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English 103: Writing Gender

Chapman University, Fall 2020

Instructor:​ Karina Trejo Melendez

Meeting time: ​MWF 8:00am-8:50am
Location:​ Remote Online Instruction
Synchronous & Asynchronous
Email:​ ​ktrejomelendez@chapman.edu
Virtual Office Hours:​ MW 10:00am-1:00pm
& by appointment through email

“We act as if that being of a man or that being of a woman is actually an internal reality or
something that is simply true about us, a fact about us, but actually it's a phenomenon that is
being produced all the time and reproduced all the time, so to say gender is performative is to
say that nobody really is a gender from the start.”
- Judith Butler

Chapman University Safety Protocols

Course format may be subject to change with little to no notice, depending upon state, local, and
University guidelines

In response to the current COVID-19 pandemic, Chapman University has developed the CU
Safely Back program (CUSBP) and mandatory safety measures. The University’s mandatory
safety measures may be stricter than local, state or federal guidelines and may be subject to
change at any time. Students are expected to adhere to the University’s safety measures while
attending classes, including when entering and exiting classrooms, laboratories, or other
instructional areas. Refusal to abide by the University’s mandatory safety measures or to the
safety requirements specific to this course will result in your being asked to leave the area
immediately, and may result in an administrative dismissal from this course.

The COVID-19 pandemic requires all of us to accept the possibility that changes in how this
course is taught may be required and that some changes may occur with little or no notice. For
example, some or all of the in-person aspects of a course may be shifted to remote instruction. If
this occurs, you will be given clear instructions as to how to proceed. The uncertainty of the
situation is not ideal for any of us. We must all try to approach this situation with good-will,
flexibility, and mutual understanding.

Class Recording Statement

In this class, software will be used to record live class discussions. As a student in this class,
your participation in live class discussions will be recorded to assist those who cannot attend the
live session, or to serve as a resource for those who would like to review content that was
presented. These recordings will be made available only to students who are enrolled in the class,
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and only during the period in which the course is offered. All recordings will become unavailable
to students in the class shortly after the course ends. Students who prefer to participate via audio
only will be allowed to disable their video camera so only audio will be captured. Please discuss
this option with your instructor.

Catalog Description

Composition seminar devoted to rhetorical understanding and competence in a variety of specific

academic contexts. Students may choose their area of concentration from a range of writing
genres, each with its own sets of expectations, forms and purposes. Attention will focus on
student writing in differing discourse communities, but all sections of English 103 address
rhetorical effectiveness in composition. Students may select from courses that foreground
Writing in Electronic Environments, for example, or Writing about Literature, Composing the
Self, Writing in Academic Environments among many other options. Some sections of this
course may be offered as hybrid courses or online only. (Offered every semester for 3 credits)

Course Description

We form our thinking and understanding of the world through language. Language and gender
are deeply intertwined and inform our cultural perspectives and ideas about gender formation.
“Writing Gender” is a course tailored towards producing writers that are able to critically analyze
various forms of rhetoric in order to wield it for themselves in any context presented. The course
focuses on teaching awareness of the author, audience, and purpose in writing. We will be
building these skills by diving into the systematic constructions and rhetoric around gender.
Students will develop an ability to look at different mediums with a rhetorical lens and with this
newfound knowledge enact change.

Through a series of questions, we will explore the rhetoric in themes of being and becoming. We
will review each theme using two sets of tools: on the surface dissect and discuss strategies of
representation and textuality, then we will excavate to the subterranean level of ideology and
perspective.
o What does it mean to be human?
o What is a man? What is a woman?
o How are we asked to squeeze into the gendered categories that come with the constrictive
binary of man and woman?
o How are sex, love, marriage, family, and society related to the demands of gender?

