
November 25	No Class—Thanksgiving Break
November 29	Shaw Chap. 13
December 2	Group Projects Presentation
December 6	Group Projects Presentation
December 9	Group Projects Presentation