Institution: University of Miami
Course: English Composition II
Course Credits: 3 hrs
Instructor: Preston Taylor Stone
Office Hours: By appt. (Zoom)
This course begins with a queer ghost story set in the Caribbean: Haiti, where the United States staked formal occupation from 1915-1934. Yet, many argue the U.S. was and has remained a ghostly presence in the country long before and long after this timespan. Through the interrogation of cultural and theoretical texts on the Caribbean, Southeast Asia, and the Middle East this course poses the U.S. as not only a formal imperial power in the region but as a ghost, haunting its colonial provinces with on-going political, gendered, and racial violence.
Students will encounter cultural and theoretical texts, including narrative, film, poetry, and anthropological or ethnographic studies, and will develop several pieces of short writing that put these in conversation. By the end of the course, students will have a ready grasp of American imperial projects in the Caribbean, Middle East, and Southeast Asia from 1898-to-present and will have a portfolio of academic and research writing on this subject. Emphasis will be placed on the skills of close-reading, interrogating theory, and research. By the end of the course, students will demonstrate the ability to combine material from several relevant sources into pieces of academic writing, use formal citation techniques accordingly, and participate in multiple rounds of revising their academic writing using peer review.
Course Goals and Learning Outcomes
At the end of this course, students will exhibit the ability to
- Demonstrate effective written communication skills in relation to specific rhetorical tasks.
- Construct original, well-reasoned arguments using a range of materials
- Find, evaluate, integrate, and synthesize appropriate and relevant primary and secondary sources in their writing
- Engage in close-reading of texts
- Cite sources formally (using MLA, APA, Chicago, or other citation formats)
- Regular access to a computer and portable storage (flash drive, email, cloud, etc)
- Access to YouTube
- Most texts will be provided on Google Drive and linked on the schedule section of this document. You will be expected to print and bring these to class or have full access to them during class. As far as textbooks for this class are concerned, there are two required purchases. All others will be shared via PDF.
|Candyman (2021), dir. Nia DaCosta||AppleTV ($5.99)|
Amazon Prime Video ($5.99)
|Ghostly Matters: Haunting and the Sociological Imagination (2008) by Avery F. Gordon||Bookshop|
Barnes & Noble
|Who Sings the Nation-State? (2010) by Judith Butler and Gayatri Chakravorty Spivak||Bookshop|
Barnes & NobleAbeBooks
Policies and Expectations
Students are required to attend class, come to class on time and prepared (having done the reading/s or assignment/s), at least attempt all classwork activities, turn in assigned work when due, participate fully in good faith in any peer work, participate in class discussion, focus on the work at hand, and conduct oneself in a manner appropriate to the college classroom.
Rubric for class participation
|5||Student is always attentive and contributes relevant insight very often, completing all in-class assignments in a collaborative and receptive manner|
|4||Student is attentive and completes all in-class assignments in a collaborative and receptive manner|
|3||Student is distracted but completes all in-class assignments|
|2||Student is often distracted and off-task, hesitant and unreceptive to collaboration|
|1||Student does not complete in-class assignments|
|0||Student is absent|
Face coverings are mandatory at all times (with the exception of when drinking water) while in on-campus class sessions. Failure to follow this requirement is grounds for disciplinary action and may lead to removal from the classroom and/or the course. Single-layer cloth masks are not considered protective against the omicron variant. Surgical masks or multi-layered, tightly woven cloth masks should be used. Masks should fit snugly, cover nose and mouth, and preferably have an adjustable wire nose bridge. Surgical masks will be available at various on-campus locations.
The seat you select on the first day of class must be from among those identified as meeting the physical distance requirements for COVID-19; this seat will be your assigned seat for the remainder of the semester. This will enable the most effective COVID-19 contact tracing, should it be required.
Any student who is fully vaccinated and who has provided proof of vaccination to the University via their MyUHealthChart account will be exempt from COVID-19 surveillance testing during the semester. Any student who is not fully vaccinated or has not provided proof of vaccination will be required to take a COVID-19 test at least twice per week. Students will receive email or text message alerts to schedule their on-campus testing appointments. Students who do not comply with the testing requirement will be referred to the Dean of Students office and may have their campus access—including any on-campus living assignment—revoked and face appropriate disciplinary sanctions.
