Women and Public Discourse

SCM 450: Women and Public Discourse

MWF 9-9:50, LAB 207

Dr. W. Atkins-Sayre

Spring 2008

Instructor information:

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Office: LAB 475

Phone: 601-266-4370

Email:

Web site: http://ocean.otr.usm.edu/~w739132/

Office Hours: M/W/F 10-10:50, T/TH 11-12, and by appointment

(please email me to set up a time)

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Readings:

Required:

Karlyn Kohrs Campbell, Man Cannot Speak for Her, Vol. I: A Critical Study of Early Feminist Rhetoric and Man Cannot Speak for Her, Vol. II: Key Texts of the Early Feminists (Praeger, 1989).

Photocopied reserve materials available at Cook Library

Recommended:

Eleanor Flexner, Century of Struggle: The Woman’s Rights Movement in the United States (Harvard, 1975; 1996).

Course goals:

This course is designed to introduce you to a number of concepts. First, through discussion of key rhetorical texts in the early feminist movement, you will be introduced to rhetoric and rhetorical analysis. Second, in studying the early feminist movement as a whole, you will learn about social movement rhetorical strategies. Finally, our focus on the suffrage movement will provide you with an understanding of that particular historical movement, the rhetorical obstacles that women faced, key figures in the movement, and key texts produced during the time of the movement. Although this is not a writing intensive course, students will demonstrate the abilities to create short essays and to present brief presentations demonstrating their understanding of the material and stating their opinions.

Course objectives:

1. The student will gain an understanding of the US woman suffrage movement

2. The student will gain an understanding of women’s rhetorical styles in particular contexts

3. The student will gain an understanding of rhetoric and rhetorical criticism

4. The student will gain an understanding of social movement rhetoric

5. The student will demonstrate the ability to analyze rhetorical texts

6. The student will demonstrate the ability to construct clear and compelling written arguments

7. The student will demonstrate the ability to construct clear and compelling oral arguments

Course requirements:

Midterm exam (25%): In-class short answer and essay exam

Final exam (25%): In-class short answer and essay exam

Analysis papers (3 papers for 40%; 1st=10%, 2nd and 3rd=15%): 4-5 page papers that analyze particular topics throughout the semester. You will receive additional information about these papers.

Participation (10%; 5% discussion, 5% attendance and general participation): Students will be graded based upon participation in daily in-class discussions, answering discussion questions in class, and attendance. You will receive additional information about discussion questions.

Course policies:

1.   Participation: I expect all individuals to participate in class discussions, assignments, and exercises. The course cannot succeed without that participation. Consequently, you need to read the assigned materials on the assigned days and come to class ready to interact in discussion or activity. I also encourage you to participate in your class grade throughout the semester by keeping track of grades and making appointments with me if you are concerned.

2.   Late work: All written assignments will be due at the beginning of class on the assigned day. Papers will be considered late if received after that time. Late papers incur a penalty of one letter grade (10 points) per day. Exams will only be allowed to be taken late if you have made prior arrangements with me.

3.   Attendance: I expect you to be in class everyday and on time. Absences will affect your participation grade. It is your responsibility to find out what happened on all missed days. Any assignments will be due on the due date at the beginning of class regardless of your absence (unless we have reached an agreement).

4.   Grievance procedure: If you are dissatisfied with a grade (after carefully reading instructor comments), you will need to submit a typed argument explaining why you disagree with the grade. The paper should specifically mention why you disagree with the grade and use support (textbook, class notes, etc.) where appropriate. This paper will need to be given to me within one week after receiving the grade. I will then read the argument and respond either in writing, via email, or in a meeting.

5.   Classroom rules: Please turn all cell phones off upon entering this class. Please be on time to class; I often make announcements that you will need to hear. Please do not start to pack up your belongings early. Do not read newspapers, text message, etc., during class. In short, be considerate.

6.   Computer proficiency: Students enrolled in this course must have Internet access available to them, including email and web page access, and have the basic knowledge needed to efficiently use these Internet technologies. All course assignments will be posted on the course web site. Students are also expected to type all assignments using a word program. Problems with computers or printers do not excuse you from meeting deadlines.

7.   Academic Honesty

From the 2007-2008 Southern Miss Undergraduate Bulletin:

Plagiarism is scholarly theft, and it is defined as the unacknowledged use of secondary sources. More specifically, any written or oral presentation in which the writer or speaker does not distinguish clearly between original and borrowed material constitutes plagiarism.

Because students, as scholars, must make frequent use of the concepts and facts developed by other scholars, plagiarism is not the mere use of another’s facts and ideas. However, it is plagiarism when students present the work of other scholars as if it were their own work.

Plagiarism is committed in a number of ways:

1. reproducing another author’s writing as if it were one’s own

2. paraphrasing another author’s work without citing the original

3. borrowing from another author’s ideas, even though those ideas are reworded, without giving credit

4. copying another author’s organization without giving credit

Plagiarism is a serious offense. An act of plagiarism may lead to a failing grade on the paper and in the course, as well as sanctions that may be imposed by the student judicial system.

Refer to the plagiarism tutorial on the Southern Miss libraries website (http://www.lib.usm.edu/research/plag/plagiarismtutorial.php) for more advice about avoiding plagiarism.

Disabilities

If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies.
Address:
The University of Southern Mississippi
Office for Disability Accommodations
118 College Drive # 8586
Hattiesburg, MS 39406-0001
Voice Telephone: (601) 266-5024 or (228) 214-3232 Fax: (601) 266-6035
Individuals with hearing impairments can contact ODA using the Mississippi Relay
Service at 1-800-582-2233 (TTY) or email Suzy Hebert at .

