WRTG 3020 Writing about the Body
Spring 2008
Sec 002: 8:00-8:50 HUMN 186
Sec 009: 9:00-9:50 ATLS 1B25
Office Hours: MW 11-12:30.
Prof. Kupetz
ENVD 1B50A
Ext. 5-4674
kupetz@colorado.edu
“Difference is what we all have in common.”
Lennard J. Davis
Required Texts
Garland-Thomson, Rosemarie. Extraordinary Bodies (EB). (Also available as an e-Book through Norlin
Library > Chinook Catalog.)
Goffman, Erving. Stigma: Notes on the Management of Spoiled Identity (Goffman).
Useful Links
The Owl at Purdue. 1 Jan 2007. Purdue University. 27 Aug 2007. <http://owl.english.purdue.edu/owl/>.
Grading Requirements
Percentage
Attendance & Participation
Assessments
Weekly Blog
Sudden Essay
Short Essays (2, 15% each)
Research Essay
Presentation
15%
5%
10%
10%
30%
25%
5%
Schedule
Date
Daily Plan; Work Due.
Jan 14
M
Introduction to the Course; Syllabus; Active Reading.
Jan 16
W
The Writing Process; Modes of Writing;
Tyson, Lois. “Affective Stylistics” (CU Learn).
Jan 18
F
Visual Argument PowerPoint (CU Learn);
“Visual Argument Photographs” (CU Learn).
Jan 21
M
Martin Luther King, Jr. Day (No Class).
Jan 23
W
Paragraph Assignment Workshop (Copies for Class).
Jan 25
F
Foucault, Michel. Selections from The Archaeology of Knowledge (CU Learn, e-Reserve). Q
Due: Paragraph Assignment (CU Learn).
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Jan 28
M
Carver, Raymond. “Fat.” (e-Reserves).
Jan 30
W
Carver, Raymond. “Fat.” (e-Reserves).
Feb 1
F
Stigma, Goffman;
Discussion Text: “Fat.”
Feb 4
M
Stigma, Goffman;
Discussion Text: “Fat.”
Feb 6
W
Stigma, Goffman; Q
Discussion Text: “Fat.”
Feb 8
F
“Disability, Identity, and Representation: An Introduction,” (EB 5-18). Q
Feb 11
M
“The Fat Girl,” Andre Dubus (CU Learn, e-Reserve).
Feb 13
W
“The Fat Girl,” Andre Dubus (CU Learn, e-Reserve).
Feb 15
F
Small-group Thesis Conferences, Short Essay #1 (Bring Copies to Class).
Feb 18
M
Peer Review; Workshop: Short Essay #1.
Feb 20
W
Due: E-mail Drafts to Group (Using CU Learn Group E-mail) by 2 pm, Feb. 17, 2008.
Short Essay #1 Peer Review Group Conferences.
Feb 22
F
Short Essay #1 Peer Review Group Conferences.
Feb 25
M
“Constructing Normalcy,” Davis (CU Learn, e-Reserve). Q
Feb 27
W
Due: Short Essay #1 Finals (Submit via CU Learn by 5 pm).
“Theorizing Disability,” (EB 19-54). Q
Feb 29
F
Sachs, Oliver. “Phantoms” (CU Learn, e-Reserve).
Mar 3
M
Douglas, Mary. Chapter 2 from Purity and Danger (CU Learn).
Mar 5
W
Douglas, Mary. Selections from Purity and Danger (CU Learn). Q
Mar 7
F
Researching, Evaluating Sources, Research Proposals.
Mar 10
M
O’Conner, Flannery. “Good Country People” (CU Learn).
Mar 12
W
Due: Research Proposal.
O’Conner, Flannery. “Good Country People” (CU Learn).
Mar 14
F
Research Lab (DUAN G116).
Mar 17
M
Due: E-mail Draft of Short Essay #2 (Using CU Learn Group E-mail Feature) to Group by 5 p.m.