Completing vaccination is extremely important for every student who is able. As multiple variants continue to develop, scientists warn that this may result in a variant of the coronavirus that is immune to vaccines. As a solution to this problem, the more people who are vaccinated and protected from the virus, the fewer chances the virus has to replicate and change into another variant. If you are physically able to receive the vaccine, you are strongly encouraged to do so and upload proof of vaccination to the MyUHealthChart health app. To find a vaccination location, go to Miami-Dade County’s vaccine locator or the University of Miami’s Coronavirus (COVID-19) Information website. What we know is this: the Omicron variant (the most common in Florida currently) of SARS-CoV-2 is at least twice as contagious as the Delta variant of the virus, and even vaccinated people can spread the Omicron variant. Additionally, while the Delta variant is likely not more deadly than the Delta variant, hospitals are likely to become overwhelmed by patients with comorbid conditions infected with the virus. Vaccination is the only proven way to combat severe symptoms of COVID-19.
On Writing and Reading
This class will ask a lot of you in terms of writing and reading. You are likely to do more reading in a quicker time in this course than any other course you have taken before. I will, before class, ask that you respond to several informal prompts on Blackboard in the hopes you will at least attempt to do this work. Homework is a small part of your participation grade but will be immensely helpful to you in thinking about the texts we are discussing and formulating a topic for your final paper. I understand this is not your only class and I respect that you have a personal life beyond our classroom. Nonetheless, I expect you will come to class having at least attempted to do the assigned reading and writing all the way through and having prepared notes, ideas, or questions to discuss with the class.
Revision is a central and integral part of this course and any writing course of merit. In order for your writing to be consistently improving, you must bring it through multiple drafts of revision. Revision, then, is a requirement of this course. You will upload free-write, journaling, even outlines and sketches, to your Google Drive folder. Failure to do so will cast a burden of proof on your having done consistent revision in good faith for each assignment, and this will be reflected in your grades.
Each student is allotted 4 unexcused absences (two whole weeks) and 3 tardies. Absences beyond this may result in deductions from the student’s final grade. Excessive absences will result in the student failing the course. After a student has been late (tardy) 3 times, each following time the student is late will result in 1/3 an absence. This means once a student has been late to class 6 times, they will receive an absence. Students who are consistently distracted in class (texting, browsing the internet, etc.) will be warned to pay closer attention to class. After this warning, if a student is continuously distracted in class, they will be marked absent. Students who acknowledge holy days on the same day(s) we have class will be excused if they have alerted the professor of all of these by the end of three days after you are enrolled in class. Absences do not excuse any due dates or work missed.
Electronics Policy and Google Drive vs. Blackboard
- Each student is required to bring a tablet, laptop, or similar electronic device to class to take notes, complete and submit in-class writing assignments, access readings or notes for class discussion, and participate in peer review.
- No electronic device should be a distraction from the activities of the classroom for any student.
- The use of laptops or tablets is allowed only to complete classroom-related activities.
- If electronic devices become a distraction or a means by which students avoid class participation, the student(s) in violation will receive an absence for class that day.
We will spend most of our class time working in Google Drive, a cloud-based file sharing system to which each student at the University of Miami has access. To log-in to your Google Drive:
- Visit google.miami.edu
- Use the same credentials you use to access your email, Canelink, and Blackboard interfaces.
You will have your own folder within the classroom’s folder (“ENG 103 SS21”). Drive is where you will submit your all writing assignments, reflections, and peer reviews with the noted exception of Blackboard posts, which are submitted via the Blackboard Discussion Board.
It is up to the student to make sure they always have access to your Blackboard and Google Drive accounts and folders. Inability to access Google Drive or Blackboard will not be a sufficient excuse for not turning in assignments on time. For IT help, UMIT is located on the third floor of the Richter Library or may be accessed at it.miami.edu.
Legal Disclosures for Class Recordings, Content Sharing:
- Students are expressly prohibited from recording any part of this course. Meetings of this course might be recorded by the University. Any recordings will be available to students registered for this class as they are intended to supplement the classroom experience.
- Students are expected to follow appropriate University policies and maintain the security of passwords used to access recorded lectures.
- Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments.
- If the instructor or a University of Miami office plans any other uses for the recordings, beyond this class, students identifiable in the recordings will be notified to request consent prior to such use.
- This instructor is the copyright owner of the courseware; individual recordings of the materials on Blackboard and/or of the virtual sessions are not allowed. Such materials cannot be shared outside the physical or virtual classroom environment without express permission.
