The Self and Others in a Gendered World
INT 101.023
Fall 2016 (Aug 24–Dec 7, 2016)
Instructor: Eleta Morrison
MW 4:00-5:40 PM, Willingham 103
The problem with gender is that it prescribes how we should be rather than recognizing how we are. Imagine how much happier we would be, how much freer to be our true individual selves, if we didn’t have the weight of gender expectations.
--ChimamandaNgoziAdichie
I know of no woman—virgin, mother, lesbian, married, celibate—whether she earns her keep as a housewife, a cocktail waitress, or a scanner of brain waves— for whom the body is not a fundamental problem: its clouded meanings, its fertility, its desire, its so-called frigidity, its bloody speech, its silences, its changes and mutilations, its rapes and ripenings.
--Adrienne Rich
The soul has no gender.
--Clarissa Pinkola Estes
Course Description
From the Mercer Course Catalog:
INT 101. Understanding Self and Others (4 hours)
Through a shared first-year experience, students will examine representations of and reflections on the self in order to develop as individuals in relationship to others. Subject matter will confront students’ conceptions of selfhood, their relationships with others, the moral and ethical values that guide them, and the influences that shape the formation of identities. Course content and assignments will be reflective of how the self and its relation to others has been imagined and defined by writers, thinkers, artists, and scholars representing the four domains of natural science, social science, humanities, and the arts. As a Writing Instruction course, substantial attention, in terms of both instruction and course work, will be given towards developing the practical skill of writing as specified in the Writing Instruction section of the catalog. (Every Year)
This class is part of the general education sequence, and it contributes to the following outcomes.
(USO) Students will understand selfhood in relationship to others as exhibited by the ability to:
1. Identify different aspects of self/paradigms of self: nature/nurture/individuality/individual choice;
2. Identify ways that self may change over time;
3. Analyze ways that the behavior of individuals or groups stems from their diversity;
4. Demonstrate how self is defined by the relationship to others.
(CRT) Students will be able to think critically as exhibited by the ability to:
1. Coherently integrate information from a variety of sources;
2. Support valid arguments with empirical, textual, theoretical and/or direct evidence;
3. Identify strategies to formulate judgments, reach decisions, and/or solve problems.
(WRT) Students will be able to write clearly as exhibited by the ability to:
1. Demonstrate close and critical reading of text;
2. Identify and evaluate relevant sources;
3. Appropriately use and cite relevant sources;
4. Summarize, analyze, and/or synthesize information in written work;
5. Maintain focus, organization, and logical development in written work;
6. Produce texts that are appropriate to the author’s purpose and the audience’s needs.
Course Section Specifics
What is gender? Is gender a social construct? Are there more than two genders, or is it a binary? More importantly, why do we care so much? Our INT 101 class will strive to understand the self and others through a lens of gender identity in three sections: elements assigned at birth, elements assigned by society and culture, and elements assigned by government.
Required Texts
Atwood, Margaret. The Handmaid’s Tale. New York: Anchor, 1998.
ISBN: 978-0385490818
Birkinstein, Cathy and Gerald Graff.They Say/I Say: Moves That Matter in Academic Writing. 2nd Edition. New York: Norton, 2014.
ISBN: 978-0393935844
Cormier, Robert.The Chocolate War. London: Puffin, 1974.
ISBN: 978-0375829871
Eugenides, Jeffrey. Middlesex.Toronto: Knopf, 2002.
ISBN: 978-0312427733
Morrison, Toni. The Bluest Eye. New York: Vintage, 1970.
ISBN: 978-0307278449
The Little Bear Handbook. New York: Norton, 2014.
ISBN: 978-0393935813
Others materials will be provided by the instructor.
Course Expectations
Be prompt.Be on time to class every day. If you must come in late, come in quietly as not to disturb class discussion. If your tardiness is chronic, you will have a meeting with the instructor to assess your attendance.