Short Essay #2 Workshop.
Mar 19
W
Due: E-mail Revisions (CU Learn Group E-mail Function) Mar 18, 5 p.m.
Short Essay # 2 Revision Workshop.
2
Mar 21
F
Annotated Bibliography Workshop (Bring Copies to Class).
Due: Short Essay #2 (CU Learn).
Spring Break
Mar 24-28
Mar 31
M
Writing the Research Paper.
Apr 2
W
Due: Annotated Bibliography Final.
Workshop: Research Paper Intro & Outlines (Bring to Class).
Apr 4
F
Due: E-mail (CU Learn Group E-Mail) Full Drafts of Research Paper Drafts by Thurs, Apr 3, 5 p.m.
Workshop: Research Paper Full Drafts.
Apr 7
M
Individual Conferences (Bring Revised Draft to Conference).
Apr 9
W
Individual Conferences (Bring Revised Draft to Conference).
Apr 11
F
Writing a Précis.
Apr 14
M
Workshop: Research Paper Final Draft.
Apr 16
W
Research Paper Post Mortem.
Apr 18
F
Due: Research Paper and Précis (CU Learn Assignments).
The Cultural Work of American Freak Shows,” (EB 55-80).
Apr 21
M
Apr 23
W
“Introduction: From Wonder to Error—A Genealogy of Freak Discourse in Modernity” (CU Learn,
e-Reserve);
“The Social Construction of Freaks,” (CU Learn, e-Reserve). Q
Discussion of Tod Browning’s Freaks.
Apr 25
F
Sudden Essay Workshop (Bring Copies to Class).
Apr 28
M
Presentations.
Apr 30
W
Due: Sudden Essay.
Presentations.
May 2
F
Presentations;
Conclusion.
WRITING
Blog: By 5 p.m. Friday of each week, you are required to post a blog entry on the CU Learn Course blog.
Your blog entry will be a brief analysis of a representation of bodily difference that you encounter during
that week somewhere on the web—a news site, a YouTube video, etc. Consult the handout for more
specific instruction.
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The Essays: In this course, you will write two short essays (500-750 words); one longer, research-based
essay (1250-1750 words); and one sudden essay (250-400 words). Each essay you write, regardless of
word count, will undergo a guided process of invention, organization, drafting, revision, and final
preparation. For short essays, you will choose specific topics based upon general prompts derived from
the reading that we will complete in class. When you reference in-class readings in your sudden essays,
you must cite your sources and include a works cited page.
Argumentative-Research Paper: You will write a 1250 to 1750 -word research paper that explores a selfdirected topic concerning representations of the body. Your purpose is to inform the reader about a
particular issue, to present multiple viewpoints on the issue, and to argue a particular point of view in
order to achieve a particular objective (to make the reader think differently, to make the reader take
action, etc.). To accomplish this, you will write a proposal, conduct academic research, prepare an
annotated bibliography, and compose a series of drafts that culminate in your final product.
Miscellaneous Writing Assignments: Any additional, brief writing assignments will be evaluated as
homework and counted toward the Attendance & Participation grade.
General Document Guidelines: Hard copies of all written assignments are due in class on the assigned
dates at the assigned times. No late papers. Additionally, all written assignments are to be typed or wordprocessed, double-spaced, and single-sided with one-inch margins and page numbers. The first page
should include the word count in the header. Paperclip or staple the pages together. Do not use title
pages; they are both wasteful and ugly. Do not use fancy fonts (Arial, Helvetica, and Verdana are
standard) or inflated font size (12 pt is the norm, but 10 pt is also acceptable). Do not use increased
margins; do not two-and-a-half or triple space—the assignments are based upon word count, so this does
not solve any problems.
N.B. When submitting assignments electronically, you must follow the naming convention (if specified) on
the assignment. For example, you may be instructed to save your paper as “lastname_essay1_final.doc.”