Academic Honor Code
As a student of the University of Miami, you have agreed to uphold the Honor Code. Violation of this code includes but is not limited to cheating, plagiarism, collusion, or academic dishonesty. The Undergraduate Student Rights and Responsibilities Handbook defines each of these violations:
“Cheating – Implies the intent to deceive. It includes all actions, devices and deceptions used in the attempt to commit this act. Examples include, but are not limited to, copying answers from another student’s exam, and using a cheat sheet or crib notes in an exam.
Plagiarism – is representing the words or ideas of someone else as your own. Examples include, but are not limited to, failing to properly cite direct quotes and failing to give credit for someone else’s ideas.
Collusion – is the act of working together on an academic undertaking for which a student is individually responsible. Examples include, but are not limited to, sharing information in labs that are to be done individually.
Academic Dishonesty – includes any other act not specifically covered that compromises the integrity of a student or intrudes, violates, or disturbs the academic environment of the university community. Examples are attempting or agreeing to commit, or assisting in or facilitating the commission of, any scholastic dishonesty violation, failing to appear or testify without good cause when requested by the Honor Council, failing to keep information about cases confidential, supplying false information to the Honor Council and accusing a student of a violation of this Code in bad faith.” (Title II, B)
Any student who violates the Honor Code will fail not only the assignment but the entire course. Each of you has the ability to think through your own unique ideas. If you are thinking of violating the Honor Code because you are overwhelmed or in distress, speak with me and we will come up with a better solution.
On Accessibility and Acceptance
Every student, no matter their identity, ideology, or ability, is welcome and valued in this class. This class will require that we confront political, social, and ideological questions that may be deemed controversial. I encourage you not to shy away from this opportunity to think through these issues. No matter what, no student should ever feel unwelcome or unsafe in this classroom. If you find that you feel inappropriately uncomfortable, consistently unsafe, or need help, please let me know immediately and I will direct you to the resources that may help. The University of Miami Counseling Center (UMCC) provides professional support to students no matter their gender expression, sexual preferences, sex, race, financial or immigration status. You can make an appointment by calling 305-284-5511, by visiting counseling.studentaffairs.miami.edu, or by visiting the counseling center on Merrick Dr. (across from the Pavia Garage).
Students with accessibility requirements are provided for by the University of Miami’s Office of Disability Services (ODS) and may contact this office at 305-284-2374 or email@example.com to make any requests for accessibility. If you have trouble contacting the ODS, let me know and I will help you. If you have contacted the ODS and have any requirements of me, please be sure to let me know as soon as possible.
Turning in assignments
Papers should be submitted on Blackboard or Google Drive on the day and at the specified time they are due. Each day a paper is late, there will be a deduction of 10% from the grade. All assignments are assigned in due time to be completed by each student on time. It is your own job to make sure you do not forget deadlines and that you turn your assignments into the correct platform (Blackboard, email, or Google Drive). Every deadline is listed on this document in the schedule section, on the assignment sheets themselves, and verbally said in class. If you require an extension(s) for your assignment(s), you must request them of the instructor at least three class periods (over a week) prior to the due date of the assignment. Under no circumstances is the instructor required to grant you an extension(s). No late blackboard posts will be accepted.
The Writing Center (www.as.miami.edu/writingcenter) can help you at any stage of the writing process. Appointments are suggested, but they also accept ‘walk-in’ visits. If I think it’s necessary, I will ask you to use the Writing Center on a regular basis. Please note that all appointments are currently being held online until further notice. To make an online appointment, make an account at the above link/sign in as usual and choose an available time.
OWL @ Purdue is a great online resource for writing and research techniques. It can be located at https://owl.purdue.edu/owl/purdue_owl.html.
Extra Credit is only available or permitted in this course at the discretion of the professor. I personally do not enjoy the use of extra credit because I believe it is unfair to those who have committed to the work required of this class if others are able to do extra work for credit. Moreover, extra credit requires extra effort and time to which I am unable to commit for reading, annotating, grading, and categorizing within the gradebook. However, in the event that you visit the writing center (see above), I am alerted via email by the center that you attended a meeting with a tutor. (I do not have access to what you and the tutor discussed or worked on, only that you worked on something from my class). In the case that you visit the writing center, you can receive up to and not exceeding five (5) points on that essay assignment.
