Spring 2003
M 3:00-4:30 & Th 3:30-5:00
Albany 207
Email: fritzman@lclark.edu
Phone: 503-768-7477 (voice mail)
Office: Miller 308
Hours: Mondays 1:30-2:30, Tuesdays 1:30-3:00, Thursdays 1:30-3:00, and
by appointment
COURSE
DESCRIPTION
In this course, we will
study some of feminst theory's intersections with issues of power
and justice. There are five required texts for this course:
Susan Alice Watkins,
Marisa Rueda, and Marta Rodriquez, Introducing Feminism.
Sophia Phoca and Rebecca
Wright, Introducing Postfeminism.
Martha Nussbaum, Sex
and Social Justice.
Judith Butler, The
Psychic Life of Power: Theories of Subjection.
Catharine A. MacKinnon,
Feminism Unmodified: Dicourses on Life and Law.
The first two books are
written in a graphic, comic book, format. The remaining three are
in the usual discursive and boring style. Why comic books? Because
I do not assume that you have any previous knowledge about feminist
theory. As explained in the College Catalog, courses numbered
at the 400 level are considered advanced, and so it would not be appropriate
to teach this course as though it were a survey course. Enter the
comic books to bring you up to speed. In addition to learning about
feminist theory, this course also will provide you with the skills
required to succeed in professional or graduate school.
In preparation for each
class meeting, you should have read the assigned material. You should
arrive in class with prepared questions or comments about the assigned
reading. Each student will be a precis on almost every
reading assignment. In addition, you will write an explication
and an argumentative paper (which includes a prospectus,
a draft, and a mandatory rewrite).
The precis will
be weighted equally, and together will count for 10% of your final
grade. The explication will count for 20% of your final grade. The
argumentative paper will count for 70% of your final grade (the prospectus
of the paper will be worth 5%, the draft will be worth 10%, and the
rewrite will be worth 55%). Participation and attendance are mandatory.
The grading scale is as
follows: A = 93%-100%, A- = 90%-92%, B+ = 86%-89%, B = 83%-85%, B-
= 80%-82%, C+ = 76%-79%, C = 73%-75%, C- = 70%-72%, D+ = 66%-69%,
D = 60%-65%, and F = 0%-59%.
A precis
will be due almost every class session. Each precis will be
one typed page -- never longer -- double-spaced, with 1 inch
margins on the right & left sides and the top & bottom. It
must be at least 3/4 of a page in length. Use a 12-point Times or
Times Roman font. There will be no spelling or grammatical errors
in your precis. Your name will typed in the upper right-hand
corner. In each precis, you will summarize -- in your own words,
without using any quotes -- the assigned reading's main claims,
as well as the reasons which are given to support those claims.
You will not include any opinion, evaluation, or commentary. At the
bottom of each precis, or on the back, you will write one
question that you have about the reading; this question may be handwritten.
You will receive 1 point for each precis which meets all
of the above requirements, and 2 points if the precis is excellent.
precis are due at the beginning of class. I never will accept
a late precis, but I will allow you to drop one.
The explication
should be 4-5 typed pages, double-spaced. You will sign up for a date
on which you will present your explication. On the day you present,
you will distribute copies to all of the persons in this class. This
will require, of course, that you have enough copies made so that
each member of the class has one. You first will read your explication,
and then you and I will serve as the main resource persons for fielding
questions concerning the material. Since the class discussion will
be centered around the explication, it is crucial that you distribute
the explication the class session when you present it, and that you
actually be in class to read your explication. The primary purpose
of the explication is to summarize, consolidate, and explicate the
central issues, main points, and key motifs of the assigned reading
in order to facilitate class discussion of the material. It is important
that the explication contextualize the reading by describing briefly
both how the reading is a continuation and development of material
which has come before, and how it contributes to the overall trajectory
of the thinker's thought. While the explication is not intended to
be a research paper, it should reflect an acquaintance with the requisite
secondary literature. This means that you must cite at least four
secondary sources you consulted while writing your explication.
A student presenting an
explication will not be required to submit a precis of that
material too.
The argumentative paper
should be 10-12 typed pages, double-spaced. Except for the length,
the paper should follow the same format requirement as the
precis (see the additional helps at the end of this syllabus).
There should be no spelling or grammatical errors in your paper. It
must employ argumentation. You will choose your thesis, but it
must be based on the readings for this course. This paper may emphasize
either a historical or theoretical interpretation. In either case,
you should carefully state the problem you intend to treat, explain
its significance, assess its possible solutions, propose an hypothesis,
argue convincingly for that hypothesis, and eliminate the major (published
or imagined) competing hypotheses. You should use a half-dozen or
more high-quality commentaries or articles. The Philosopher's Index
may be useful.
