Cross Listing Course Form (4/9/14)
I: Criteria
To qualify for consideration for cross listing, all courses must:
- be requested by both departments or programs;
- count as credit toward an existing major, minor, or certificate program;
- not be experimental or have a reserved variable content course number (x90-X99)
- carry the same title (both parent and sibling courses) and, if possible, carry the same course
number;
- be implemented within comparable course levels, e.g., (U), (UG), or (G);
- be offered under an existing rubric.
Under no circumstances will a course have more than three crosslistings.
II: Summary of courses requested for crosslisting
Requesting Dept / Program (must be
Liberal Studies
department of parent course)
Parent Course Prefix and Number
LSH329
Sibling Course(s) Prefix (Pre CCN) and
ENLT 329
Number
Course Title
Fathers and Daughters in Western Literary Traditions
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Ruth Vanita
5/19/2014
Phone/ email :
ruth.vanita@umontana.edu
Parent Program
Stewart Justman
Chair/Director:
Sibling Program Chair(s) Beverly Chin
/ Director(s)
Elizabeth Hubble
Dean(s):
Christopher Comer
Approve *
 Yes  No
 Yes  No
 Yes  No
 Yes  No
 Yes  No
*Signatory Comments (required for disapproval):
IV. Rationale
Do these courses need to be cross listed to fill an external requirement?
If YES, define external requirement and attach
documentation.
If NO, complete narrative: In 500 words or less explain why only cross-listing this course serves the
need for delivering academic content. You must identify how both the parent and sibling units
contribute to the cross-listed course’s content and how cross listing contributes to the respective
units’ missions of serving students. The narrative must also identify additional reasons for cross
listing such as a specialized need for advertising to prospective students, sharing resources across
departments (equipment, space, instructors, etc.), or mutual contribution to course content.
On the UM website, Liberal Studies describes itself in this way: The Liberal Studies Bachelor of Arts
Program offers students the opportunity to work in a combination of disciplines in the humanities,
including literature, philosophy, art, foreign languages, history, and social sciences. The
interdisciplinary coursework … has as its primary focus the study of the cultural records, literary
works and ideas that contribute to our common inheritance. This course contributes to the Liberal
Studies Program’s general humanities mission by serving as a capstone course, in which the Western canon,
already surveyed by Liberal Studies majors in the introductory courses LSH151/152, is approached in more
depth through the lens of an overarching theme. The texts are examined with regard to the wider humanities,
such as history, philosophy and art history, for example, I show the students how the father-daughter
relationship has been represented in painting over time; they read texts translated from foreign languages,
and they consider the history of the father-daughter relationship in relation to law, politics and religion.
On the UM website, English states its mission thus: The program's aim is to impart to the student an
understanding not only of the aesthetic richness of the literatures that have been written in English
but also of the historical and cultural forces that have contributed to their making. This course
contributes to the mission of English, by enabling students to analyze some of the master-works of English
literature (such as King Lear and Silas Marner), ancient works that have centrally influenced English
literature (Greek tragedies), some less-known but important works (such as Percy Shelley’s The Cenci) and
some startling and acclaimed recent texts (such as Alison Bechdel’s Fun Home), examining how they speak
to each other across time, through their representation of a universal human relationship. The course deploys
the methodologies and tools of literary criticism. It fulfills upper-division requirements for English students.
It introduces them to texts they have never heard of but find very useful, such as Shelley’s The Cenci, the
first text in English to address the question of father-daughter rape, and the medieval poem Pearl, a father’s
elegy for his two-year-old daughter.
This is a unique course in the state. I have taught this course five times; it has always been cross-listed with
English, and has always drawn significant numbers of English students; it needs to be advertised to these
students who might otherwise miss it if it is listed only as Liberal Studies and not also as LIT.