I will make a point to learn each of your names and I expect you will learn to use one another’s name in conversation, as well (“I agree with what ___ said”). This will create a welcoming and meaningful culture for our classroom. If you have a question about the policies or assignments for this class, you may speak to me before, during, or after class, via email, or in office hours. I will make a point to reply to your email within 24-to-48 hours. If you have not received a response from me after two days, you should email me again. Please do not email me to ask questions about an assignment one or two days before it is due as this will not allow due time for me to respond and for you to use this answer in writing your assignment.
If you have a question or concern about an assignment or participation grade, please come and see me during my office hours or talk with me before or after class to arrange a meeting. Due to federal requirements, UM faculty are not permitted to discuss grades via email or phone, so we will need to meet in person and in private via Zoom.
Overall Grade Distribution:
Attendance & Participation:
Blackboard posts (including Throughline Thursdays):
A – Exemplary B – Effective C – Sufficient D – Unsatisfactory F – Failure
Blackboard Posts (On-going)
Directions: Most days, you will have a discussion board post due on Blackboard that asks you to think through something we discussed in-class and/or a reading we have done. Sometimes, these responses will ask you to create a scholarly question for the class. A good example of a scholarly question takes a quotation from the text and then expands upon that in order to pose a new question that the text does not itself consider.
In-class or Out-of-Class: Out of class
Due Date: All posts are due before class time.
Requirements: 150-250 words ea. To earn full points on your reading responses, you will need to write thoughtful answers in full sentences and/or paragraphs and submit your post before class time.
Objective: These responses are designed to stimulate your thinking about a text and/or the course themes and help prepare you for class discussion. They are also great places to start generating ideas for your other written assignments. These posts will be graded based on completion, but thoughtful responses will enrich our class discussions and help you develop confidence in your ideas, critical reading skills, and writing.
Through-Line Thursdays, TLT (On-Going)
Assignment Directions: On most Thursdays, we will have ‘Through-line Thursday’ where you and a partner will connect a minimum of two and a maximum of four sources, one of which must include the reading for that Thursday. The other sources could be something we have previously discussed in this course or something you read, saw, heard outside of class.
In-Class or Out-of-Class: In-class
Due Date: Most Thursdays
Requirements: 250-350 words ea. These assignments are written in groups and while quotations will be helpful to make your connections between sources, this must be original work so most of the writing should be that of yourself and your group member(s).
Objective: The point of this assignment is to practice making connections between different texts, a skill you will be required to showcase courses beyond this one. Whereas the Blackboard reading responses test comprehension (that you understand what we read/talked about), these in-class writing responses will test argumentation (that you have thoughts about what you’ve read).
Reading Annotations (On-Going)
Assignment Directions: This project asks each student to annotate readings and post questions about the readings. This is an on-going assignment throughout the first half of the semester—you have until the end of the semester to complete 1200 words of annotations and log them onto your annotation sheet that you turn in. The instructor will explain how to do this logging; however, doing these annotations should be fairly simple. For each reading, the link embedded in the Course Schedule will take you to a PDF in Google Drive. Highlighting certain words and phrases will result in a comment button appearing next to where you have highlighted words. You can annotate by clicking on this “Add Comment” button.
Due Date: End of Semester
Requirements: 1200 words in total (all annotations combined)
Objective: The purpose of this assignment is to practice annotating scholarly readings, especially those with complex topics that introduce controversial cultural issues and questions. Annotating allows us to deal with our initial reactions to the text and pose questions to what we are reading. In general, annotations should be bridging the content to our thoughts in the same way Blackboard posts allow us to flesh through our thoughts more thoroughly.
Quizzes (no more than 3)
Assignment Directions: Throughout the semester, we may have brief quizzes on common grammatical mistakes and citation formatting. All of these will be reviewed ahead of time and all will be open-notes, so you should not stress about these. However, because you will only be allotted a certain amount of time to complete these quizzes, you should still familiarize yourself with the material before the day of the quiz.
In-Class or Out-of-Class: In-class
Due Date: All will be announced ahead of time (and on Course Schedule below)
Requirements: Answer questions in under 35 minutes.
Objective: The point of this assignment is to help students classify different types of citation styles quickly and to test comprehension of grammatical lessons covered in class. Quizzing is a tool that trains students to access knowledge quickly, ‘on-the-fly’, which is an important skill in academic settings and will prepare students for interrogating complex academic writing.
