Women on the Move
Linking literature, history, geography, and gender. Finding scholarly
resources beyond the classroom. Working for excellence in oral and written
Monday-Wednesday 10-11:30 120 Dennison
Julie Ellison firstname.lastname@example.org
3259 Angell Hall, 763-4639 (during office hours)
4080 Fleming, Office of the V.P. for Research, 763-6048 (all other times)
Office hours: Mondays 8:30-10, Wednesdays 12-1:30 3259 Angell
and by appointment 4008 Fleming
They're not cheap. I'm sorry!
Course Pack from Kolossus Copy ("CP" on Syllabus) Pick up at 1212 South
University (in the Galleria)
Books at Shaman Drum only, 315 South State St., upstairs
- Dolores Hayden, The Power of Place: Urban Landscapes as Public History
MIT Press (1995) required
- Laurel Thatcher Ulrich (1785-1812) A Midwive's Tale: The Life of Martha
Ballard, Based on Her Diary, 1785-1812 Vintage, required
- Catherine Maria Sedgwick (ed. Mary Kelley) (1827) Hope Leslie, or,
Early Times in the Massachusetts Rutgers University Press, required
- Margaret Fuller (1840s) The Essential Margaret Fuller (ed. Jeffrey
Steele) Rutgers University Press, required
- Harriet A. Jacobs (ed. Jean Fagan Yellin) (1861) Incidents in the
Life of a Slave Girl Written by Herself Harvard University Press, required
- Mary Seacole (ca. 1860) The Wonderful Adventures of Mrs. Seacole in
Many Lands Schomburg Library of 19th Century Black Women, required
- Anna Deavere Smith Twilight: Los Angeles 1992 Anchor 1994 recommended
- Lectures on Mondays (usually).
- Be sure to bring the assigned text to lectures--discussion will follow,
and I like to refer to particular passages.
- Long reading assignments for Mondays--use the Thurs-Sunday interval
- Discussion, special projects, or field trips on Wednesdays.
- Homework should be handed in at the start of class on the day indicated.
- I can tape-record class on religious holidays for students who will
be absent. Please talk to me in advance.
Weds 9/9 Introduction of Key Issues: Gender, Place, Mobility, Genre,
Mon 9/14 Hayden, Power of Place, chs 6-7
Weds 9/16 Power of Place
Mon 9/21 Phillis Wheatley background material, poems and letters (CP)
Weds 9/23 Wheatley's poems
Mon 9/28 The Journal of Madam Knight, Sarah Kemble Knight, and the
Introduction and "August 1787" sections of The Midwive's
Tale (to p. 71). In reading The Midwive's Tale, be sure to consult
the appendix and notes. Closely scrutinize all of the maps and illustrations
listed after the Table of Contents, especially, for today, the reproduction
of the diary pages on pp. 22-23.
Mon 10/5 The Midwive's Tale chs. 2, 4, 5, 6,10, Epilogue. The dialogue
between the diary and the historian: What is the historian's relationship
to archival texts, and to diaries in particular? Be sure that you are
able to describe the appearance and organization of the diary text itself.
Video Showing (in our regular classroom)
followed by discussion: PBS movie of The Midwive's Tale
Mon 10/12 Hope Leslie vol 1 (through p. 169).
Weds 10/14 Field Trip: Visit to Clements Library
Mon 10/19 Hope Leslie vol 2 (to end): Discussion class, not the usual
Weds 10/21 Midterm: identify short passages by author and title, discuss
them in relation to the key themes of the course, paying close attention
to style, genre and language.
Mon 10/26 Evangeline (CP) Imagining the continent through the mind
of a woman
Field Trip Meet in Computer Lab
Literary history on the web: small group investigation of web sites
related to Longfellow's Evangeline and other works
Mon 11/2 Steadman, selection from The Tidy House and other works (CP)
Weds 11/4 In-class workshop on final paper
Mon 11/9 Margaret Fuller Summer on the Lakes in The Essential Margaret
Fuller (focus on sections dealing with Native American, women on the
frontier, and landscape).