It is interdisciplinary in the following way: students examine literary works and ideas that constitute our
common inheritance. This examination of the history of ideas is Liberal Studies’ mission. Students examine
the aesthetic richness of major literary works, for example, shifting perspectives in narrative, generic
considerations (how is representation different in drama, poetry and fiction, all of which are covered), in
relation to changing historical and cultural circumstances, e.g. the daughter in Greek tragedy is similar to yet
different from the daughter in modern tragicomedy, such as Bechdel’s graphic novel. Such examination is
the mission of English.
V. Syllabus

Spring 2010
Fathers and Daughters in Western Literary Traditions
LS 395 LIT 391 WGS 395
Dr. Vanita
TR 9.40-11 a.m., LA338
Office: Liberal Arts 146-A. Phone: 243-4894. Mailbox: in Liberal Arts 101.
Office Hours: Tuesday 11-12, Thursday 2-3, and by appointment
Email: ruth.vanita@umontana.edu
.
Texts (prescribed editions required)
1. Euripides, trans. Morwood, Bacchae and other Plays (OUP, 2000)
2.
3.
4.
5.
6.
7.
8.
Sophocles, trans. Eamon Grennan, Oedipus at Colonus (OUP, 2004)
J. R. R. Tolkien trans., Gawain and the Green Knight, Pearl, Sir Orfeo (Del Rey, 1979)
William Shakespeare, King Lear (Dover Thrift)
Percy Shelley, The Cenci (Valancourt, 2008)
George Eliot, Silas Marner (Enriched Classics, 2005)
Alison Bechdel, Fun Home (Mariner Books, 2007)
Photocopied materials; the story of Jephthah; poems by Wordsworth, Yeats, H.D.; story by
O’Henry
Goals
To examine and discuss how relationships between fathers and daughters have been represented in
Western literary traditions. Themes include: love, hate, sacrifice, resemblance and difference,
memory, domination, choice, son-preference, adoption, illegitimacy, rape, murder, sexuality,
judgment, and forgiveness.
Requirements
This course entails considerable amounts of reading (seven substantial texts), and also requires
upper-level writing skills. If you feel unable to do the reading, please do not take this class. If you
have not yet taken a lower-division writing class, you are probably not prepared for this class.
Students are required to
(a) attend classes regularly. Please inform me in advance if you are unable to attend a class. More
than two absences not explained to my satisfaction will result in halving your grade for attendance
and class participation, and more than three absences in a zero; leaving early or coming late without
explanation will be treated as an absence. Explanations must be backed up with documentation,
communicated to me in person and accepted by me.
(b) keep up with the assigned reading, bring the text to class, and participate in class discussions.
(c) hand in a typed question/comment on the text at the beginning of every class. Attendance will
be given on the basis of these questions. If you are ever unable to hand in a question, it is your
responsibility to tell me this and to have yourself marked present.
(d) take all quizzes and the mid-term examination. Quizzes can be made up within the week but not
later.
(f) write two papers (3-5 pages double-spaced typed).
Grades
The mid-term exam will be worth 20%, the two papers 15% each, class attendance and participation
(this includes handing in typed questions/comments) 20%, quizzes 30%.
Papers and exam essays must (a) address the topic given by me (b) have a clear thesis/argument (c)
support the argument with textual evidence (d) adhere to the conventions of academic writing,
including correct grammar and syntax. Papers must be handed to me on the due date, in class.
Except in the case of proven emergency demonstrated to my satisfaction, papers handed in late,
without prior permission from me, will result in a decreased grade.
Quizzes, tests and exams may contain both multiple-choice type questions and essay-type questions
and are designed to test (a) knowledge of the prescribed texts (b) assimilation of information
communicated in class and plenary lectures (c) writing skills (d) analytical skills.
Plagiarism of any kind in any assignment will result in your failing the class and may also result in
other penalties (for further details, refer to the section on Academic Misconduct in the Student
Conduct Code).
If you have any condition, such as a physical or learning disability, that will make itdifficult for you
to complete the work as I have outlined it, please notify me in the first week of class.