Close-Reading Assignment (Rough & Final Draft)
Assignment Directions: This brief analysis paper will require you to select a passage from a written text we read in class or another piece of digital media (music video, poetry reading, speech, performance art) and examine how the writer/artist uses language and rhetorical strategies. You may choose to do a close reading of a cultural text (short story, poem, film, mini-series, documentary, music video) or an academic text (peer reviewed article, monograph chapter). Note that this is not a report on what the author is saying nor is it a summary of the cultural text. While it will be important to understand the cultural text, this assignment is meant to explain how the artist conveys their story or argument (the types of evidence they use, the methods of presenting, the poetic or allegorical language used, the form of presentation).
In-Class or Out-of-Class: Out of class (one-page paper and peer review in-class)
Due Date: Friday, March 11
Requirements: 1200 words minimum
Objective: Close-reading is an essential course outcome of ENG 106 at the University of Miami, as it is a skill necessary for success in and outside of college. Close-reading, or interpretive reading, has been and continues to be relevant to better understand cultural norms, power structures, and other rhetorical and material realities.
Literature Review (Rough & Final Draft)
Assignment Directions: This assignment will act as an addendum to the Reading Annotations Assignment and Through-Line Thursday posts. Using either sources from the course syllabus or those found through conducting research, you will provide an overview of the existing body of research on a specific topic. This involves tracing the different schools of thought or approaches to the topic, summarizing what other scholars have said, and examining how they agree, disagree, and relate to each other. This is, in short, a report on all of the relevant, recent scholarship about a given topic (or as much as one can find). Think of this as if you are stepping into the ongoing scholarly conversation about this topic and your goal is to outline each of the strands of that conversation.
In-Class or Out-of-Class: Out of class (peer review in-class)
Due Date: Friday, April 15
Requirements: Minimum of 8 peer-reviewed sources; 1300 words minimum
Objective: This performance of research and abridging arguments of other scholars is an important part of recognizing there is an ongoing interest in a topic you are researching and it will be very important to do as you continue in your academic career. The literature review will help you situate your own thoughts within existing scholarly research.
Lensing Assignment (Rough & Final Draft)
Assignment Directions: This assignment asks you to use a theoretical or conceptual text as a framework to read a primary text, such as a creative or fictional work. One way to approach this is to imagine yourself as the author of the theoretical text and respond to the second text from their perspective. Therefore, the goal of this assignment is to use the concepts and ideas of the theoretical text as a “lens” to evaluate and interpret the cultural text.
In-class or out-of-class: Out of class (one-page paper and peer review in-class)
Due Date: Tuesday, May 10
Requirements: Your paper may be given in multimodal form (with graphics, animations, etc.) or in a traditional written format. Your essay should be 1250 words minimum.
Objective: All ENG 106 students are required to do this assignment for the very reason that it requires complex thinking to explain a theoretical concept or set of theoretical concepts and then apply these to a given context. It is called a lens assignment because you are using the theoretical concepts as a lens to understand or critique an object of study.
Course subject to change. When changes are made, students will be notified in writing.
R 1/20 “What is an argument?” Activity (Didion quote)
Review Syllabus (esp. Major Assignments, Minor Assignments)
Introduce Debate: Are Ghosts Real?
Homework: Research ghosts, ghostliness, specters, revenants, spirits
T 1/25 Quiz #1 (Syllabus)
Work on debate materials with team, including research
Homework: Prep for debate next class
R 1/27 Last Day to Register/Add Course
* * Debate: Are Ghosts Real? * *
Homework: Read “Of Ghosts and Shadows” by Roxane Gay; answer BB post
T 2/1 Who are the ghost(s) in Gay’s story?
Homework: Read “Black-Eyed Women” by Viet Thanh Nguyen; answer BB post
R 2/3 Last Day to Drop a Course Without a “W”
The Ghost(s) and ghost-writing in Viet Thanh Nguyen’s story
Homework: Read Forward and Introduction to the New Edition of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
T /28 Introduce Avery F. Gordon’s Ghostly Matters
How does Gordon approach ghosts?
Homework: Read Ch. 1, ‘her shape and his hand’ of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
R 2/10 Close-Reading, the method of literary and cultural studies
How is what Gordon doing close-reading?
