English 121.

19:Texts and Contexts Literary Studies: Intersections of Rhetorical Theory and Childrens Literature Spring 2013 STV 347 B Instructor: Elizabeth Williams Office: STV 414 A Email: ewilliams@ilstu.edu Office hours: M and W 10:30-11:30 and by appointment

Fiction reveals truths that reality obscures. ~Jessamyn West

Course Description: In childrens and young adult literature we often categorize texts as either didactic or delightful, entertaining or instructional. However, looking at these texts within a variety of rhetorical contexts helps us better understand social and cultural beliefs from different time periods in multiple genres while identifying the ways in which those beliefs are communicated to young people. We will study a number of texts intended for young people as well as a variety of texts meant to enhance our understanding of rhetoric and rhetorical contexts. This writing-intensive course will ask you to examine possible rhetorical positioning of texts intended for young people and determine: How are texts for young people working rhetorically? How do we identify the instructional value of texts? How do we respond to a variety of different types of rhetoric in literature? How does a texts categorization as fiction or non-fiction affect how we understand the rhetorical context? Does discussion and rhetorical analysis of the text help us become better at close reading and cultural understanding?

Required Texts
Title Bomb Inside Out and Back Again How I Live Now The Arrival Author Steve Sheinkin Thanhha Lai Meg Rosoff Shaun Tan

Fun Home: A Family Tragicomic Mexican Whiteboy

Alison Bechdel Matt De La Pena

The Spectacular Now

Tim Tharp

Speak

Laurie Halse Anderson

Supplies $10 for printing and copying 1 composition notebook Scissors Glue stick Student Learning Outcomes/Objectives To explore how literary works for young people function rhetorically. To learn and practice using terms and concepts central to the study of rhetoric. To become more attentive, active, and critical readers and writers. To think independently; employing logic, interpretive skills, and analytical strategies To participate in discussion by considering others perspectives, asking productive questions, and articulating original ideas.

Grading Scale 900 1000 points 800 899 points 700 799 points 600 699 points 0 599 points

A B C D F

90-100% 80-89% 70-79% 60-69% 0-59%

Components of Course Grades Attendance and Participation Discussion Questions Response Papers Media Project Day Book Portfolio Critical Essay Proposal Workshop Conference

150 points 100 points 200 points 150 points 150 points 200 points 20 points 20 points 10 points

Attendance Attendance and participation are important components of a literature class, especially because interactions between readers with varied levels of experience and diverse opinions are important in our understanding and interpretation of literature. However, I understand that from time to time, circumstances may make it impossible for you to attend class. If you must be absent, contact me ahead of time or as soon as possible after the absence. Contacting me is a matter of professional courtesy but does not excuse an absence. Instead of deciding which absences should be excused and which should not, in my class, the first three absences are not penalized regardless of reason. Each absence beginning with the fourth receives a penalty of a full letter grade. This means that whatever the FINAL letter grade in the course, it is reduced by the accrued absences. Because this is a class that benefits from your presence (as you benefit from being present), the seventh absence will result in an automatic failing grade for the course. Participation As your instructor, I will facilitate in-class discussions, though students are primarily responsible for posing questions, contributing ideas, responding to classmates, and participating actively throughout the entire class. I ask that you come to class awake, aware, and ready to participate. In order to do this, you should thoroughly read each reading assignment before the class in which it is assigned, take notes as you have questions or discussion ideas, think about how the reading may connect to your previous educational experiences (including the readings we do in this class), and bring your book to class. When you arrive in class, I will expect that you will turn off and/or put away anything (including cell phones, facebook, and homework for other classes) that might distract you from our class time together. Because I understand that each individual chooses to participate differently in class, I will ask you to continually record and assess your own participation. The record and assessment serve two purposes. First, they allow me to see how you understand your own participation. Second, they allow you to make adjustments to your participation style in order to engage fully in the class. *A note about online reading: Some of the reading we do will be available to you online. While I will leave it up to you to determine whether you print it or read it on screen, you will be responsible for knowing what you read. I suggest that you either have a copy available for class discussion (physical or digital) or that you take copious notes. Discussions At times, we will be discussing controversial topics. In order to maintain a supportive and safe environment, it is imperative that we treat each other with respect. We will certainly disagree at times, but we must all work to do so respectfully. Treating your peers and me with respect includes taking others responses, opinions, and work seriously. It also means refraining from offensive remarks, ad hominem attacks (attacks on the person him or herself), and comments that are intended to belittle or hurt others (including racist, sexist, or homophobic remarks). As we move through this semester, please keep in mind that you and your peers have different histories, experiences, backgrounds, and beliefs. Please work to treat each other with respect, especially when you disagree.