- Field Trip
- Visit to Bentley Library (North Campus)
Mon 11/16 Selection from Kirkland, A New Home, Who'll Follow? (CP)
Weds 11/18 Incidents in the Life of a Slave Girl, pp. xii-xxxvi, 1-4;
illustrations 209-220, Chronology and Correspondence, 223-252.
Mon 11/23 Incidents in the Life of a Slave Girl through ch 28 (p. 147)
Final Paper Topic due today: 1 paragraph describing what works you will
be discussing and why, what issues you will take up, and your work plan
Weds 11/25 Incidents in the Life of a Slave Girl to end (p. 201)
26th-27th Thanksgiving Break--take Wonderful Adventures of Mrs. Seacole
in Many Lands with you in the car or on the plane!
Mon 11/30 Wonderful Adventures of Mrs. Seacole in Many Lands through
ch 11 (p. 113)
Weds 12/2 Draft of first 5 pp. of your final paper due in class. Small
group discussions in class about final papers. Come prepared to summarize
your topic, your argument, and your research, and to seek the group's
help on any knotty issues that have arisen.
Mon 12/7 Wonderful Adventures of Mrs. Seacole in Many Lands to end
Weds 12/9 Conclusion: What to Remember?
Mon 12/14 Final Paper Due (10 pp.) by noon in my English Department
- Web Introduction for Great Humanities Researchers without a lot of
- How to Read a Novel By Thinking Structurally and Functionally
- The Higher Grammar: Return to the sentence
- Studying Novels for Structure and Function (in which novels become
like molecules, cells, tidal pools, or hurricanes)
- Handout on final paper project
Class Conventions: We will start exactly at 10:40. The first ten minutes
of the class often contain crucial announcements. Attendance is required,
and important. Since we will be visiting a number of sites on campus
(including some on North Campus) you will need to make sure ahead of
time that you can find the class location and will be able to get there
on time. You will be expected to uphold the English Department's plagiarism
policy (to be handed out).
Written Work: Success in this class depends on three things: a) keeping
up and keeping engaged with the reading; b) coming to class (wherever
class might be that day) prepared to talk about specific issues and
passages in the texts at hand; and c) the quality of your written work.
Please type or print written work with a new ribbon. You should use
a 12 pt. font and double-space everything, with margins no greater than
1". Proofread your work, too, please. Do use your "SpellCheck" program,
if you have one, but don't rely on it exclusively. I am always delighted
to receive a paper with legible hand-written corrections on it. In addition
to the assigned reading and written work, you are responsible for assiduous
class attendance, preparation, and participation. Since I am imperfectly
organized, you also need to keep hard copies of all written work you
hand in. If you are ill and will not be in class, please let me know
in advance via an E-mail message. I subtract one full letter grade from
late work unless, under extraordinary circumstances, you have made another
arrangement with me in advance.
I do take into account essayistic skill--style, argument, exemplification--in
grading all papers. The quality and extent of your class participation
count for 15% of your grade. Written assignments consist of the following:
2 Surprise quizzes (20%) to check on how well people are keeping up
with the reading and to make sure that people are listening during field
Homework and In-class Writing (20%) All homework is graded.
Midterm (15%) identify short passages by author and title and discuss
them in relation to the key themes of the course and with close attention
to style, genre, and language.
Final Paper Project (30%) The final paper project includes the one-paragraph
topic statement, the 5-page draft, and the paper itself, with appropriate
footnotes and "Works Cited" page. You may choose the text you write
your paper on from the list below. Texts that you do not already have
will be put on reserve. You may compare or otherwise connect this text
to other works we have read during the term. Your argument should deal
with how literary works deal with women's actions and perceptions in
specific historical and geographical settings. This need not be a research
paper, but you should make sure that you know something substantive
about the author's life, career, and the history of her time and place.
Close readings of at least 8 passages required. Your goal in all close
readings should be to pick passages that are so interesting that you
can write three times as much about them as they are long. If you quote
one sentence, therefore, you should be able to find three sentences
worth of interesting things to say about it. And of course you should
use the close readings to move your analysis elegantly forward. If you
are anxious about your writing, be sure to seek help early on from me
and/or the Writing Center in Angell Hall. I will distribute a list of
the 10 works you may choose from.