Intro to WGSS | ericesolomon

Introduction to

Women's, Gender, and Sexuality Studies

WGS 200: Introduction to Women’s, Gender, and Sexuality Studies

This course introduces students to thinking critically and analytically about the various ways that sexuality and gender are constructed locally, nationally, and globally. We will focus on how race, class, gender, sexuality, ability, religion, ethnicity, and geopolitical location structure the lived, cultural, and political experiences that LGBTQ people face across the globe. Furthermore, we will delve into the ways in which these constructions and intersections shape lives. Another key area of this course's exploration will be gender inequality. In so doing, we will also investigate the history, current state, and future of feminism.

As an interdisciplinary introduction to women's, gender, and sexuality studies, students will read/view a variety of texts including but not limited to: personal narratives, feminist theory, public policies, NGO reports, analytic essays, films, fictional stories, and digital and social media. These texts will assist in acquiring a comprehensive understanding of gender and sexuality as historical and socio-cultural constructions and in introducing students to concepts and issues emerging in the field of women's, gender, and sexuality studies and contemporary debates taking place in feminist and queer theories and scholarship.

This course is an introduction to the theories, themes and questions in the interdisciplinary field of women's, gender, and sexuality studies. The course is required for all majors and minors.

Course Learning Objectives:

Develop an understanding of gender and sexuality informed by historical, transnational, and interdisciplinary perspectives
Understand how and why gender and sexuality shape theories, methodologies, and modes of inquiry
Become versed in critical theory
Ascertain the critical exploration skills to apply relevant theories to more than one discipline
Develop strong critical thinking and writing skills
Produce and present a piece of original research
To ascertain the critical exploration skills to uncover how gender and sexuality shape and organize values, institutions, and cultural production.

Course Materials:

Lancaster, Roger N. and Micaela de Leonardo, ed. The Gender/ Sexuality Reader: Culture, History, Political Economy. New York: Routledge, 1997.

ISBN: 0415910056

(Other readings as assigned will be available via Canvas/ Course Website/ or hyperlinked).

Course Components and Grading:

Discussion Leading: 15%

Essay: 25%

Midterm Exam: 20%

Final Exam: 25%

Participation: 15%

Grading Policy:

“A” work must be excellent in all areas; “B” work must be good in all areas; “C” work must be at least competent in all areas; “D” work is marginally below college standards in at least one of the areas; and “F” work is clearly below minimum college standards in one of the areas. Work that does not follow the assignment (though otherwise acceptable) will also receive an “F.” Work that is not done or not turned in is recorded as a zero. All major papers will be graded and returned before the next major assignment is due. Sophomore-level proficiency in writing is required for a passing grade (see ABC-No Credit policy below).

Papers are graded A through F with pluses and minuses as necessary.

Paper grades can be converted to percentages like this:

A+=98, A=95, A-=92, B+=88, B=85, B-=82, C+=78, C=75, C-=72, D+=68, D=65, D-=62, F=50.

Final numeric grades will be converted to letter grades like this:

100-98=A+; 97-93=A; 92-90=A-; 89-88=B+; 87-83=B; 82-80=B-; 79-78=C+; 77-73=C; 72-70=C-; 69 and below=D and F

Quizzes:

On days we have quizzes, they will be given at the beginning of class over the most recent reading due on the syllabus and will usually consist of 3-5 questions. Quizzes will mainly be short-answer and will cover major occurrences and/or themes in that reading. Quizzes must be taken in class and cannot be made up for any reason. I will drop your lowest quiz grade.

Grading:

Quizzes will be graded as follows: an exemplary and in-depth consideration of the reading will earn a check-plus (100%), a response that shows a thorough attempt at engaging with the reading will earn a check (80%), a response that is lacking in depth or care will receive a check-minus (60%), and an unsatisfactory response or a response that only summarizes will receive no credit.

Essay: You will turn in a 5–6 page essay at the end of Week 13. This will be a critical analysis that will choose as its starting point one specific element in one of our assigned readings. Your essay will consider this element thoroughly and outline its various meanings for the text, both in its relation to the cultural atmosphere in which the text was written and in the impact it has on the larger text. You will consult and use at least three outside sources, which will be academic articles that you have found through the library database. You will choose those sources before our individual conferences on Week 10, and you will bring to your conference a short paragraph for each describing how you will use them. We will discuss the specific element you choose for your paper, your ideas, and any questions you may have during your conference.

Manuscript Preparation:

Out-of-class writing assignments such as the essay and discussion responses must be typed and must follow MLA guidelines.

Exams:

Your midterm and final exams will be a mix of multiple choice, short answer, and brief essay questions. They will each cover roughly one half of the course material, so the final will not be comprehensive.