Several weeks before the
draft is due, you will submit a prospectus of this paper --
4-5 typed pages, double-spaced -- in which you: (1) indicate the topic
and thesis of your paper, (2) fully describe the problem or issue
to be treated, (3) outline your anticipated procedure and probable
conclusion, and (4) include an annotated bibliography of works to
be consulted (a minimum of 6 books or articles, with at least a paragraph
discussing the relevance of each work to your project). A word to
the wise: it would be a marvelous idea to begin thinking today about
what your thesis will be. I want you to succeed, and so I am requiring
you to make appointments to speak with me outside of class prior to
submitting your prospectus, your draft, and your rewrite. I will suggest
useful resources, and -- if necessary -- point out potential problems.
When submitting your rewrite, you must hand in both the rewrite
and the copy of your draft on which I have written comments.
No doubt you have realized
-- precis, explication, and an argumentative paper with a prospectus,
draft, and a rewrite -- this course will require a lot of writing.
Why? Because writing can create knowledge, and reasons often are found
by writing. We write about what we already know, but we also produce
knowledge as we write. Not only do we write down our thoughts, we
also discover what we think as we write. Flannery O'Connor observes,
"I write because I don't know what I think until I read what
I have to say." The more you write, the more you will know, and
the more you will discover what you think. As Rebecca West notes,
"I really write to find out what I know about something and what
is to be known about something...."
This class will be successful
only if there is a high degree of participation and attendance,
and so I want you in class participating. The final grade for the
course will be lowered by a full-letter grade if you miss three class
sessions, the final grade will be lowered by two full-letter grades
if you miss four class sessions, and you will be withdrawn from the
course if you miss five or more class sessions. Further, I will
not accept late work unless you can document the reason for your absence.
Documenting the reason for your absence means providing a note from,
for example, your doctor explaining why you were absent. Serious illnesses
and emergencies will be dealt with on a case-by-case basis.
It is impossible to do
well in this course without reading and studying the books. You should
spend a minimum of 3 hours preparing for each class session. I suggest
that you read the assigned material at least twice and that you take
notes on what you read. You are expected to attend all class sessions,
come to class having read thoroughly the assigned material, and to
contribute to the discussions.
While it may be true --
as some relativists and malcontents assert -- that there are few right
and wrong answers, there are better and worse arguments and ideas,
usually in direct proportion to thoughtfulness and care. What is important
is that you think for yourself, and that you develop and defend your
own ideas. It would be an excellent idea to write drafts or outlines
of your precis, assessments, and paper, and to have a comrade
read them to check on spelling, grammar, development of arguments,
and so forth.
You are strongly encouraged
to discuss the class material, your ideas, your puzzles and difficulties
with each other. A word to the wise: Find a study partner to discuss
things with outside of class. However, when it comes to finally
writing your thoughts down, do your own writing; it is the only way
you will get the full benefit of your own efforts. I will be happy
to discuss ideas with you, read outlines and rough drafts, and so
forth. That is partly why I keep office hours.
A final word to the wise.
It is not difficult to do well in this class, but it also is easy
to do badly. Let me talk about the bad stuff first. You will receive
a major grade reduction -- or fail this course -- if you do not read
the material, seldom participate in class discussions, do not write
your precis, explication, or paper, plagiarize, cheat, and
so forth.
About plagiarizing and
cheating. All students are expected to follow Lewis & Clark College's
Academic Integrity Policy. Except for highly unusual circumstances,
plagiarizers and cheaters will be given an "F" for the entire
course (they will not be allowed to drop or withdraw from the course).
I also will turn their cases over to the Honor Board; usually, I will
recommend that disciplinary penalties be assessed in addition to failing
grades. It is never in your interest to plagiarize or cheat!
Now for the good stuff.
With a concerted effort you can do well in this class. To do well,
you must participate in class discussions, read and study the assigned
material, write the precis, explication, & paper, do your
own work, be in class (almost) all of the time, etc. I do not grade
on a curve, and so there is no good reason why you should not get
an "A" for the course!
Course policy on disability
accommodation. If you have a disability that may impact your academic
performance, you may request accommodations by submitting documentation
to the Student Support Services Office, located on the ground floor
of Templeton Student Center, across from the Cashier (503-768-7191).
The Student Support Services Office will notify me of the accommodations
for which you are eligible.
COURSE
SCHEDULE: M-Th
M 1/20: 12:00-12:30 PM.
Introduction to course.