Be prepared. Come to class each day having completed your required reading with written annotations as well as your written reflection. Be prepared to engage in seminar-style classroom discussion. If you are called on and are not prepared, this will be reflected in your participation grade.
Be authentic.Do not plagiarize any written work. This is a violation of the Mercer Honor Code found in The Lair. You must always provide a citation when using someone else’s words. If you suspect another person in our class is cheating, let me know as soon as possible. All potential violations of the Honor Code will be sent to Honor Council.
Be mindful. You may encounter material in this course that you find uncomfortable. This is a good thing. Learning happens when we get uncomfortable. The goal of this class is not to shape your opinions; rather, it is to give you additional perspectives with which to mold your own experiences.When you engage with your classmates, consider their perspectives and backgrounds. We all come to the table with different experiences, so keep this in mind as you process their stories as well as your own.
Be discreet. Due to the nature of this course, students may feel the desire to share elements of their lives which they may not care to share with the entire campus or world. Be respectful of this safe space to share experiences and perspectives, and consider it your charge to protect it.
Class Participation
Class participation is an integral part of INT 101. As part of your overall grade, you will verbally engage with your classmates in a seminar-style course almost every session. This type of instruction lays the framework for success at Mercer University, regardless of your intended area of study. Lean on your written reflections to guide your contributions to the conversation.
Attendance
You may miss up to three (3) classes without penalty, but make your best effort to be at every class. For every absence after the third missed class, I will deduct 100 points from your overall grade.
Course Notebook
You will need a notebook specifically dedicated to INT 101; no other coursework should be in this notebook. Here you will keep all written reflections, discussion notes, scaffolded writing activities, and any other handouts from INT 101.
Peer Editing and Workshop Expectations
On workshop and editing days, come to class prepared with a clean copy of your draft as well as a pen that is NOT black. We will spend a significant amount of class time dedicated to peer editing and workshop sessions. During these meetings, be respectful, helpful, and participatory. Along with class discussion, this element of INT 101 will be reflected in your participation points for your overall grade.
Writing Assignments
Written Reflections: 1 page (22 total), 200 points (10 points each)
For each piece or section of text that we read (fiction, non-fiction, visual), you will write a one-page personal reflection. This will serve as your preparation for class discussion. Reflections are a written manifestation of your reaction to the text.
Personal Narrative:5 to 7 pages, 100 points
Every person is influenced by society’s expectations based on gender. Your gender, how society views your gender, and how society treats your perceived gender shape who you are, what opportunities you have, and what obstacles you may face. Utilizing in-class writing instruction and The Little Bear Handbook’ssection on Personal Narratives, you will create a narrative of your life’s influences of gender.
Argumentative Essay:5 to 7 pages, 200 points
Should the world keep or toss the concept of a gender binary? There are certainly quality arguments for both. Using in-class writing instruction and They Say/I Say’s section on Argument, you will take a stance on this issue and, using argumentative strategies, write an argumentative essay.
Annotated Bibliography: 100 points
In preparation for your Signature Assignment—Policy Paper, you will collect at least 15 scholarly sources and annotate them with your intentional uses.
Signature Assignment—Policy Paper:8 to 10 pages, 400 points
From the QEP and Research that Reaches Out Program:
The Expose-level signature assignment directs students to address the following in an assignment (one single assignment or a set of scaffolded or connected assignments):
-Critically analyze multiple perspectives or theories about a relevant issue/problem faced by a local, national, or global community.
-Propose solutions to a local, national, or global issue/problem using academic knowledge and scholarship.
-Articulate ethical reasoning in proposing ways one might serve to address or alleviate a local, national, or global issue/problem.
Your prompt: What should be the United States’ official approach to gender and sexuality in the 21st century? Using one of the four directed INT domains(natural science, social science, humanities, art),you will research this issue, then draft federal policy answering this question. We will then send our papers to our two Georgia US Senators as well as the national policy institute of your choice.
