ENC 1145
Writing About American Girlhood
Instructor: Mariko Turk
E-mail: marikoturk@ufl.edu
Office: Turlington 4415
Office Hours: M 2-3pm, W 11:30am-12:30pm
or by appointment
Spring 2013
Section: 7401
Time: MWF period 6
Place: Matherly 119
Class website: turkenc1145.wordpress.com
Course Description
ENC 1145 is a course designed to improve your ability to write expositions and arguments, read
critically in different genres, and think analytically. To help you achieve these goals, this semester we
will read, think, and write about American girlhood. Though Girls’ Studies did not exist as an
established field of critical inquiry until the 1990s, the figure of the girl has been an object of
fascination in popular culture, literature, and the visual arts for centuries. Alternately idealizing her
innocence (sugar and spice, etc.), panicking about the premature loss of that innocence (are Bratz
dolls too sexy?), and making pronouncements about her tastes, desires, and self-esteem, these
various discourses about ‘the girl’ lead to broad questions: what is the American girl? How has she
been represented, and to what ends?
In order to examine these questions, we will sift through some of the rich, complex, and precarious
constructions of ‘the girl’ in American culture from the 19th to the 21st century, focusing on the girl’s
presence in literary texts both for and about her. In tracing the various ways that girls have been
written about, certain themes, issues, and tropes will emerge that we will consider in detail—
including didacticism, domesticity, innocence, race, class, and politics.
Course materials will cover a range of forms and genres (cautionary rhymes, the domestic novel,
historical fiction, and a novel written for adults). We will also pay a significant amount of attention
to literary, cultural, and historical criticism that considers these primary texts in terms of their
original contexts, as well as thinks about the ways they continue to be relevant today. Students will
learn to do their own careful, considered writing about American girlhood in a variety of forms, such
as close reading, a prompt essay, critical response, discussion questions, and a final research paper.
Course Objectives
This course will help students to:
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Write clearly and concisely, with attention to diction, sentence structure, and paragraph
construction.
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Construct cohesive essays that contain sophisticated thesis statements and an organized
presentation of judicious arguments in support of these statements using textual evidence
and analysis.
Formulate and articulate helpful criticism of you classmates’ written work (peer review,
student workshops), as well as your own (revision exercises).
Use proficiently the technological resources that are necessary for your success in this class,
as well as important for future writing in many fields. This includes properly formatting
word documents, communicating professionally via email, and efficiently searching the
library research databases.
Think closely and critically about the construction of American girlhood and the concepts
and cultural issues it both complicates and illuminates, such as gender, didacticism,
innocence, consumerism, race, and class.
ENC 1145 is a General Education course and provides the student learning outcomes listed in the
Undergraduate Catalog. For a full description of course goals, please see the Undergraduate Catalog
at https://catalog.ufl.edu/ugrad/current/advising/info/general-educationrequirement.aspx#learning
Required Texts
Course Packet (available at Orange and Blue Textbooks)
What Katy Did – Susan Coolidge (Puffin Classics, ISBN: 0141326719).
Little House on the Prairie – Laura Ingalls Wilder (HarperCollins, ISBN: 0064400026)
Samantha Learns a Lesson – Susan Adler (American Girl, ISBN: 0937295132)
The Bluest Eye – Toni Morrison (Vintage, ISBN: 0307278441)
Note: All books will be available at the UF Bookstore, and the Course Packet is available at
Orange and Blue Textbooks. If you choose to purchase your books elsewhere (i.e. through
online venders like Amazon), then make sure to get the correct edition.
Assignments
Participation (150 pts.)
Class and small group discussions will be a vital part of this course. You are expected not only to
have read all of the assigned readings for each class period, but also to be prepared to discuss them
at length. To this end, you should take notes while reading—underlining important passages, noting
page numbers, and writing down issues, reactions, and/or questions you might want to bring up in
class. Usually, I will give you a few questions to think about in order to help focus your reading. I
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reserve the right to call on students at random to respond to these specific questions, so always be
prepared.