Other information
A suggestion: You have several days off this semester. It would be wise to use this time to read
ahead, as this class requires quite a lot of careful reading.
Reading Schedule
This schedule is tentative. It is the student’s responsibility to keep up with any changes.
Page numbers refer to the editions listed in this syllabus (see page 1) and sold in the UC bookstore.
Please use these editions, so that we are all on the same page.
January 26
Introduction
January 28
Read Iphigenia at Aulis, up to the Third Choral Ode
February 2
Read Iphigenia at Aulis, Third Choral Ode to the end. Quiz on Iphigenia
February 4
Read the story of Jephthah from the Bible (photocopy), and Oedipus at
Colonus, up to First Choral Ode
February 11
Read Oedipus at Colonus, from First Choral Ode to Second Choral Ode
February 16
Read Oedipus at Colonus, from Second Choral Ode to the end. Quiz on
Oedipus at Colonus
February 18
Read Pearl
February 23
Read King Lear, Act I
February 25
Read King Lear, Act II
March 2
Read King Lear, Act III Quiz on King Lear, I-III
March 4
Read King Lear, Acts IV and V
March 9
Quiz on Pearl
Paper due in class
Quiz on King Lear, IV-V
I am away, speaking at the University of Oslo. You will view and write on the film
“King Lear.”
March 11
King Lear continued.
March 16
Read The Cenci, Acts I and II
March 18
Read The Cenci, Acts III and IV
March 23
March 25
Read The Cenci, Act V Quiz on The Cenci
Mid-term Exam
Spring Break March 29 – April 2
April 6
Read Wordsworth “It is a beauteous evening…” and “We are Seven”
April 8
Read Silas Marner, chapters 1 to 7
April 13
Read Silas Marner, chapters 8 to 12. Quiz on Silas Marner, 1-12
April 15
Read Silas Marner, chapters 13 to 16
April 20
Read Silas Marner, chapters 17 to end. Quiz on Silas Marner, 13-end
April 22
Read Yeats, “A Prayer for my Daughter,” HD, “The Master”
April 27
Read O’Henry, “The Last Leaf” and Sylvia Plath, “Daddy”
April 29
Read Fun Home, chapters 1 and 2.
May 4
Read Fun Home, chapters 3, 4, 5.
May 6
Read Fun Home, chapters 6, 7.
Paper due in class
VI. Justification for third crosslisting:
In 500 words or less describe the extenuating circumstances making a third course necessary.
Male-female relationships are among the main topics of study in women’s and gender studies.
Among these relationships, the depiction of the father-daughter relationship in literature is understudied, especially in comparison to the father-son, mother-son and mother-daughter relationships.
This course examines literary representation over 2500 years, of a wide variety of father-daughter
relationships as archetypes, from the daughter who nurtures her father to the daughters who abuse
their elderly father, from the father who cherishes his daughter to the father who abuses her,
sexually and otherwise, from the father who tries to control his daughter’s sexuality to the father
and daughter who share the experience of a marginalized sexuality. Reading literature through this
lens provides insight from an unusual angle into the debate on gender relations and power that has
been central to the Western literary tradition since the ancient Greeks. It is the only course of its
kind on campus, and WGS students who have taken it have expressed surprise at the fact that pretwentieth century texts explicitly address issues that they imagined were first addressed only in the
twentieth century (e.g. father-daughter rape in Percy Shelley’s The Cenci).
The WGS program is technically part of the Liberal Studies program; however, it has its own rubric
therefore cross-listing is required. I have taught this course thrice as experimental and twice under
the present number. It has always been cross-listed with WGS and has always drawn WGS
students. It needs to be listed as WGS for these students to be aware of it. My appointment in
Liberal Studies was with an emphasis in Women’s Studies, and the central theme of my research
and teaching is gender studies, therefore most of my upper-division courses are cross-listed with
WGS.
VII Copies and Electronic Submission. After approval, submit signed original, and electronic file to
the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.