Although most of the books, films, television clips, and other material we study are not overly graphic or violent, there are some that will address potentially disturbing issues like rape, addiction, warfare, and racism. I chose these pieces because I believe they represent particular ways in which texts for young people attempt to communicate (through writing) about issues that are difficult to talk about. I will try to present all course material with sensitivity and respect to diverse experiences and belief systems. However, if you are concerned about course material, please come and talk to me. Assignments Assignments are due at the beginning of the class period. I do not accept late work. However, I understand that sometimes life circumstances can be out of an individuals control. Extensions on assignments may be granted if exceptional circumstances apply; please contact me ahead of the due date to request an extension for such reasons. Unless otherwise noted, all assignments will be turned in digitally on Reggienet. Discussion Questions Throughout the semester, there will be approximately 11 times when I ask you to articulate a question for class discussion and briefly write out a response to it at the beginning of class. If you do not know the answer to your question, you should write about why the question is important or what caused you to ask it. During class, it will be your responsibility to pose the question either in small groups or in a whole class discussion. You might offer your response as a way to engage your peers to answer your question. You will turn in your discussion questions at the end of that class period. As I grade, I will be looking to see that your question and response demonstrate that you have read and that you are attempting to provoke thoughtful discussion. While you are composing your question and response, you will be able to reference the text and any notes that you have made in your daybook. I would suggest that as you read, you practice composing questions, note page numbers, and write out some responses. I know that everyone has an off day so at the end of the semester, I will drop your lowest discussion question grade. Response Papers This semester, you will write 5 response papers (2-3 pages in length). Response papers are designed to ready you for class discussion and to explore ideas you could develop further in your multimedia project or your longer paper. Everyone will write a response paper for our first set of readings on defining rhetoric; for the remaining four response papers, you may choose which three novels or reading assignments you would like to discuss. In your response paper, you should not repeat previous class discussions or provide a mere summary of the reading. Instead, your response should begin to analyze the primary and secondary reading assigned for that class session, selecting an issue or theme or question you feel to be significant. I recommend that you select a word, phrase, or short quotation from the reading to initiate your response. These responses are due the day we discuss the material.

Multi-Media Project: You will choose one of four possible multi-media projects to complete during the semester. Your multi-media project can be submitted on any class day but must be turned in no later than April 1. Each project should demonstrate insight and understanding of the text with which it connects, should be thoughtfully constructed, and should be presented professionally with attention to detail. Refer to the assignment sheet and grading rubrics (posted in Regginet as of January 21) for detailed grading criteria. Day Book Portfolio You will keep a daybook throughout the semester. I hope that you will find it useful and that you will take it with you everywhere, but you must bring it to class each day, with a glue stick. Anything can go in it--random thoughts, more developed musings, things you want to remember, poems, pictures, mementos, etc., as well as assignments we do in class. See assignment sheet for additional details. Participation Log and Justification As indicated above, you will be asked to log and assess your participation throughout the semester. At the end of the semester, I will ask that you review your participation log, assess yourself in terms of a participation grade and write a brief justification of why you would assign yourself that grade. More details will be available on Reggienet. Critical Question Paper You will complete a 6-8 page research paper based on one of the works that we read in class. See the assignment sheet for additional details.

Statement on Mental Health Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help. Student Counseling Services (SCS) helps students cope with difficult emotions and life stressors. Student Counseling Services is staffed by experienced, professional psychologists and counselors, who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 438-3655. Academic Integrity ISUs Code of Conduct states that Students are expected to be honest in all academic work. A students placement of his or her name on any academic exercise shall be regarded as assurance that the work is the result of the students own thought, effort, and study. This excerpt on academic dishonesty can be found in the Student Code of Conduct: http://www.deanofstudents.ilstu.edu/about_us/crr.shtml

Students with Disabilities Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 309.438.5853 (voice) or 309.438.8620 (TTY).

COURSE SCHEDULE The schedule below indicates the assignments for each class. You should complete the reading listed before class on the day that it is listed.**This schedule is subject to change during the course as needed; students will be notified via email and in class of any changes.** Items that are denoted with an asterisk (*) are available on Reggienet. Week Monday Wednesday Friday

Introduction 1 1/14-1/18

What is Childrens Literature?*

Defining Rhetoric and Rhetorical Theory by Timothy Borchers* Response Paper 1 Textbook excerpts

2 1/21-1/25

MLK DAYNo Class

Excerpts from Lies My Teacher Told Me*

3 1/28-2/1 4 2/4-2/8 5 2/11-2/15

Bomb Prologue-pg 141 Inside Out and Back Again Beginning -143 How I Live Now Beginning to 91(end of chapter 18) Moebius Picturebook Codes*

Bomb 142-end Inside Out and Back Again 144-End How I Live Now 92- end

No additional reading. Bring your book to class. Poetry*

Violence*

6 2/18-2/22

The Arrival

Toward a Theory of Visual Argument*

7 2/25-3/1

Speak 1-92

Speak 93-end

Silence: A Rhetorical Art for Resisting Discipline(s)by Cheryl Glen*

8 3/4-3/8 9 3/11-3/15 10 3/18-3/22 11 3/25-3/29

Reasons for Silence*

Fun Home 1-186

Fun Home 187-250

Spring Break Fun Home 251-end Mexican Whiteboy 164-end Mexican Whiteboy 1-82 Mexican Whiteboy 83-163

Embodied Categories* Proposal Workshop for Critical Question Essay (Bring 1 copy and post a copy). The Spectacular Now 83-159 (end ch 37) The Spectacular Now 160-242(end of ch 55)

12 4/1-4/5

The Spectacular Now 1-82 (end of ch 18) Last Day to turn in Multimedia Project Spectacular Now 243-end

13 4/8-4/12

Invitational Rhetoric* Daybook Assignment Due

14 4/15-4/19

Viewing Buffy

Buffy discussion

No class. (Conference
appointments will replace a formal class meeting).

15 4/22-4/26 16 4/29-5/3

Critical Question Essay Workshop

TBD

TBD

Semester recap TBD Critical Question Essay Due

Participation Log and Justification Due