Much time will also be devoted to discussing the craft of writing and learning how to articulate
specific, sound, and helpful critiques. These discussions will take place in three main forms:
Writing Strategies (in which we will analyze the published essays we read not only for their ideas
but also for their construction), Writing Workshops (in which we will evaluate past student work),
and Peer Review (in which you will evaluate a classmate’s draft and offer helpful criticism).
Remember that the most productive discussions about writing are not just lively; they are also
thoughtful and considered. You will be expected to listen to and engage with your classmates’
comments attentively and respectfully.
Peer Reviews (4 at 25 pts. each, 100 pts. total)
There will be four peer reviews over the course of the semester. To get credit for each peer review,
you must 1) bring a hard copy of your first draft to class, 2) read and comment on a partner’s
first draft, 3) complete a peer review worksheet with helpful suggestions for your partner,
which you will then discuss with him/her. You will have the opportunity to make up one
missed peer review by filling out a peer review worksheet about your own first draft and then
conferencing with me.
Short Critical Analysis Essays (3 at 100 pts. each, 300 pts. total)
At the end of the first three units of this course, you will write a short critical analysis essay (length
will differ according to the assignment) on the main text we read during that unit. You will write 3
critical analyses total: one close reading, one essay written in response to a prompt, and one
critical response essay on an article we have read in class. Each of these analytical methods is
described briefly below, but we will talk about them in detail as well as practice them in class.
Close Reading (2 pages, double-spaced)
Close reading or explication looks closely at a short passage of text and attempts to unfold or
unpack its larger effect or significance. Pick a short passage from the text (a paragraph or two from
a novel or short story, or a stanza of poetry) and quote this at the beginning of your paper. Analyze
it closely, paying attention to word choice, rhythm, repetition, sentence structure, and images.
Basically, you’re picking the passage apart in an attempt to understand how it works. This kind of
close and careful analysis is slow work, of course, but it leads to a much greater understanding of the
passage and, often, to intriguing and important insights about the text as a whole.
Prompt Essay (3-4 pages, double-spaced)
I will give you an essay prompt asking you to respond to a specific question regarding the text. This
question will ask you to examine how a certain theme, issue, image, or character functions in the
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text. Pulling relevant and enlightening evidence from the text and analyzing that evidence carefully
and thoughtfully in order to answer the question at hand are the key goals of this essay.
Critical Response Essay (4-5 pages, double-spaced)
In this essay, you will briefly summarize the main arguments, ideas, organizational structure, and
evidentiary support of a critical article we have read in class (the one you choose is up to you).
Then, you will analyze the essay.
Discussion Questions/Discussion Leading (4 questions, 100pts total)
For the last unit, you will compose 4 thoughtful and clear questions, each capable of generating
various responses and lasting discussion about our final text, The Bluest Eye, and its relation to some
of the major themes, issues, or texts we have been thinking about throughout the course. You will
email these questions to me by 10pm the night before you have signed up to lead discussion.
Proposal Worksheet (50 pts.)
To help solidify ideas for your final paper, you will complete the short-answer questions on the
Proposal Worksheet, describing what issues, questions, and themes you want to explore in your final
paper. We will discuss the proposal further as the end of the semester approaches.
Annotated Bibliography (600 words minimum, 100 pts.)
In your final paper, you are required to engage with at least 3 outside sources. The Annotated
Bibliography will help in the shaping of your final paper, as it requires you to find and (preliminarily)
engage with your 3 sources here, before formally working them in to your argument. Each of your 3
sources (most likely essays from journals or book chapters) will have a separate entry, in which you
will briefly summarize the source’s main arguments and then explain how you think they will be
helpful for your own essay (i.e. how are you planning to use each source in your paper?).
Final Paper (7-9 pages, 200 pts.)
Your final paper will engage with one or two of the main texts we have read in class as well as some
of the major issues and themes we have discussed. The paper should make a clear and thoughtful
argument about the text(s) (articulated in a clear thesis statement), and should also be informed by at
least 3 outside critical sources. Drawing upon one of your previously written assignments is allowed
and encouraged. We will discuss potential topics and ways of approaching this paper at length over
the course of the semester.
