This course is designed to study a topic in depth aiming to model approaches to literary criticism and research methodology that will culminate in the students\u2019 final research portfolio project. This spring we will be studying the interplay between history and memory, and the construction of gendered identities as represented in early 20th<\/sup>\u00a0century peninsular fiction and non-fiction. We will analyze the medical discourse during the first third of the century, and particularly during the Second Republic (1931-1939), insomuch as it supplies the roots of gender construction. We will consider both liberal and conservative viewpoints as well as contemporary perspectives. Finally, we will consider how political ideas change over time.<\/p>\n In this course, students will:<\/p>\n In this seminar, our class discussions will incorporate critical dialogue of the texts in question. Prior to each class period, you will read a primary work, a critical article or articles, in addition to completing a writing assignment. Each will be of equal importance.<\/p>\n It is essential that you complete the reading on time and with enough time to reflect upon how the reading fits into the overall scope of the course. The assignments below are designed with this goal in mind.<\/p>\n Participation<\/strong> in the day\u2019s discussion is essential. To get the most out of the discussion, you must have read<\/strong> the day\u2019s assigned work, thoroughly and critically. Periodic self, peer, and professor reviews will also inform your final participation grade.<\/p>\n Discussion Leaders \/ Directores de la conversaci\u00f3n<\/em><\/strong>: Students will lead class discussions in groups of two. Guidelines to follow.<\/p>\n Written Assignments<\/strong> \u2013 The written assignments are designed to prepare you, incrementally, for your final research portfolio due in December:<\/p>\n We will divide the class into three groups. Each group will be assigned a role that rotates weekly to contribute to the Class blog \/ Bit\u00e1cora<\/em>:<\/strong><\/p>\n Regardless of your group, late posts cannot be made up; if you miss a week, then you receive no credit for that week\u2019s blog.<\/p>\n Final Research Portfolio<\/strong> including the following:<\/p>\n A developed reflection on the blogging experience (500-750 words) The final grade will be calculated in the following manner:<\/p>\n Class Participation …………………………………………………… 15% A\u00a0\u00a0\u00a0 (4.0) = 100-94\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C+\u00a0 (2.3) = 79-78 All written assignments must follow MLA research guidelines. Never take credit for someone else\u2019s ideas or words and always document your sources. Cheating, plagiarism, lying, and stealing will not be tolerated. All violations of the Honor Code will be reported to the Honor Committee.<\/p>\n If you do not own a style guide that covers MLA format, I recommend getting one. I also encourage you to use Zotero, a freely available reference manager for Windows and Mac, which runs as a Firefox extension. See www.zotero.org for more information.<\/p>\n The Speaking Center<\/strong> – Chambers North Basement, B-39. Sunday through Thursday from 9-11 pm. *Note: It is not<\/em> against the Honor Code to avail yourself of these resources. On the contrary, it is wise learning practice to consult the experts at these centers, in particular, those who speak and read Spanish. It is against the Honor Code to have someone at these centers do your work for you.<\/p>\n In compliance with The Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973,\u00a0Davidson College is committed to ensuring full access for all otherwise qualified students. Any student who has a documented disability or feels s\/he may need accommodations in my class based on the impact of a\u00a0disability should contact me privately to discuss accommodations and\/or contact the Office of\u00a0Disability Resources (Nance Longworth nalongworth@davidson.edu<\/a>) in The Center for Teaching & Learning. Please initiate the accommodations process as soon as possible\u00a0to ensure that such accommodations are implemented in\u00a0a timely fashion.<\/p>\n Because computer screens block faces and provide distraction, please take notes by hand. You may use a tablet to refer to the PDF documents on our webpage, however keep in mind that it is less cumbersome to annotate hard copies of documents. Please remember to silence your cell phones and always refrain from using social media during class.<\/strong><\/p>\n Regular and prepared attendance is a course requirement; <\/strong>if you must be absent, always give me an honest explanation before or immediately after the absence via e-mail. More than two unexcused absences will result in your final grade being lowered by a third (a B becomes a B-), and this will repeat for each additional absence. According to College Policy, missing a substantial number of classes will result in automatic failure of the course. <\/strong>You are responsible for determining and completing any work that you miss because of an excused or unexcused absence.<\/p>\n You are expected to complete all readings, viewings, and assignments on time; even if you are not in class the day it is due, it is still due. Grades on late assignments will be reduced 10% for every day they are late. Assignments more than a week late will only be accepted in extenuating circumstances.<\/p>\n Extensions will not be granted at the last minute, but if you have several projects due at the same time and contact me several days or weeks in advance, you may have one extension per semester. Use it wisely.<\/p>\n (Policy language, some of which has been adapted, is courtesy of Prof. Melissa Gonz\u00e1lez.)<\/p>\n","protected":false},"excerpt":{"rendered":" Course Description This course is designed to study a topic in depth aiming to model approaches to literary criticism and research methodology that will culminate in the students\u2019 final research portfolio project. This spring we will be studying the interplay between history and memory, and the construction of gendered identities as represented in early 20th\u00a0century … Continue reading Syllabus<\/span> Learning goals<\/h5>\n
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Primary Texts<\/h5>\n
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Work<\/h5>\n
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\nA close reading of the primary text (750 words)
\nAn annotated bibliography of secondary sources used (at least 8 entries)
\nA critical response to a secondary source used in the research paper (500-750 words)
\nA research paper with bibliography (2500 words)<\/p>\nGrading<\/h5>\n
\nDiscussion Leading……………………………………………………. 5%
\nBlogging……………………………………………………………….. 15%
\nClose Reading………………………………………………………… 10%
\nAnnotated Bibliographies…………………………………………….. 10%
\nCritical Response Assignments……………………………………. 10%
\nFinal Research Portfolio…………………………………………….. 35%<\/p>\n
\nA-\u00a0\u00a0 (3.7) = 93-90\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C\u00a0\u00a0\u00a0 (2.0) = 77-74
\nB+\u00a0 (3.3) = 89-88 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 C-\u00a0\u00a0 (1.7) = 73-70
\nB\u00a0\u00a0\u00a0 (3.0) = 87-84\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D+\u00a0 (1.3) = 69-68
\nB-\u00a0\u00a0 (2.7) = 83-80\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 D\u00a0\u00a0\u00a0 (1.0) = 67-65 (lowest passing grade)<\/p>\nHonor Code<\/h5>\n
Additional Resources*<\/h5>\n
\nThe Writing Center<\/strong> – Chambers North Basement, B-39. Sunday through Thursday, 2-4 and 8-11 pm.
\nThe Reference Desk <\/strong>\u2013 E.H. Little Library<\/p>\nEmail Policies<\/strong><\/h5>\n
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Disability Policy<\/h5>\n
Electronics in the classroom<\/h5>\n
Attendance<\/h5>\n
Late Assignments & Extension Policy<\/h5>\n