PRESENTATIONS
Argumentative Research Presentation: At the end of the semester, you will prepare and present a fiveminute (No more; practice your timing) presentation based on your argumentative-research paper. Your
presentation will focus on your argument and include any necessary background information or
supporting evidence to bolster your claim for a general audience, and you will be required to supplement
your presentation with a brief PowerPoint slideshow.
ASSESSMENTS
Reading Quizzes (Open Book): Each major reading assignment has a corresponding quiz posted on CU
Learn; these quizzes are indicated on the syllabus schedule. Once the window has closed for the online
quiz, it will not be reopened. Readings with quizzes are marked with a Q in the schedule above.
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ATTENDANCE & PARTICIPATION
Attendance: Your regular attendance is expected. Accruing more than three absences will result in
failure of the Attendance requirement; accruing more than six absences will result in failure for the
course. Each absence on a workshop day will count as two absences in the grade book. It is your
responsibility to contact me about work you might have missed during any absence, excused or
unexcused.
Active Participation: The course relies upon discussion to make meaning. Your role is to come to class
prepared, having read the text(s) completely and completed all assignments (including assignments that
might not appear on the syllabus but have been disseminated in class), and then engage in daily, active
participation. You are expected to speak; you cannot earn an “A” without in-class participation.
Peer Review: Peer review is an indispensable aid to the development of critical thinking and reading, as
well as your editing and writing skills. By thoroughly examining another’s work, a writer further develops
his or her craft. We will conduct workshops of various styles and formats, which I will outline for you as
we prepare to conduct them, and you are responsible for knowing the specific criteria for any given day’s
workshop, as well as mechanical/logistical issues (i.e. how many copies of your essay you need to
distribute and when, etc.
N. B.: We may utilize CU Learn to post essay drafts for individual download instead of distributing hard
copies of each draft in class. In this case, it is your responsibility to print out all papers (single-sided,
double-spaced), mark them thoroughly (see handout on Proofreading), and have them available for use
during workshops. (It goes without saying that if you show up with drafts sans written comments, you
will be docked in your A&P grade). Print. The. Drafts. Mark. Them. Up.
Classroom Decorum: Students and faculty each have responsibility for maintaining an appropriate
learning environment. Professional courtesy and sensitivity are especially important with respect to
individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation,
gender, gender variance, and nationalities. In addition, set all mobile phones to OFF, not Vibrate. . If I see
you use a cell phone for any reason during class, you will be marked as absent for that day. I reserve the
right to put an end to any distracting consumption. If you must ask a course-related question to a
colleague, please do so as quietly and unobtrusively as possible. Further rules on decorum may be added
as warranted.
ACCOMMODATIONS FOR STUDENTS WITH LEARNING DIFFERENCES
If you qualify for accommodations because of a disability please submit a letter to me from Disability
Services in a timely manner (during the first three weeks of the semester, except for unusual
circumstances) so that your needs may be addressed. Disability Services determines accommodations
based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).
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PLAGIARISM & ACADEMIC DISHONESTY
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the
academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid
of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic
misconduct shall be reported to the Honor Code Council and those students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty
member involved and non-academic sanctions given by the Honor Code Council (including but not limited
to university probation, suspension, or expulsion).
In this course, any instance of academic dishonesty (including but not limited to plagiarism) will result
in an F for the course and referral to the Honor Code Committee.
Please refer to www.colorado.edu/honorcode to view the specific guidelines. If you have any questions
related to this policy, please contact the Honor Code Council at honor@colorado.edu.
RELIGIOUS OBSERVANCES
Campus policy regarding religious observances requires that faculty make every effort to reasonably and
fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams,
assignments or required attendance. In this class, please inform me of all conflicts at least one week in
advance so we can make reasonable accommodations. See full details at
<http://www.colorado.edu/policies/fac_relig.html>.
FLEXIBILITY
Your professor reserves the right to amend this syllabus during the semester and apprise you of such
changes in a timely manner.
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