Grades
A: 93-100
A-: 90-92
B+: 87-89
C: 73-76
C-: 70-72
D+: 67-69
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B: 83-86
B-:80-82
C+: 77-79
D: 63-66
D-: 60-62
E: 0-59
Grade Breakdown:
Participation: 15%
Peer Reviews: 10%
Short Critical Analysis Papers: 30%
Close Reading: 10%
Prompt Essay: 10%
Critical Response Essay: 10%
Discussion Questions: 10%
Final Research Paper: 35%
Proposal: 5%
Annotated Bibliography: 10%
Final Paper: 20%
Here is the meaning behind the grades used to evaluate your work. Consult these
descriptions to determine how to work towards a higher grade.
A: An ‘A’ paper shows an exceptional level of thoughtful engagement with the text(s), complex,
creative and well-reasoned arguments, and a clear prose style. A-level engagement and argument are
demonstrated by a clear and sophisticated thesis statement, a nuanced and judicious articulation and
analysis of evidence from the primary text(s) you are writing about as well as any outside sources you
use, a recognition of the limits and appropriate relevance of your arguments (i.e. qualification of
arguments), and attention to the larger significance or implications of your arguments (the “so what”
question). An ‘A’ paper can be informed or inspired by discussions we have had in class about the
text(s), but must push well beyond them.
B/B+: A ‘B’ or ‘B+’ paper displays thoughtful engagement with the text(s), well-reasoned
arguments, and a clear prose style. B-level engagement and interpretation are demonstrated by a
clear thesis statement, a more than competent articulation and analysis of evidence from the primary
text(s) you are writing about as well as any outside sources, and a recognition of the limits and
appropriate relevance of your arguments. A ‘B’ paper makes a strong case, but needs more attention
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to one or two of these areas: sophistication and nuance of arguments (a more arguable thesis
statement, use of more evidence or analysis, qualification of arguments, etc.), prose style (sentence
structure, diction, clarity), or organization (paragraph construction, flow of ideas).
C/C+: A ‘C’ or ‘C+’ paper engages with the text(s) but needs to push further in order to go beyond
a surface-level interpretation. Arguments and interpretations in a C-level paper might be intriguing,
but need more textual evidence and analysis to support them. Conversely, a C paper might have
plenty of evidence and analysis, but the overall argument might not be clearly or convincingly
articulated. A ‘C’ paper also needs improvement in clarity of prose and/or organization.
D: A ‘D’ will be assigned to work that follows the general assignment but indicates a superficial
engagement with the text, and inattention to argument, prose style, and mechanics.
E: An ‘E’ will be assigned to work that shows little understanding of the assignment, is turned in
extremely late, and/ or shows extreme problems with argument and grammar.
Reading Schedule
Readings and due dates are subject to change during the course of the semester. All texts are either
available through the UF bookstore, the course packet, the class website, or elsewhere online, as
noted. If a reading is listed without directions as to where it can be accessed (and it is not one of the
novels you are required to purchase), it will be found in the course packet.
Readings are due the day they are listed on the syllabus. You must bring a hard copy of the
text(s) we will be discussing each day (if the text was acquired online, you are responsible
for printing out a copy).
Unit 1 – How to Be a (Good) Girl: Didacticism and Domestication
Week 1 – Cautionary Tales
Mon. 1/7 – Introductions
Wed. 1/9 – “Childhood” and “Girlhood” in Keywords for Children’s Literature
Fri. 1/11 – “Ideology” in Keywords, “The Girl Who Inked Herself,” “Slovenly Kate,”
“Headstrong Nancy,” “Screaming Annie.”
Week 2 – Didacticism and the Domestic Novel
Mon. 1/14 – What Katy Did (Ch. 1-3)
Wed. 1/16 – What Katy Did (Ch. 4-6)
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Fri. 1/18 – What Katy Did (Ch. 7-9)
Introduction to Close Reading Assignment, In-class close reading activity
Week 3 – Writing Strategies: Diction, Evidence, and Analysis
Mon. 1/21 – Holiday (no class)
Wed. 1/23 –What Katy Did (Ch. 10-13), Francine Prose’s “Words” from Reading Like a Writer
Writing Strategies: Diction
Fri. 1/25 – “Susan Coolidge: What Katy Did” (Shirley Foster, Judy Simons).