Formatting: All reflections and papers will contain a simple header in the top left corner of the paper with the student’s name and the due date. All reflections and papers will be thoughtfully titled. All reflections and papers will be double-spaced, black ink, Times New Roman font, 12 pt size text, and 1 inch margins on all sides. Points will be deducted if formatting is incorrect.
Grades
Writing Assignments: 1200 points
--22 Reflections (200)
--Personal Narrative (200)
--Argumentative Essay (300)
--Annotated Bibliography (100)
--Signature Assignment—Policy Paper (400)
Attendance: 100 points
Participation: 200 points
Total: 1500 points
Grades in this course will be assigned based on the total points you have earned:
1350 or more / A1300-1349 / B+
1150-1299 / B
1100-1149 / C+
950-1099 / C
800-949 / D
Below 800 / F
Final Exam
We will NOT meet for our Final Exam period; Policy Paper is due electronically by 5 PM on December 17.
Students with Disabilities
Students requiring accommodations or modifications for a disability should inform the instructor at the close of the first class meeting or as soon as possible. The instructor will refer you to the ACCESS and Accommodation Office to document your disability, determine eligibility for accommodations under the ADAAA/Section 504 and to request a Faculty Accommodation Form. Disability accommodations or status will not be indicated on academic transcripts. In order to receive accommodations in a class, students with sensory, learning, psychological, physical or medical disabilities must provide their instructor with a Faculty Accommodation Form to sign. Students must return the signed form to the ACCESS Coordinator. A new form must be requested each semester. Students with a history of a disability perceived as having a disability or with a current disability who does not wish to use academic accommodations are also strongly encouraged to register with the ACCESS and Accommodation Office and request a Faculty Accommodation Form each semester. For further information, please contact Carole Burrowbridge, Director and ADA/504 Coordinator, at 301-2778 or visit the ACCESS and Accommodation Office website at
FERPA Disclaimer
The College of Liberal Arts is keenly interested in assuring the quality and integrity of its General Education Program. Every semester, randomly-selected students from each General Education course will be required to submit samples of their work to an independent and objective assessment by faculty. No personally identifiable information about any student will be used for the purposes of this assessment, and assessment results will have no bearing whatsoever on student grades.
Daily Assignments and Schedule
Part 1—Understanding the Self and Others through Elements Assigned at Birth
Aug 24
Class agenda: Introductions, syllabus overview, explanation of and expectations for INT 101, letters to self
In class reading and discussion: “Revealing the Gendered Reveal” by Maggie Macaulay, Gender Focus
Aug 29
Due in class: Book One, Middlesex, reflection #1; pp. 163-166 in They Say/I Say on Entering Class Discussions
Class agenda: book discussion, debrief first class discussion in accordance with the expectations of They Say/I Say; introduce Personal Narrative paper
Aug 31
Due in class: pp. 58-61 of The Little Bear Handbookon Personal Narratives
Class agenda: Pre-writing session for Personal Narrative (brainstorming, looping, and questioning)
Sep 5
LABOR DAY--no class
Sep 7
Due in class: Book Two, Middlesex, reflection #2
Class agenda: book discussion, Children’s Literature activity
Sep 12
Due in class: Book Three, Middlesex, reflection #3
Class agenda: book discussion, gender identity in-class activity with partner, Gender Unicorn activity
Sep 14
Due in class: Personal Narrative Draft #1; read pp. 12-16 of The Little Bear Handbook on Writing Processes
Class agenda: Personal Narrative workshopping with peers; consultations with instructor
Sep 19
Due in class: Book Four, Middlesex, reflection #4
Class agenda: book discussion, BuzzFeed “What It’s Like to be Intersex” video:
Sep 21
Due in class: Personal Narrative Paper
Class agenda: watch documentary Intersexionand discuss
Part 2—Understanding the Self and Others through Elements Assigned by Society and Culture
Sep 26
Due in class: reflection #5 on Intersexion; Autumn, The Bluest Eye, reflection #6
Class agenda: book discussion, class activity on Intersectionality (Kimberlé Williams Crenshaw)
Sep 28
Due in class: reflection #7 and full reading and annotation of “Intersectionality 101” by OlenaHankivsky, PhD; The Institute for Intersectionality Research and Policy, article from journal available here:
Class agenda: article discussion
Oct 3
Due in class: Winter, The Bluest Eye, reflection #8; pp. 43-48 in They Say/I Say on Arguments
Class agenda: book discussion; Pre-writing session for Argumentative Essay using pp. 43-48 of The Little Bear Handbook. We will draft a thesis, come up with good reasons, find evidence, and identify other positions.
