Gallatin First Year Writing Seminar
Fall 2015
FIRST-UG410, section 001
Instructor
Diana Anders
Dea4@nyu.edu
Class Hours: M/W 2:00-3:15
th
Class location: 7 East 12 Street, Room LL33
Office Hours: Monday 3:30-5
Office Location: 603, 1 Washington Place (extension 87333). My mailbox is on same floor as my office.
SYLLABUS: Narrative as Catharsis. A Critical Look 1
Course Description
In this course students will develop their skills to write successful university-level essays. We will practice
close reading, critical thinking, and argumentative writing by examining texts in which telling one’s story,
or narrating one’s experience (as an individual or as a member of a particular group) is figured as a process
that can set free—from internal, psychic pain, but also from histories of oppression and conflict. It is often
taken for granted that telling one’s story can have cathartic, or healing effect. One sees this phenomenon in
a wide range of contexts over the course of the last century: from truth commissions, to feminist rapeawareness campaigns, to the civil rights movement, to talk shows like “Oprah.” On this model, narrating
one’s experience of victimization—be it in a courtroom, documentary film, or memoir—is presumed to
help set one free from psychic pain and from histories of oppression and violence. This course will attempt
to deconstruct the trope of narrative as catharsis with respect to specific case studies. It will explore this
theme using different theoretical, methodological and critical “lenses,” such as psychoanalysis, feminist
work on gender violence, trauma theory, transitional justice, and postcolonial theory. At stake are the
presumptions about humans’ ability to heal, their capacity to access the truth, the possibility of recovery
following violence, and the power relations at work in different post-traumatic scenes of narration. The
course theme will serve as the framework for developing students’ analytic thinking, reading, and writing
skills, and provide the basis for class discussions and assignments. In addition to short weekly
assignments, students will be required to write one long and three short analytic papers related to the
course theme. Readings will include works by Sigmund Freud, Martin Luther King Jr., Michel Foucault,
Frantz Fanon, Shoshana Felman, Claude Lanzman, and Rosalind Shaw. We will explore the course theme
and work on our writing by engaging a number of different media and genres, including scholarly articles,
memoirs, television interviews, legal testimony, and documentary films.
To train ourselves as thoughtful critical readers and writers, we will study in conjunction with these texts
the principles of argument and composition. To read critically, one must understand the logic of a text, the
manner of its presentation, and the modes of how it persuades its readers. To write well, one must thus
attend to the topic at hand, understand one’s audience, and vary one’s style to fit the situation.
While we will spend a good portion of our time working directly with the primary texts, and we will
regularly set time apart to discuss the mechanics of writing and editing. The main objective for this class is
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Note that the schedule of assignments (below) is subject to change somewhat as we move through the semester.
You will be notified when any changes are made. The updated syllabus can be found on NYU Classes.
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to master this particular set of problems and primary texts through becoming better at analyzing and
utilizing the techniques of thoughtful and engaged reading and concise and compelling writing.
Course Goals and Objectives:
The course will place particular emphasis on the mechanics of persuasive argumentation, with the primary
goal of developing each student’s analytic writing skills. By the end of the course, each student will
complete an analytic paper related to the course theme. Students must come up with a strong, contestable
argument that is supported by close readings and textual analysis of multiple sources. The course is
structured to help students become adept at locating and judiciously using primary and secondary sources.
Additionally, students will be expected to gain depth of knowledge of, and engage in key debates and
concepts pertaining to the course theme. The writing and reading skills taught in the class will prepare
students for the first year research seminar, and will usher students to the next level of critical thinking and
writing.
Office Hours
Instructors’ office hours are listed above. I strongly encourge students to come to come to office hours
regularly. Regular office hours are held on a drop-in, first-come first-served basis. The instructors will
attempt to reserve some time for those who cannot make the scheduled hours, but students are expect to
coordinate these times with me in advance. I am usually only on campus on M and W and I can usually
only meet on those days. During periods of peak demand, students can reserve a spot by signing up at the
beginning of class or via email.
Course Expectations
1) ATTENDANCE: It is expected that students will attend each class meeting. Punctuality is essential and
attendance will be taken at the beginning of each class (late arrivals will count as a half absence). Students
are allowed two unexcused absences. Excused absences are limited to documented family emergencies and
documented illness/medical emergencies. Any additional absences will negatively impact a student’s final
grade. If you miss a class, it is your responsibility to obtain class notes from one of your peers and inform
yourself about possible additional assignments that might have been announced or handed out/back that
day.