Writing Strategies: Indexing, Analysis
Week 4 – Workshop and Peer Review
Mon. 1/28 – TBA selection from Trimble’s Writing With Style
Writing Workshop: Student Example of a Close Reading
Wed. 1/30 – First draft of Close Reading due. Peer review in class.
Fri. 2/1 – Close Reading due at beginning of class. Introduction to Unit 2.
Unit 2 – The History, Politics, and Circulation of the Girls’ ‘Classic’
Week 5 – Reading the Girls’ Classic
Mon. 2/4 – Preface to What Katy Read: Feminist Re-Readings of ‘Classic’ Stories for Girls,
“Classic” in Keywords
Wed. 2/6 – Little House on the Prairie (1-51)
Fri. 2/8 – Little House on the Prairie (52-131)
Introduce Prompt Essay Assignment
Week 6 – Writing Strategies: Sentences and Theses
Mon. 2/11 – Little House on the Prairie (132-181)
Wed. 2/13 – “Introduction” to Child-Sized History: Fictions of the Past in U.S. Classrooms (Sara
Schwebel), and “‘The Only Good Indian’: History, Race and Representation in Laura Ingalls
Wilder’s Little House on the Prairie,” (Sharon Smulders, available via Project Muse)
Writing Strategies: Sentence Structure, Textual Evidence and Analysis
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Fri. 2/15 – Little House on the Prairie (finish), Thesis Statement resources:
http://owl.english.purdue.edu/owl/resource/545/01/
http://owl.english.purdue.edu/owl/resource/588/01/
Writing Strategies: Constructing a Thesis
Week 7 – Workshop and Peer Review
Mon. 2/18 – TBA selection from John Trimble’s Writing With Style,
Writing Workshop: Student Example of a Prompt Essay
Wed. 2/20 – First Draft of Prompt Essay due. Peer Review in class.
Fri. 2/22 – Prompt Essay due at beginning of class. Introduction to Unit 3.
Unit 3: Girls and Exploitation: Sexual and Industrial Innocence
Week 8 – Popular Culture and Consumerism
Mon. 2/25 – “Innocence” in Keywords, Samantha Learns a Lesson, research American Girl
historical fiction line on AmericanGirl.com
Wed. 2/27 – “The American Girl Company” (from Sally Edwards’ Beyond Child’s Play:
Sustainable Product design in the Global Doll-Making Industry)
Fri. 3/1 – “‘Anti-Barbies’: The American Girls Collection and Political Ideologies” (Sherrie
Inness)
Introduce Critical Response Essay Assignment
Writing Strategies: Reverse Outlining
Week 9 – Spring Break!
Mon. 3/4 – Spring Break
Wed. 3/6 – Spring Break
Fri. 3/8 – Spring Break
Week 10 – Writing Strategies: Organization and Transitions
Mon. 3/11 – “Popular Culture and the Eroticization of Little Girls” (Valerie Walkerdine)
Wed. 3/13 – “Stealing Innocence: The Politics of Child Beauty Pageants” (Henry A.
Giroux)
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Fri. 3/15 – Writing Strategies: Paragraph Placement, Integrating Sources
Week 11 – Workshop and Peer Review
Mon. 3/18 – TBA selection from Trimble’s Writing With Style,
Writing Workshop: Student Example of a Critical Response Essay
Wed. 3/20 – First draft of Critical Response Essay due. Peer Review in class
Fri. 3/22 – Critical Response Essay due at beginning of class. Introduction to Unit 4.
Introduce Final Paper Assignment (including: Proposal Worksheet, Annotated Bibliography,
and the Final Paper).
Sign up for Discussion Question dates.
Unit 4: Girls and Exploitation Part 2: “Racial Innocence”
Week 12 – “Racial Innocence”
Mon. 3/25 – “Race” from Keywords, Foreword to The Bluest Eye
Writing Strategies: Voice
Wed. 3/27 – The Bluest Eye (1-58), Group 1 Leads Discussion (Discussion Questions
due Tues. by 10pm)
Fri. 3/29 – The Bluest Eye (61-110), Group 2 Leads Discussion (Discussion Questions
due Thurs. by 10pm)
Proposal Worksheet due.