Oct 5
Due electronically by 6 PM: Argumentative Essay proposal
CLASS IS OPTIONAL TODAY—I will be available for writing consultations. Happy Fall Break!
Oct 10
Due in class: Spring, The Bluest Eye, reflection #9
Class agenda: book discussion
Oct 12
Due in class: Argumentative Essay Draft #1
Class agenda: workshop session forArgumentative Essay
Using the MLA Style section of The Little Bear Handbook (p. 109), we will also learn how to use MLA format for documentation for the Argumentative Essay.
Oct 17
Due in class: Summer, The Bluest Eye, reflection #10
Class agenda: book discussion
Oct 19
Due in class: Argumentative Essay
Class agenda: watch Mona Lisa Smile, class discussion
Oct 24
Due in class: reflection #11 about Mona Lisa Smile; Chapters 1-10, The Chocolate War, reflection #12
Class agenda: book discussion
Oct 26
Due in class: Chapters 11-20, The Chocolate War, reflection #13
Class agenda: book discussion; MoMA Activity of Using Art to Construct Gender
Oct 31
Due in class: Chapters 21-30, The Chocolate War, reflection #14
Class agenda: book discussion; Witches as Feminist Icons
Nov 2
Due in class: Chapters 31-39, The Chocolate War, reflection #15
Class agenda: book discussion; introduce Annotated Bibliography and Policy Paper, introduce APA Style using p. 158 in The Little Bear Handbook
Nov 7
Due in class: pp. 71-74 of The Little Bear Handbook on Abstracts, abstract on Policy Paper
Class agenda: documentary viewing—Tough Guise 2: Violence, Manhood, and American Culture
Part 3—Understanding the Self and Others through Elements Assigned by Government
Nov 9
Due in class: reflection #16 on Tough Guise 2; “Introduction to the Study of Aggression” and “The Provocation of Aggression” from Human Aggression, Second Edition by Russell G. Geen, reflection #17
Scientific article available here:
Class agenda: documentary and scientific article discussion
Nov 14
Library visit--meet in front of Tarver
Nov 16
Due in class: Annotated Bibliography Draft #1;
Class agenda: workshop session for Annotated Bibliographies, sign up for individual conferences with instructor
***Class may not meet for the entire duration today. We’ll go see Mercer Theatre’s performance of
She Kills Monsters on Thursday, November 17 at 7:30 PM.
Nov 21
Due in class: reflection #18 for She Kills Monsters; Chapters 1-13, The Handmaid’s Tale, reflection #19
Class agenda: discussion on play and book
Nov 23
NO CLASS—Thanksgiving Break
Nov 28
Due in class: Chapters 14-24, The Handmaid’s Tale, reflection #20
Class agenda: book discussion
Nov 30
Due in class: Policy Paper Draft #1
Class agenda: workshop session for Policy Papers; peer editing and mini-presentations
Dec 5
Due in class: Chapters 25-35, The Handmaid’s Tale, reflection #21
Class agenda: book discussion
Dec 7
Due in class: Chapters 36-Historical Notes, The Handmaid’s Tale, reflection #22
Class agenda: book discussion