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Readings have been chosen to allow us to compare the construction of
gender in works written by women and men. In addition to canonical
medieval works (e.g. Chaucer, Chrétien de Troyes, selections from
the Romance of the Rose), we will consider lesser known works by
medieval women writers (e.g. Marie de France, Christine de Pizan, Margery
Kempe, Julian of Norwich) both for their intrinsic interest and for what
they reveal about the status of women. Particular attention will
be paid to women's literacy and the efforts of women writers to create
a place for themselves within a literary canon largely hostile to women.
Other readings will explore some of the classical sources of medieval misogyny
and the polemical "Querelle des Femmes" tradition, a body of writings
attacking or defending womankind. Two other course objectives are worth noting.
By the end of the quarter, you should feel confident of your ability
to use various research tools to identify, locate and access useful secondary
sources on a research topic (and know how to document these sources correctly).
Finally,
I hope that exploring the treatment of gender in medieval literary works
will cause you to (re)consider your own assumptions about gender and sharpen
your sensitivity to the ways in which gender is constructed in more recent
periods and literary works.
You are also expected to facilitate collaboration
with your classmates by submitting regular research
progress reports and records of works ordered via LINK+
or ILL to
the class research archive, located in a Blackboard
"Discussion Board." To access Blackboard, log in at MyCalpoly,
go to "Blackboard Access" and select ENGL 439-02 "Gender in Medieval Literature"
from the classes you are taking; then click on "Discussion Board" and link
to the "forum" for the research topic you are interested in. There
will be a "forum" for each author/text on which there are oral presentations.
Keep a copy of your research reports in case of technological glitches.
Be sure to check after each posting to verify that your submissions have
made it into the archive. If you have trouble posting to the archive,
contact the Help Desk (756-7000) and let me know at our next class meeting.
Your complete set of Research Progress Reports
will factor into the participation component
of your final course grade.
Please note that only absences resulting from illness, a family emergency, or circumstances truly beyond your control count as excused. Absences taken for personal convenience are a matter of choice rather than necessity; they will be recorded as unexcused. Please note that deadlines for other courses, work conflicts and job interviews are NOT valid reasons for missing class. Exception: a graduating senior will be granted ONE excused absence for an out-of-town job interview. FOR ANY ABSENCE TO BE EXCUSED, YOU MUST SUBMIT A SIGNED, WRITTEN NOTE
with course number, date missed and an explanation of the circumstances
leading to your absence. (Although I do appreciate your courtesy
in letting me know why you have missed a class, an Email or a phone message
will not suffice; a written statement with your signature
is required for an absence to be excused.)
Readings are to be completed BEFORE coming to class on the date assigned. You are expected as a matter of course to read assigned secondary readings (critical articles, introductions in the texts, and any supplemental readings placed on reserve at Kennedy Library or distributed in hardcopy or via a web link). Be prepared to DISCUSS the readings in class. Note that the length and difficulty of assignments vary, so look ahead on the calendar of assignments when you are planning your time. Please note that some required
readings are in .PDF files on "electronic
reserve" through the Kennedy Library. The easiest way to
access e-reserves is to click on the links below
or on the ENGL 439 calendar
of assignments. You can also access e-reserves from the Kennedy
Library webpage. On the course
reserve list, electronic readings are found in the folder of "supplemental
readings." To view the .PDF file using Acrobat Reader, click
on the link; you will be prompted to type in your last name and library
barcode (the 14-digit number beginning 20150 on the front of your PolyCard).
You can then download the file to your computer or read it online.
ALWAYS PRINT OUT SUPPLEMENTAL READINGS AND BRING THEM WITH YOU TO CLASS!! Be prepared to DISCUSS readings in class. Note that the length and difficulty of assignments vary, so look ahead in the reading list when you are planning your time. You will be responsible for ALL the assigned readings, whether fully discussed in class or not, as well as for the additional background material presented in lectures, online readings, or in student presentations and in class discussion. Don't give in to the temptation to procrastinate!! Be aware that the research component of this course requires additional preparation which CANNOT be left until the week before your oral presentation or prospectus is due. To get started, come to an Office Hour (or make an appointment to see me) by the end of week 3 at the latest. We will use this initial meeting to brainstorm, to discuss possible topics and approaches, to help you get the hang of some of the online research tools, and/or simply to get acquainted. After this initial meeting, feel free to come back whenever you feel you would benefit from additional consultation. This means: if you feel confused or overwhelmed, don't despair; CONTACT ME and let me help you troubleshoot!