Week 13 – Writing/Researching Strategies: Finding Sources
Mon. 4/1 – The Bluest Eye (111-163), Group 3 Leads Discussion (Discussion Questions
due Sun. by 10pm)
Wed. 4/3– The Bluest Eye (164-206), Group 4 Leads Discussion (Discussion Questions
due Tues. by 10pm)
Fri. 4/5 – Academic Search Premier tutorial:
http://support.epnet.com/training/flash_videos/adv_guided/adv_guided.html, and
Avoiding Plagiarism: http://www.uflib.ufl.edu/msl/07b/students.html
Research Strategies: Finding and Using Sources
Week 14 – The ‘So What’ Question and Conferences
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Mon. 4/8 – “Toni Morrison’s Disrupted Girls and their Disturbed Girlhoods: The Bluest Eye
and A Mercy” (Susmita Roye) – available via Project Muse
Writing Strategies: Addressing the ‘So What’ Question
Wed. 4/10 – Annotated Bibliography due electronically. Conferences to discuss final
paper.
Fri. 4/12 – Conferences to discuss final paper.
Week 15 – Workshop and Revision
Mon. 4/15 – Thesis Workshop (come to class with your working thesis statement)
Wed. 4/17 – First draft of Final Paper due
In-class, individual revision exercise
Fri. 4/19 – Writing Workshop: Student Example Paper
Week 16 – Peer Review and Conclusions
Mon. 4/22 – Second draft of Final Paper due. Peer review in class
Wed. 4/24 – Conclusions, course wrap-up
Final Paper Due: Monday, April 29 by midnight. Submit on Sakai.
Course Policies
Submitting Papers
All papers should be formatted with 1 inch margins and 12 pt. Times New Roman (or similar) font.
All papers should be submitted electronically on Sakai or as a hard copy at the beginning of class, as
indicated.
Attendance
Absences
As this is a discussion-based course, attendance is crucial. You are allowed 3 unexcused absences
over the course of the semester. 30 points will be deducted from your participation grade for each
additional unexcused absence. You cannot pass the course if you receive 6 unexcused
absences. Excused absences include university sponsored events (athletic, band, theater, etc.).
Students who will need to miss class due to an excused absence should let me know before-hand
and will be responsible for making up any missed work. As a general rule, you are responsible for
making up any work missed due to an absence, excused or unexcused.
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Lateness
Lateness is disruptive, so be in class on time. If you arrive after I take attendance at the beginning of
class, I will count you as late. Two lates will count as an absence.
Grade Appeals
If you have questions or concerns regarding your final course grade, meet with me first. After we
meet, if you want to appeal your final grade, contact Carla Blount, Program Assistant in the
Department of English and fill out the appropriate form. Grade appeals may result in a higher,
unchanged, or lower final grade.
University Policies
Disability Services
The Disability Resource Center in the Dean of Students Office provides students and faculty with
information and support regarding accommodations for students with disabilities in the classroom.
For more information, see: http://www.dso.ufl.edu/drc/
Harassment
UF provides an educational and working environment for its students, faculty, and staff that is free
from sex discrimination and sexual harassment. For more about UF policies regarding harassment,
see:http://www.dso.ufl.edu/studentguide/studentconductcode.php#s4041
Academic Honesty
All students are required to abide by the Student Honor Code. For more information about
academic honesty, including definitions of plagiarism and unauthorized collaboration, see:
http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php
General Education Requirements
Composition (C) and Humanities (H) credit
This course can satisfy the UF General Education requirement for Composition or Humanities. For
more information, see:
https://catalog.ufl.edu/ugrad/current/advising/info/general-education-requirement.aspx
Writing Requirement
This course can provide 6000 words toward fulfillment of the UF requirement for writing. For
more information, see: https://catalog.ufl.edu/ugrad/current/advising/info/writing-and-mathrequirement.aspx
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