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| Credit- Degree applicable | | Effective Quarter: Fall 2020 | I. Catalog Information
| WMST 21 | Women in Literature | 4 Unit(s) |
| | (See general education pages for the requirement this course meets.) Requisites: Advisory: EWRT 1A or EWRT 1AH or (EWRT 1AS and EWRT 1AT) or ESL 5. Hours: Lec Hrs: 48.00
Out of Class Hrs: 96.00
Total Student Learning Hours: 144.00 Also Listed As: (Also listed as ELIT 21. Students may enroll in either department, but not both, for credit.) Description: This is an intensive study of representative literary works by or about women including an analysis of different historical, cultural, and critical perspectives. |
| Student Learning Outcome Statements (SLO)
| | | • Student Learning Outcome: Demonstrate understanding of a variety of literary texts by and about women. |
| | | • Student Learning Outcome: Analyze influence of class, race and ethnicity, culture, abilities, and sexual orientation on women as writers, characters, subjects and leaders in literary texts. |
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II. Course Objectives | A. | Interpret a variety of literary texts by and about women. |
| B. | Distinguish the influences of class, race and ethnicity, culture, abilities, and sexual orientation on women as writers, characters, subjects and leaders of literary texts. |
| C. | Analyze, evaluate and employ basic current approaches in literary criticism as they relate to women as writers, characters, subjects and readers of texts |
III. Essential Student Materials IV. Essential College Facilities V. Expanded Description: Content and Form | A. | Interpret a variety of literary texts by and about women. |
| 1. | Assigned readings will be drawn from various historical periods and different class, gender, sexual orientation and cultural perspectives |
| 2. | Assigned readings may include journals/diaries, autobiographies, essays, short stories, novels, plays and poems |
| 3. | Assigned readings will introduce students to a spectrum of current critical approaches to literary texts by and about women, such as: feminist criticism, psychoanalytic (Jungian) criticism, structuralism/semiotics, post-structuralism/deconstructionist, new-historicism, queer theory, post-colonial theory. |
| B. | Distinguish the influences of class, race and ethnicity, culture, abilities, and sexual orientation on women as writers, characters, subjects and leaders of literary texts. |
| 1. | Compare and contrast the effects of a variety of influences on the development of textual characters and writers' voices based on information concerning historical period, class, culture, race, abilities, age/phase-of-life, and sexual orientation of writers and textual characters |
| 2. | Formulate hypotheses about the effects of class, culture, race, age, abilities, gender and sexual orientation on themselves as readers and interpreters of literary texts through careful examination and analysis of their own assumptions |
| 3. | Analyze the role of women in different historical periods with particular attention to the differences among the roles of Anglo-European women and women of color as well as differences among women of different classes and different sexual orientations to determine how these social, cultural and historical differences are reflected in and help to shape the literature of women from those periods |
| C. | Analyze, evaluate and employ basic current approaches in literary criticism as they relate to women as writers, characters, subjects and readers of texts |
| 1. | Discuss, analyze, and synthesize the variety of contemporary critical positions (such as psychoanalytic criticism, cultural criticism, deconstructionist, post-colonial theory, queer theory) developed to address the intersections of class, race, ethnicity, culture, abilities, gender, and sexual orientation as they shape our literary values |
| 2. | Examine the changing perspectives on women writers and the current discussions and debates over the social construction of literary values |
| 3. | Formulate critical perspectives and construct analyses of the roles of women writers, characters, subjects and readers of literary texts through close explorations of the intersection of race, class, age, abilities, culture, gender and sexual orientation |
VI. Assignments | A. | Typically at least 50 pages per week of assigned readings of literary and critical texts. |
| B. | Independent research on one or more of the authors read by the class to be presented in writing and/or in group presentation to the class.
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| C. | At least 2,500 written words during the quarter. Of this total: |
| 1. | Approximately 1,000 must be an analytical and/or argumentative essay about one of the assigned authors and must demonstrate a critical analysis of primary materials and may also include synthesis and application of secondary critical materials |
| 2. | The remaining writing will be fulfilled in |
| a. | A midterm and final exam/project and |
| b. | A variety of activities such as reader response journals, reports, formal or informal student essays |
VII. Methods of Instruction | | Discussion of assigned reading
Lecture and visual aids
In-class exploration of Internet sites
Collaborative learning and small group exercises
Collaborative projects
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VIII. Methods of Evaluating Objectives | A. | Students will be evaluated primarily on the basis of critical paper(s) and final exam/project that demonstrate an understanding of complex issues which affect women as writers, characters and readers of literary texts |
| B. | Students may also be evaluated on a variety of assignments such as quizzes, midterm exam, oral presentations, creative/multimedia projects such as creative writings, videos, blogs/websites, and class participation, addressing course themes and objectives, based on a grading rubric or rubrics. |
IX. Texts and Supporting References | A. | Examples of Primary Texts and References |
| 1. | Atwood, Margaret. The Handmaid's Tale. Houghton Mifflin, 2017. |
| 2. | Cisneros, Sandra. A House of My Own: Stories from My Life. Penguin, 2015. |
| 3. | Lahiri, Jhumpa. Interpreter of Maladies. Mariner, 2019.
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| 4. | Morrison, Toni. Beloved. Vintage, 2014. |
| 5. | Tan, Amy. The Memory of Desire. Fourth Estate, 2017. |
| B. | Examples of Supporting Texts and References |
| 1. | Brown, Rita Mae. Rubyfruit Jungle. Bantam, 2015. |
| 2. | Di Prima, Diane. The Poetry Deal. City Lights, 2014. |
| 3. | Erdrich, Louise. Love Medicine. Harper Perennial: Revised Edition, 2016. |
| 4. | Gay, Roxane. Bad Feminist: Essays. Harper, 2104. |
| 5. | Hernandez, Daisy, Bushra Rehman. Colonize This!: Young Women of Color on Today's Feminism. Seal, 2019. |
| 6. | Mock, Janet. Redefining Realness: My Path to Womahood, Identity & So Much More. Atria, 2014. |
| 7. | Scott, Bonnie Kime, Susan E. Cayleff, Anne Donadey, Irene Lara. Women in Culture: An Intersectional Anthology for Gender and Women's Studies (2nd Edition). Wiley-Blackwell, 2016. |
| 8. | Rankine, Claudia. Citizen: An American Lyric. Graywolf, 2014. |
| 9. | Smith, Tracy K. Life on Mars. Greywolf, 2017. |
| 10. | Traister, Rebecca. Good and Mad: The Revolutionary Power of Women's Anger. Simon & Schuster, 2018. |
| 11. | Yoshimoto, Banana. Kitchen. Faber and Faber, 2018. |
| 12. | Yousafzai, Malala. I Am Malala: How One Girl Stood Up for Education and Changed the World. Little Brown, 2014. |
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