2) BEING PREPARED: Students are expected to come prepared for class, which means that they have
carefully read and understood the assigned reading and have put some thought into it, before coming to
class. This often means reading a text at a slow pace and reading difficult passages multiple times.
ALWAYS bring the assigned text, your notes/questions on the text, and your completed assignments to
class.
3) COMPLETING ASSIGNMENTS: All assignments must be turned in on time, in adherence with the
assignment guidelines (in terms of both specified form and content), and in accordance with
NYU/Gallatin’s policy on integrity (see below). Assignments are listed in brief on the syllabus schedule
(below), but will be elaborated on as the deadlines near. Weekly assignments will usually involve several
readings, posting on the class discussion list (NYU Classes, Forums), and/or written assignments that you
will hand in at the beginning of class.
3) PARTICIPATION: Please keep in mind that participation makes up a significant portion of your grade.
What we will be looking for is your ongoing active and thoughtful involvement with the class that
demonstrates that you are investing in your own learning experience. Participation is what goes beyond
simply being present in class and doing all the assigned work on time and completely. It is strongly
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encouraged, moreover, to get to know the names of your class members, given the centrality of discussion
and group work in the class.
4) COURTESY & COLLABORATION: Since one of the objectives of the course is to give students an
opportunity to gain experience in articulating arguments, all students are asked to help maintain a
classroom environment that is both mindful of individual sensitivities and receptive to principled
disagreement. The premise from which we start in this class is that there is no single one “right”
interpretation of each text that will then be imparted upon you. Rather, your role in this class is to
participate in uncovering multiple meanings of the texts we read. We will expect your questions,
considerations, concerns, and even confusion with the material to be our starting point for discussion.
Class discussion is a collaborative process that relies on offering one’s thoughts aloud as well as engaging
with the comments of others. Lively class discussions are a crucial component to refining your own
interpretations alongside with working on becoming a better writer.
5) TECHNOLOGY: Phones and other electronics should be silenced and not used in class. Laptop use is
discouraged for note-taking and for reading assignments, as it can detract from discussion and close
readings of texts.
Expectation of Academic Integrity
Gallatin students belong to an interdisciplinary community that values honest and open
intellectual inquiry. This relationship depends on mutual respect, responsibility, and integrity.
Failure to uphold these values will be subject to severe sanction, which may include dismissal
from the University. Examples of behaviors that compromise the academic integrity of the
Gallatin School include plagiarism, illicit collaboration, doubling or recycling coursework, and
cheating. Such behaviors are subject to sanction regardless of intent; in other words, accidental
violations are still violations, and will be treated as such. For a full description of the academic
integrity policy, please consult the Gallatin website:
www.gallatin.nyu.edu/academics/policies/policy/integrity.html
If you have any questions about how to cite properly or about what constitutes plagiarism, or
getting too much “help” from a friend, family member or associate, please ask me! Also, please
be wary of internet-based information when carrying out your research, as such sources are not
always reliable. You will be held responsible for any information gleaned from your internet
search.
Grades
(Note that final grades are subject to the instructors’ discretion so as best to reflect their sense of the
student’s commitment and progress over the course of the semester.)
In this class you will write four papers, ranging in length from 3-10 pages, in addition to several smaller
writing assignments. Participation (in class and online) will be a significant portion of your final grade.
Each paper should be typed, double-spaced with one-inch margins, using Times New Roman, 12 point
and include your name, page numbers, and a works cited list. *POINTS WILL BE TAKEN OFF if
these guidelines are not met. Papers and written assignments are due at the beginning of class unless
specified otherwise. It is your responsibility to make sure that we receive your written work on time and in
complete form. Late papers will be progressively downgraded (for each day past the deadline).
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In order to pass this class you must hand in a paper for each of the paper assignments (i.e. you cannot
“skip” a paper).
Your final grade will be composed of the following:
Diagnostic Essay
Pop Quizzes
Paper #2
Assignments
Participation
Paper #3
Final Paper
5%
3%
15%
12%
20%
20%*
25%*
*NOTE: 5% and 10% of your final paper grade will be based on drafts and peer editing reports,
respectively.
Peer Review and Draft Process
The final two essays will each be written in two drafts. The first (rough) draft will be used as the basis for
peer reviewing workshops, where students are asked to provide constructive feedback on each other’s
work. This response will take the form of a worksheet/report, which will be submitted the week before the
final draft is due, but will be evaluated along with the reviewed student’s final draft. These worksheets will
be assessed and form part of the reviewing student’s final paper grade.