RESEARCH EXERCISES and REPORTS to the CLASS RESEARCH ARCHIVE: linked to the right-hand column on the calendar of assignments are a series of five guided research exercises designed to walk you through the process of library research at Cal Poly. Accessing and following the instructions in these guided research exercises will ensure that:
Because your complete set of archived Research Progress Reports will be an important resource for your classmates, they are an integral part of your participation grade. Each required research report that DOES NOT FOLLOW DIRECTIONS (as outlined in the guided research exercises) or which is MISSING FROM THE ARCHIVE at the end of the quarter (or posted too late to be of any use to your classmages) will cause a PENALTY to be applied to the RESEARCH REPORT component of your final course grade at the end of the quarter, reducing it from a base of 4.0 (.1 penalty for the first missing or incomplete report, .2 for the second, .3 for the third, etc.) NOTE to the research-challenged or easily intimidated: even if you have no prior experience using Kennedy Library research tools, following the instructions in the guided research exercises is simply not that difficult. (You are all English majors and presumably know how to read!) Failure to submit research reports to the archive would be a truly unnecessary way to lose points in this class. If you are worried about the research component of this seminar, my best advice is to:
Your Oral Presentation and Annotated Bibliography count toward your in-class work grade. Please note: you will need to start researching your topic immediately in order to obtain materials through LINK+ and Interlibrary Loan. You should meet with Prof. Schwartz (and other presenters on same text, if applicable) no later than the third week of class for bibliographic suggestions and to discuss possible approaches / topics for your presentation. PAPER PROSPECTUS: Normally ungraded; due to my mailbox by NOON on F 11/3 at the latest. (If you are leaving town for the long week-end, you MUST turn in prospectus by our class meeting on .) Prospectus must include a working title which clearly identifies work(s) discussed as well as topic of your paper; a fully articulated thesis (not just a statement of general topic); a tentative outline of paper; and a working bibliography of at least eight sources (alphabetized and in correct MLA bibliographic format). NOTE: If an acceptable Prospectus is submitted on time, it will be used solely for feedback to help you write a stronger final research paper. But if no prospectus is submitted or the prospectus does not fulfill therequirements of the assignment, it will be graded and will count for 10% of your final course grade. In that case ONLY, the Research Paper component of your final grade will decrease to 30%. (Note: failure to submit a prospectus will result in 10% of your final course grade = F.)
RESEARCH PAPER: 15-20 pp. long, citing at least 6 secondary sources (Senior Project Students: 20-25 pp. and 8 secondary sources); OR, with my approval, a well-designed and researched WEBSITE on a relevant aspect of ONE (or at most TWO) of the work(s) on the syllabus, including appropriate links, images, bibliography, and online resources. The website must incorporate the equivalent of a SHORTER ANALYTIC PAPER (8-10 pp.); you will also submit a separate, written explanation of the methodology used and problems encountered in putting together the website. Final paper may be connected to oral presentation. Normally due at the time of the Final Oral Exercise (T 12/12) must be submitted by end of day on Wednesday, 12/8, to avoid receiving an Incomplete in the class. Worth 40% of final course grade (except as noted above). FINAL ORAL EXERCISE: there will be a required Final Oral Exercise: a brief presentation to your classmates of the premise and conclusions of your final research paper (which is due at that time). While the presentation is ungraded, it is the culmination of the collaborative work of the seminar; failure to participate in the Final Oral Exercise will result in a grade of "F" being averaged with your Midterm Exam score. The Final Oral Exercise is typically held at my home in conjunction with an (optional) class dinner; it will take place during the regularly scheduled final exam time, Tuesday, 12/12/06, from 4-7 PM. NOTE: I do not typically include reading quizzes in my 400-level seminars. However, should it become apparent that students are not keeping up with assigned readings, I reserve the right to start! Reading quizzes in my classes typically consist of a combination of passage IDs; factual questions (based on assigned background readings, as well as character or event IDs); and content-specific questions based upon primary material (readings, films and artwork: significant plot developments, roles played by various characters, etc.) There is typically an element of choice on my quizzes, and they are typically unannounced. In the (unlikely) event that reading quizzes prove necessary, they will be incorporated into the in-class work component of your final course grade.
Contents of this and linked pages on Cal Poly websites Copyright
Debora B. Schwartz, 1999-2006; last updated 9/26/06
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Course
Description and Objectives: This course will explore the
intersection between literature and gender in the Middle Ages. We will
consider both how women's voices and perspectives are "heard" in medieval
texts (authored by both men and women) and the ways in which these
texts contribute to and reflect the gender expectations of their authors
and audiences. Medieval readings will be paired with appropriate
theoretical and critical essays.
Through
these readings, we will examine medieval beliefs concerning the "nature"
of women, suitable roles for women, and women's status in medieval society.
Finally, we will touch on questions of historical context, discussing women's
access to education and literacy, the legal status of women during the
periods we are considering, and differences between medieval and modern
notions of authorship and of "originality."
Each
student starts out with a 4.0 for attendance. This component of your
final grade drops by .3 for the first UNEXCUSED absence; the penalty
increases by .1 for each subsequent unexcused absence (from A [4.0] to
A- [3.7] to B+ [3.3], to B- [2.8], etc.). Additionally, it drops
.1 for the first EXCUSED absence (4.0 to 3.9) and .2 for the second
excused absence (3.9 to 3.7). Excused absences in excess of
two (a full week, 10% of the class) count the same as unexcused
absences.