Th 1/23: Watkins, Rueda,
and Rodriquez, Introducing Feminism; Phoca and Wright, Introducing
Postfeminism.
M 1/27: Nussbaum's
Sex and Social Justice, pages 3-54. precis.
Th 1/30: Nussbaum's Sex
and Social Justice, pages 55-80. precis.
Explication: Stephanie Iacobucci.
M 2/3: Nussbaum's Sex
and Social Justice, pages 81-117. precis.
Th 2/6: Nussbaum's Sex
and Social Justice, pages 118-153. precis.
Explication: Owen Losse.
M 2/10: Nussbaum's Sex
and Social Justice, pages 154-183. precis.
Explication: Stephen Moss.
Th 2/13: Nussbaum's Sex
and Social Justice, pages 184-210. precis.
Explication: Julia Arnold.
M 2/17: Nussbaum's Sex
and Social Justice, pages 213-239. precis.
Explication: Keri Rose.
Th 2/20: Midsouth Philosophy
Conference.
M 2/24: Nussbaum's Sex
and Social Justice, pages 240-275. precis.
Explication: Rebecca Brown.
Prospectus due in my mailbox by 5:00 PM.
Th 2/27: Nussbaum's Sex
and Social Justice, pages 276-298. precis.
Explication: Anna Weaver.
M 3/3: Nussbaum's Sex
and Social Justice, pages 299-331. precis.
Explication: Kyle Boelte.
Th 3/6: Nussbaum's Sex
and Social Justice, pages 332-373. precis.
Explication: Keely Haugen.
M 3/10: Butler's Psychic
Life of Power, pages 1-30. precis.
Explication: Meghan Sinnott.
Th 3/13: Butler's Psychic
Life of Power, pages 31-62. precis.
Explication: Max Miller.
M 3/17: Butler's Psychic
Life of Power, pages 63-105. precis.
Explication: Janelle Lamaeaux.
Th 3/20: Butler's Psychic
Life of Power, pages 106-131. precis.
M 3/24: Spring Break.
Th 3/27: Spring Break.
M 3/31: Butler's Psychic
Life of Power, pages 132-166. precis.
Th 4/3: Butler's Psychic
Life of Power, pages 167-198. precis.
M 4/7: Martha C. Nussbaum's
"Professor of Parody: The Hip, Defeatist Feminism of Judith Butler,"
The New Republic, 22 February 1999, pages 37-45. precis.
"Martha C. Nussbaum and Her Critics: An Exchange," The
New Republic, 19 April 1999, pages 43-45.
Explication: Melissa Long.
Th 4/10: MacKinnon's Feminism
Unmodified, pages 1-31. precis.
F 4/11: Draft due in
my mailbox by 5:00 PM.
M 4/14: MacKinnon's Feminism
Unmodified, pages 32-62. precis.
Explication: Tammy Yasrobi.
Th 4/17: MacKinnon's Feminism
Unmodified, pages 63-92. precis.
M 4/21: MacKinnon's Feminism
Unmodified, pages 93-124. precis.
Explication: Jennifer Hughes.
Th 4/24: MacKinnon's Feminism
Unmodified, pages 125-162. precis.
Explication: Johanna Appel.
M 4/28: MacKinnon's Feminism
Unmodified, pages 163-228. precis.
Explication: Monica Gill.
Th 5/1: Reading Day.
Th 5/8: Rewrite due,
1:00 PM. Presentation of papers, 1:00-4:00.
WRITING
AN ARGUMENTATIVE PAPER
Wright Morris:
"You write -- and find you have something to say."
Your paper should be argumentative
rather than informative. A informative paper is one which simply reports
or presents the facts as either you or someone else understands them.
There are four primary rules you need to follow in writing an argumentative
paper: First, you should clarify key ideas. For example, are the troublesome
ideas defined? Are the theories in question clearly stated and exemplified?
Second, you must test the soundness of the arguments for or against
the theories in question. Are the premises true? Third, you should evaluate
the theories. Are the assumptions correct? Are the consequences plausible?
Fourth, most importantly, you must support what you assert with
reasons! Are your claims backed with arguments? Do they
follow from other claims already established?
You should not support
your case merely by: labeling the case as your own; asserting the case's
superiority over the competition; citing an authority, whether theoretical
or scientific. You must never use ad hominum arguments -- that
is, attacking a person's character or circumstances, rather than criticizing
that person's arguments.
Your paper will be evaluated
on the following sorts of criteria: Is your case supported with arguments?
Is the paper clearly written? Have you fairly and accurately presented
other's views? Is your paper well organized? Have you tried to think
for yourself?