Participation:

Much of this class will be discussion-based, and you are expected to contribute regularly by asking questions, offering answers to others’ questions, pointing out specific areas of interest within the readings, and sharing your understanding of the texts. You must earn your discussion points; this is not a free portion of your final grade. The participation grade is determined by attendance, as well as by active and constructive participation in class meetings. Students will receive participation points for reading aloud, participating in class discussion (in a constructive and appropriate manner), and by participating in class activities. I expect you to come to class ready to engage with the material – even if you do not completely understand what you have read, I hope you will have questions about it. For accommodations with participation, please meet with the professor early in the semester.

Course Policies:

LATE WORK AND REVISION: All late work must be pre-approved by the instructor except in extenuating circumstances, i.e. a medical emergency. Extensions will not be granted the day an assignment is due. All late work is due the next class meeting after the original date posted in the syllabus unless otherwise stipulated by the instructor. Late work will be deducted a letter grade for every day it is late unless otherwise specified by the instructor. Unapproved late work will not be accepted. However, during the semester, you are allowed to revise one assignment, with no guarantee for a higher grade, per the instructor’s approval. The lectures, class discussions, group work, or other daily class work or homework exercises cannot be reconstructed for a student who has been absent; therefore, daily work missed due to tardiness or absence (for any reason) cannot be made up. Students may arrange to turn in major-grade work in advance or online only if allowed by your instructor.
RESPECT: All students are expected to be respectful of others and their opinions and to act with decorum.
ATTENDANCE: Students are expected to attend class with thoughtful classroom participation. Please schedule appointments with the instructor(s) if you are concerned about your participation role.
TARDINESS: Students are expected to come to class prepared with tasks completed, texts, homework, and pen in hand, ready to go on time and awake. If you arrive to class after roll has been taken (and I strongly advise you do not), it is your responsibility to approach the instructor and make your presence known. Otherwise, you may automatically be counted absent. If your presence is noted after arriving late, points will be deducted from your class participation grade. Such late arrivals disrupt class and prevent both the late student and his/her classmates from benefiting from the entire lecture/discussion.
LATE INSTRUCTOR: If for some reason I am late, and there is no notice on the door, please wait for a minimum of 15 minutes.
ELECTRONIC DEVICES: I strongly discourage the use of cellphones, even for texting, during class time. If you are experiencing a special circumstance that requires that you leave your phone on during class, please inform me before class begins.

Policy on Academic Misconduct

Emory University and the English Department take plagiarism cases and all academic misconduct very seriously. The full Emory College Honor Code statement can be read here: http://catalog.college.emory.edu/academic/policy/honor_code.html.

Resources:

Writing Center

The Emory Writing Center is located in Callaway Center North 212. The Writing Center provides a broad range of services related to writing, including thinking through writing assignments during the planning phase and advising regarding many aspects of writing, including brainstorming, organization, thesis, style, wording and revision. The Center can also help you in your digital and multimodal texts. The Writing Center is a wonderful resource for students, and I encourage you to take advantage of it. http://writingcenter.emory.edu

Office of Disability Services

Emory University complies with the regulations of the Americans with Disabilities Act of 1990 and offers accommodations to students with disabilities. If you are in need of a classroom accommodation, please make an appointment with me to discuss this as soon as possible. All information will be held in the strictest confidence. Appropriate documentation from the Office of Disability Services is necessary for all accommodations. You may contact ODS via telephone at (404-727-6016).

Emory Counseling Center

Free and confidential counseling services are available at the Emory Counseling Center.

(404) 727-7450, http://studenthealth.emory.edu/cs/

Reading Schedule:

(A general draft guide, not all readings will be included)

The following course schedule should be kept in a convenient place and must be brought to class each day. Texts must be read on the day they appear. Changes may be made with advance notice.

*Syllabus subject to change*

Texts should be read BEFORE the day on which they are scheduled for discussion. In most cases below, I have provided page numbers from the Reader (TGSR); at other times, I indicate that the reading can be found on our Canvas. If you have any questions, please ask.

Week 1

Introduction: Why Sexuality Studies?

Micaela di Leonardo and Roger N. Lancaster, “Introduction: Embodied Meanings, Carnal Practices” in The Gender/ Sexuality Reader (TGSR), 1-10.
Steven Siedman and Nancy Fisher, ed. “Theoretical Perspectives” and “The Social Construction of Sexuality (Interview with Jeffrey Weeks),” in Introducing the New Sexuality Studies: 2nd Edition. (New York: Routledge, 2011): 3-20.

Week 2

Histories of Sexualities

Michel Foucault, “Scientia Sexualis,” The History of Sexuality, Vol 1: An Introduction. (New York: Vintage Books, 1990), 51-73.
David Halperin, “Is There a History of Sexuality?” History and Theory, Vol. 28, No. 3 (Oct., 1989), pp. 257-274
Thomas Laqueur, “Destiny is Anatomy,” Making Sex: Body and Gender From the Greeks to Freud. (Cambridge: Harvard University Press, 1992), 21-62.
George Chauncey, “Trade, Wolves, and the Boundaries of Normal Manhood,” Queer Cultures, Deborah Carlin and Jennifer DiGrazia, ed. (New Jersey: Pearson, 2004), 622-660.