Course Grading

The following grading scale will be used:

90 and above=A 80--89=B 70--79=C 60--69=D 59 or less=F

Support for Writing and Speaking

Keep in mind that you have support for both speaking and writing on the Southern Miss campus. For free, one-on-one tutoring in writing and speaking, visit the Writing Center and the Speaking Center. The Writing Center is currently located in LAB 218, but will move to the first floor of Cook Library some time this spring. For more information about their services, visit the web site: http://www.usm.edu/writingcenter/.

For help with your presentations, you should plan to visit the University of Southern Mississippi Speaking Center. The Center is a free peer-tutoring center, focused on improving students’ oral communication through consulting. Consultants (undergraduate and graduate Speech Communication majors) meet one-on-one with students, at any stage of the speech-writing process, working on organizing, outlining, developing, and delivering speeches. The Center offers speaking handouts, a speaking library, and a video-recording room to record your speeches. For more information about the center, visit them at:

Cook Library 114

www.usm.edu/speakingcenter

601-266-4965

Tentative Daily Schedule

Note: * indicates possible discussion day;

KKC I refers to Karlyn Kohrs Campbell, Vol. I;

names with dates indicate texts to be found in Karlyn Kohrs Campbell, Vol. II

Jan. 14 Introduction to the course

Jan. 16 Introduction to the study of rhetoric

Read: Campbell and Burkholder, chap. 1

Jan. 18 Intro. to rhetoric, cont’d.

Jan. 21 No class—MLK day

Jan. 23 Intro. to social protest rhetoric, cont’d.

Read: Stewart, Smith, and Denton, chap. 1

Jan. 25 Roots of the movement: Women’s early activism

Read: Zaeske

Jan. 28 Roots of the movement: Abolition and women’s activism

Read KKC I, chap. 1, 2

Jan. 30* Roots of the movement, cont’d.

Maria Miller Stewart (1832)

Feb. 1 Introduction to descriptive analysis

Read: Campbell and Burkholder, chap. 2, pp. 17-31

Feb. 4 No class—Mardi Gras holiday

Feb. 6* Descriptive analysis, cont’d.

Read Grimke (1838)

Feb. 8 Women’s Rights Conventions

Read: KKC I, chap. 4

Feb. 11 WRC, cont’d., Seneca Falls

Read: Declaration of Sentiments and Resolutions (1848); Declaration of Independence; Cady Stanton (1848)

Feb. 13* WRC, cont’d.

Read: Truth (1851); KKC I, pp. 19-22

Essay #1 assignment posted to course web site

Feb. 15 No class—Mississippi Communication Association Conference

Feb. 18 The movement through 1860, 1860 convention—Marriage and divorce

Read: KKC I, chap. 5; National Women’s Rights Convention Debate (1860)

1st draft of essay #1 due—bring to class

Feb. 20* Debate, cont’d.

2nd draft of essay #1 due—bring to class for peer editing

Feb. 22 Civil War, conflict in the movement

Read: Davis, chap. 4

Final draft of essay #1 due—bring to class

Feb. 25* Civil War, cont’d.

Feb. 27 Judicial route to suffrage

Read: KKC I, chap. 7; Anthony (1872-73)

Feb. 29* Judicial route, cont’d.

Mar. 3 Social feminism, connection of suffrage movement to other movements

Read: KKC I, chap. 8; Willard (1890)

Mar. 5* Social feminism, cont’d.

Mar. 7 Midterm

Mar. 10-14 Spring Break

Mar. 17 Humanistic feminism

Read: KKC I, chap. 9

Mar. 19* Humanistic feminism, cont’d.

Read: Stanton (1892)

Mar. 21 No class—Easter Break

Mar. 24* Issues of religion and feminism

Read: Gage (1890)

Essay #2 assignment posted to course web site

Mar. 26 Religion, cont’d.

Complete first draft of essay#2—do self-editing

Mar. 28 Racism and the movement, the African-American experience

Read: KKC I, chap. 10; Ida B. Wells (1893)

2nd draft of essay #2 due—bring to class for peer editing

Mar. 31* Racism, cont’d.

Read: Douglass (1852)

Final draft of essay #2 due—bring to class

April 2 Racism, cont’d.

Watch: Ida B. Wells: A Passion for Justice

April 4 No class—Southern States Communication Association

April 7 Racism, cont’d.

Watch: Ida B. Wells: A Passion for Justice

April 9* Racism, cont’d.

Read: Terrell (1906)

April 11 Anti-suffrage arguments

Read: Palczewski

April 14* Anti-suffrage movement, cont’d.

Read: Maddux

April 16 Suffrage after 1900

Read: KKC I, chap. 11

Essay #3 assignment posted to course web site

April 18 No class—National Association of Communication Centers conference

Complete first draft of essay#3—do self-editing

April 21 Suffrage after 1900, cont’d.

Watch: Iron Jawed Angels

April 23 Iron Jawed Angels, cont’d.

Final draft of essay #3 due—bring to class

April 25* Iron Jawed Angels and discussion

April 28 Suffrage after 1900, cont’d.

Read: KKC I, chap. 12

April 30 Suffrage after 1900, cont’d., Carrie Chapman Catt’s leadership

Read: Catt (1916); Shaw (1915)

May 2 Beyond the suffrage movement

Read: Eastman (1920)

May 5-9 Exams

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