Organizational strategies:
Formulating the problem:
Focus the general topic you have decided to deal with into a specific
question or statement which will be the thesis of your paper. Clarify
key terms. Think through any assumption of the question or statement
you are attempting to answer or discuss -- how do these influence
the kind of answers that might be given?
Deciding on the format.
Some common formats are: Comparing and contrasting two or more theories
in order to determine the most adequate one for the problem. Criticizing
a single theory or argument. Defending another thinker's view against
a mistaken criticism. Supporting an original theory of your own.
Ways to incorporate another
thinker's view: Restating a thinker's argument or theory in a clearer,
more incisive way. Applying that argument or theory to areas not discussed
by its original proponent. Admitting that the view is mistaken in
places, but attempting to remedy those deficiencies and thus producing
a modified view.
Some features of a good
introduction: It should state the problem to which you will
address yourself. It should state what you intend to show -- for example,
that a theory should be modified or that one is preferable to another.
It should state how you propose to show what you have stated -- for
example, by showing that one theory rests on highly questionable assumptions.
To achieve coherence,
ask yourself the following questions as you re-read your first draft
sentence by sentence, paragraph by paragraph: What is the relevance
of this passage, and does it fit clearly here? Is the passage an essential
link in my argument? Is it used to clarify something? Does it tell
the reader where I am and where I am going? If it is an argument,
is it relevant to what I am trying to show? Does this sentence add
anything to the substance of my essay? Does my introduction really
state my main point?
Achieving clarity.
Some rules of thumb for presenting a clear statement of your ideas:
Avoid vagueness, particularly of key terms and sentences; a vague
expression is one which fails to specify exactly to what objects or
circumstances it should be applied -- give definitions, use examples,
restate things in different words, etc. Avoid ambiguity; ambiguity
happens when the reader is unsure which among several possible meanings
of an expression is intended. Minimize your use of technical or profound-sounding
expressions like "reality," "absolute," "subjective,"
or "cosmic." Do not rely heavily on metaphors and analogies;
metaphors can be used in addition to, never in place of, argumentation.
Make what you mean and what you say harmonize; make sure that your
words actually say what you intend.
Using examples:
Remember that examples are not arguments, but illustrating devices.
Think through carefully the relation between the examples and what
it is you wish to illustrate.
Writing well: Keep your
sentences short! Use devices that tell your readers where you have
been and where you expect to go -- for example, "Let us now turn
to our first argument," or "Following my presentation of
theory X, I shall offer two criticisms of it." Do not pad your
paper with too many examples, restatements of the obvious, and extended
quotations. Use active voice rather than passive voice -- for example,
instead of writing "Theory X was earlier shown by me to be false,"
write "I have demonstrated X to be false."
Guidelines for Submitting
Finished Papers: All papers must be typed, double-spaced. You should
number your pages. Your paper should not contain any spelling or grammatical
errors. Do not quadruple-space between paragraphs. If at all
possible, use a computer or a word-processor when writing your paper;
this will make revising much easier. Do not make corrections on your
paper -- if you find a mistake, retype that page. The copy you submit
must be clean and printed with a dark ribbon. Margins should be 1 inch
at the top, bottom, and on the right & left sides. If you are using
a computer, use a 12-point Times or Times Roman font. Papers must meet
the required length. Papers must be titled. Do not include a
title page. In the upper-right corner of the first page, type your name,
the course number, and the date. Staple your pages once in the upper-left
corner. Do not use folders or those plastic things -- use a stapler.
You must keep an extra copy of your paper -- if I cannot find your paper,
I will assume that you did not submit one. When you submit a rewrite,
you must hand in both the rewrite and the copy of your draft
on which I have written comments. All papers must be turned in on time!
Writing an excellent paper
can get you more than a good grade. It can serve as a writing sample
when applying to graduate schools. There is honor and glory too! There
are a number of philosophy journals for undergraduates. Here is a
list of some of them: Aporia, Carleton University Student
Journal of Philosophy, The Dialectic: University of New Hampshire
Undergraduate Philosophy Journal, Dialogue, Discourse,
The Dualist, Episteme, Exordium, Hampshire
College Journal of Philosophy, The Lyceum, The Philosopher,
Philosophika: The Internet Journal of Philosophy, Public
Sphere, Purdue Calumet Undergraduate Conference in English
and Philosophy, Santa Clara Undergraduate Philosophy Conference,
Student Philosophical Journal, and Student Philosophy Online.
Also, there are philosophy
conferences for undergraduates. For information about undergraduate
conferences, visit http://www.earlham.edu/~phil/undjourn.htm
-- this site has information about undergraduate journals too.
503-768-7477
Updated
on 11 April 2003
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