Reintroduce Close-Reading Assignment
Homework: Read Ch. 1, “Jordan–Afghanistan–GTMO: July 2002–February 2003” (pp. 43-87 in PDF) of Guantánamo Diary by Mohamedou Ould Slahi; answer BB post
T 2/15 Watch The Ghosts of Abu Ghraib in-class
Guantánamo Diary by Mohamedou Ould Slahi
Homework: Read “Introduction: My Muslim American Life” from This Muslim American Life: Dispatches from the War on Terror by Moustafa Bayoumi; answer BB post
R 2/17 Discussion of Slahi, Abu Ghraib, Bayoumi
Homework: Read “The Hole” by Hassan Blasim; answer BB post
T 2/22 Quiz #2 (Grammar & MLA)
Hassan Blasim’s “The Hole”
Homework: Read “Legitimizing the ‘War on Terror’: Political Myth in Official-Level Rhetoric” by Joanne Esch; answer BB post
R 2/24 The War on Terror & Rhetoric
Homework: Watch “Ghost Dancers” special on PBS (https://www.pbs.org/video/ghost-dancers-6fhofe/); Read poetry by Qwo-Li Driskill
T 3/1 Two-Spiritedness, Nationhood
‘ᎠᏎᎩ ᎠᏰᏟ (ASEGI AYETL) Cherokee Two-Spirit People Reimagining Nation’ from Asegi Stories by Qwo-Li Driskill
Homework: Read Ch. 2, ‘distractions’ of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
R 3/3 The Uncanny, the Unconscious, and Gordon’s correction to Freud
Homework: Read Ch. 1, “Exit from Democracy” of Necropolitics by Achille Mbembe; answer BB post
T 3/8 What characterizes ‘the Modern World’?
Homework: Prepare draft of Close-Reading Assignment
R 3/10 Close-Reading Assignment Workshop
Homework: Close-Reading Assignment Final Draft due before Sunday, March 20th; Over the break, Read “Necropolitics” (Ch. 3) from Necropolitics by Achille Mbembe, and respond to BB post
* * March 12-20 Spring Recess * *
T 3/22 Quiz #3 (Grammar & APA)
Introduce Literature Review Assignment
Homework: Read “Imperial Ghosting and National Tragedy: Revenants from Hiroshima and Indian Country in the War on Terror” by Anne McClintock; answer BB post
** Tues. March 22 Last Day to Drop a Course, Receive “W” **
R 3/24 Ariana Grande, Justin Bieber, and ‘ghosting’
Homework: Read “Introduction: At the Navel of the Americas” of Colonial Phantoms: Belonging and Refusal in the Dominican Americas, from the 19th Century to the Present by Dixa Ramírez; answer BB post
T 3/29 What does ‘ghosting’ mean for Ramírez?
Homework: “Ghosts of Dominican Past, Ghosts of Dominican Present” by Katerina Gonzalez Seligmann; answer BB post
R 3/31 Secondary sources and bibliographic narratives
Homework: Read all of Who Sings the Nation-State? By Judith Butler & Gayatri Chakravorty Spivak; answer bb post
T 4/5 Nationalism
Homework: Read Ch. 2, “Photographies of Mourning: Melancholia and Ambivalence in Van DerZee, Mapplethorpe, and Looking for Langston” from Disidentifications: Queers of Color and the Performance of Politics by José Esteban Muñoz
R 4/7 Melancholy, Mourning, and Superimposition in Photography
Homework: Prepare rough draft of Literature Bibliography for workshop
T 4/12 Literature Review workshop
Homework: Rent and watch Candyman (2021), dir. Nia DaCosta and/or Candyman (1992), dir. Bernard Rose
R 4/14 Quiz #4 (Grammar & Chicago)
Candyman (2021) vs. Candyman (1992)
Gentrification – Toni Morrison’s opening of Sula
Homework: Literature Review final draft due before midnight Sunday; read half of Ch. 4, “not only the footprints but the water too and what is down there” of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
T 4/19 Margaret Garner, Toni Morrison and the Slave Narrative
Reintroduce Lensing Assignment
Homework: Read the remainder of Ch. 4, “not only the footprints but the water too and what is down there” of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
R 4/21 Beloved by Toni Morrison
What does it mean ‘to be haunted’?
Homework: Read Ch. 4, “there are crossroads” of Ghostly Matters: Haunting and the Sociological Imagination by Avery F. Gordon; answer BB post
T 4/26 Gordon
Homework: Read “Introduction: What Was to Come” from The Other Side of Terror: Black Women and the Culture of US Empire by Erica R. Edwards
R 4/28 Activity: Black Futures
Homework: Prepare Lensing Assignment Draft for workshop
T 5/3 Lensing Assignment Workshop
Final Course Evaluations