Student Learning Center and Students with Disabilities
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•
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For additional assistance or concerns with writing, please visit the Gallatin Writing Center, where
you can get help from Peer Writing Assistants at Gallatin (Room 423; appointments can be
booked online) or the NYU Writing Center writingcenter@nyu.edu
For questions concerning disabilities, please contact the Moses Center for Students with
Disabilities at mosescsd@nyu.edu
Additionally, please contact me in advance for any accommodations you might need.
Texts/Readings
Many readings can be in your CLASS READERS. Others will either be handed out in class or
you will be expected to print them out. You can purchase the three required books listed below at
the New York University Bookstore, Amazon or other bookstore (just be sure to buy same
edition).
1. The Will to Knowledge. History of Sexuality, Vol. 1, Michel Foucault (Randomhouse 1990
Edition)
2. Black Like Me, John Howard Griffin (50th Anniversary Edition)
3. Hiroshima, John Hersey (Vintage Reprint Edition, 1989)
4. CLASS READERS
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Schedule of Assignments (subject to change as semester progresses)
NOTE: All assignments are to be completed and submitted by the beginning of class on the day indicated,
excpet for online posting assignments, which must be completed the night before (by 8 pm) .
Week 1
Wed, Sept 2
Introductions/Review Syllabus
Brief Personal Statement (ungraded)
Prompt for Diagnostic Essay assigned
Liberatory Language and Talking Cures
Week 2
Mon, Sept 7
LABOR DAY/NO CLASS
Wed, Sept 9
MLK, Jr. “Letter from a Birmingham Jail” (6 pages)
-Writing Focus: Writing Handout & Paper Formatting
Post on MLK reading by 8:00 night before (NYU Classes, Forums)
Speaking Gender, Voicing Trauma
Week 3
Mon, Sept 14
Freud & Breuer: “Anna O.” in Studies on Hysteria (46 pages)
- Writing Focus: Breaking Bad Habits
Diagnostic Essay due in class
Wed, Sept 16
Scott: “Experience” in Contingent Foundations (15 pages)
Prompt for Paper #2 assigned
- Writing Focus: Intro to Close Reading
Bring 2 quotes (for paper) from either Freud and/or Scott to class
Week 4
Mon, Sept 21
Bassinger: “Call me Caitlyn” in Vanity Fair (22 pages)
- Writing Focus: Constructing a Thesis & Thesis Paragraph
Hand in close readings of Scott
Wed, Sept 23
Harvey, Mishler et. al: “In the Aftermath of Sexual Abuse: Making and
Remaking Meaning in Narratives of Trauma and Recovery.” (16 pages)
-WORKSHOP: Writing Thesis Statements/Peer Editing
Bring intro/thesis paragraph to class
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Racialize Violence and Contested Truths
Week 5
Week 6
Mon, Sept
28
Griffin: Black Like Me (xi-30;40-60)
- Writing Focus: Using Evidence to Support Your Argument & Style
Pointers
Tues, Sept
29
Paper #2 due via email on Sept 29 at 5 pm—bring hard copy to
class on 30th
Wed, Sept
30
Fanon: “The Fact of Blackness” in Black Skin. White Masks (32 pages)
Mon, Oct 5
Return to Griffin: Black Like Me (72)
Turn in hard copy of paper #2 in class
Post on Griffin text (posts are always due by 9 pm the night before
class)
Atrocity and Bearing Witness
Week 6
Wed, Oct 7
Hersey: Hiroshima (35 pages)
- Writing Focus: Style (word choice)
continued
Post on Hersey text
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NOTE: Monday October 12 is Fall Recess, so classes usually held that day will be held on Tuesday,
Oct 13th
Week 7
Tues, Oct 13
Laub: “Bearing Witness and The Viccitudes of Listening” in Tesimony
(Felman and Laub, eds) (22 pages)
Film screening: Shoa (Documentary Film: Claude Lanzmann, 1985)
[excerpt]
Wed, Oct 14
Felman: “Film as witness; Claude Lanzmann's Shoah" (13 pages)
- Writing Focus: Common Grammatical Problems & Quick Fixes
Prompt for Paper #3 assigned
Bring close reading of Laub or Felman to class
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Memory, Silence, and Forgetting
Week 8
Mon, Oct 19
“Memory Frictions: Localizing the Truth and Reconcilliation
Commission in Sierra Leone” in The International Journal of
Transitional Justice (25 pages)
- Writing Focus: Storyboards Workshop
Wed, Oct 21
Passerini: “Memories Between Silence and Oblivion” in Memory,
History, Nation: Contested Pasts. (27 pages)
- Writing Focus: Thesis workshop
Thesis para due in class
Theorizing Discourse and Narrative
Week 9
Mon, Oct 26
Foucalt: “We ‘Other’ Victorians” “The Repressive Hypothesis” &
“The Incitement to Discourse” of The History of Sexuality (Vol. 1)
Post on Foucault text
Wed, Oct 28
Foucault: “The Deployment of Sexuality”
-Writing Focus: Draft Editing Workshop
Fri, Oct 30
Week 10
Mon, Nov 2
Full draft for paper #3 due to your peer reviewer and to
instructor’s email by 5:00 pm.
Emergent curriculum day: the class votes on an issue and text that we
analyze through a Foucauldian “lens”
Bring hard copy of Peer Report and Paper Draft to class
Wed, Nov 4
Abbot: The Cambridge Introduction to Narrative (excerpts)
-Writing Focus: Intros and Conclusions
Fri, Nov 6
Paper #3 due. Email word doc to instructor by 5:00pm.
Victims and Perpetrators: Confessional Narratives and Righting Wrongs
Week 11
Mon, Nov 9
Levi: “The Gray Zone” in The Drowned and the Saved (35 pages)
Film: The Act of Killing (excerpts)
Wed, Nov 11
Levi: “Shame” in The Drowned and the Saved (18 pages)
Writing Focus: Citing and Integrating Sources
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Week 12 Mon, Nov 16
Duxbury: “Circles of Change. Bringing a more compassionate justice
system to troubled youth in Oakland” in The East Bay Monthly (4 pages)
Thorsborne: “A Story of the Emergence of Restorative Practice in Schools
in Australia and New Zealand: Reflect, Repair, Connect” in Resorative
Justice Today. Practical Applications (11 pages)
-Writing Focus: Chosing a Topic and Setting About Analyzing It
Wed, Nov 18
Website: International Criminal Tribunal for Yugoslavia: Statements of
Guilt and Voices of Victims (read/view 5 “perpetrator” statements and 5
“victim” narratives)
Response paper on one text from this section due in class
Beyond Narrative: Healing by Other Means (arts and crafts, memorials, and psychedelics)
Week 13
Mon, Nov 23
Analysis: Picasso’s Guernica and Van Gogh’s Self Portrait with A
Bandaged Ear and Self Portrait (1890) [reading TBA]
Final paper prompt assigned
Close Reading’s on Picasso and/or Van Gogh due in class
Wed, Nov 25
Week 14 Mon, Nov 30
Thanksgiving Break/No class
Pollen: “The Trip Treatment” in The New Yorker (22 pages)
Post on Pollen text
Wed, Dec 2
Week 15 Mon, Dec 7
**CLASS TRIP: Visit to 911 Memorial Museum**
McGonigal: “Powerful Photos Depict Veterans Who Use Art Therapy to
Heal” in Huffington Post (8 pages)
Alexander: “Behind the Mask: Revealing the Traumas of War”
Natiobal Geographic (10 pages, 48 images, 5 video clips)
in
-Writing Workshop: Reverse Outlines
Wed, Dec 9
Eugene Smith Photo Essay: “JAPAN. 1971. Minamata vs. the Chisso
Corporation” (33 photos)
Rough draft of Final Paper due in class (one copy to Instructor, one to
Peer Editor)
*Peer Report due via email to peer reviewer by 4:00 pm Sunday, Dec
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Week 16 Mon, 14
Last day of class
Course Evaluations
Wrap up
Wed, 16
No Class: Office hours
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Fri, Dec 19
Final Paper due: Leave one copy of your paper and the peer report
you completed for your colleague in my mailbox by 4 pm.
ALSO: Email an electronic version of both documents to me as Word
attachments by 4 pm. Save your files as “LASTNAME_Final” and
“LASTNAME_finalpeer”, respectively.
** NOTE: if you want comments on your papers before the start of next
semester (i.e. not just a grade), then you must submit your paper with a
stamped, addressed envelope, such that I can mail our marginalia and
comments back to you.
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