The process of writing requires care and reflection. So, you will be asked to simultaneously
notice and question the choices behind an author’s writing and the choices you are making as
a writer.
o What is an academic essay?
o How flexible is the academic essay as a genre?
o What does this have to do with the relationship between language and gender?
o What impact do texts, written and/or visual have on the human enterprise of identity
formation?
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Supported Written Inquiry learning outcome (GE WI)

Written Inquiry provides students an intensive course in academic writing at the first-year or
intermediate level according to demonstrated competence, with attention to media-based
composing and delivery. All GE Written Inquiry courses are rhetorically based, focusing on the
ways language is used to negotiate social, educational, and intellectual relationships in various
contexts, to a range of audiences. ​We will be adhering to the established Chapman Written
Inquiry GE and the Writing Program ​Learning Outcomes​:

Students will compose texts that:

o Establish active, genuine, and responsible authorial engagement

o Communicate a purpose—an argument or other intentional point/goal
o Invoke a specific audience
o Develop the argument/content with an internal logic/organization
o Integrate references, citations, and source material logically and dialogically, indicating
how forms of evidence relate to each other and the author’s position
o Compose with rhetorically effective use of language, form and genre, voice and tone, and
style

Course Learning Objectives

Students will:
o Practice having an open mind/being sensitive towards differing experiences and opinions
in order to use critical thinking to further group discussions around gender related
rhetorical discourse
o Learn complex gender related terms and develop an understanding of their use in writing
and composition
o Conceptualize the weight that rhetoric carries in forming thoughts about gender and
societal beliefs/ structures and how careers and laws are made based on these social
constructions.
o Read a diverse range of texts surrounding gender, attending to how features​ ​function for
different audiences and situations
o Practice outlining, drafting, participating in peer review and revising

Required Texts/Media

Selected texts/media provided as links:

o Africana Feminisms: “Black Queen Magic: Drag And Ru Paul’s Drag Race as Black
Feminist Action” by Michael O’Neill
o “Analyzing the Short Story: Genre Conventions”
o “​Are We at War? The Rhetoric of War in the Coronavirus Pandemic​”
o “​Elements of Fantasy: Writing a More Magical Story”
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o Harvard Political Review: “If We Want Equality, Then We Must Stop Perpetuating
Gender Roles” by Nian Hu
o “Key Elements of Writing Science Fiction” by Georgina Roy
o Nimdzi: “Language and Gender. Does Language Affect Gender Equality?”
o Planned Parenthood: “What are gender roles and stereotypes?”
o Psychology Today: “Can Men and Women Be Friends?”
o Religious text: ​Holy Bible ​“Genesis” (Ch 2, Ch 3)
o Rep. AOC Responds to Rep. Yoho
o Romance Writers of America: “About the Romance Genre”
o Scientific American: “Men and Women Can’t Be Just Friends” by Adrian F. Ward
o Short novel:​ ​“Hills Like White Elephants” by Ernest Hemingway
o Short story: ​The Awakening ​(Ch 3) by Kate Chopin
o Short story: ​“When It Changed” by Joanna Russ
o The Guardian: “Women and Men: Duties in the Home Comic"
o The New Yorker: “How Abortion Changed the Arc of Women’s Lives by Katha Pollitt
o Time: “Beyond ‘He’ or ‘She’: The Changing Meaning of Gender and Sexuality”
o The Cut: "The Poison of Male Incivility"
o The Washington Post: “How the Sexy Peach Joined the Resistance”
o The Washington Post: “The Arguments About Women in Power in ‘Game of Thrones’
have never been more unsettling” by Alyssa Rosenberg
o ThoughtCo: “Feminist Rhetoric” by Richaed Nordquist
o TEDx​: ​“Why I’m done trying to be man enough”
o TEDx: “Me Too is a Movement Not a Moment”

Rent/Buy
o Movie:​ 500 Days of Summer

Excerpts and Academic articles: (PDF’s can be found on Canvas under the “Files” tab)

o Excerpts from​ Pedagogy of the Oppressed​ by Paulo Freire, 30th Anniversary Edition
o Berlin, James. “Rhetoric and Ideology in the Writing Class.”
o Fleming, David. "Rhetoric and Argumentation." ​A Guide to Composition Pedagogies​
o Gunner, Jeanne, and Doug Sweet. “The Basics of Rhetoric: Author, Audience, and
Purpose.” ​Grounds for Writers: Critical Perspectives for Reading
o Gunner, Jeanne, and Doug Sweet. “The Rhetorical Use of Conventions.”
o Huntington, Heidi E. “Subversive Memes: Internet Memes as a Form of Visual
Rhetoric.” Selected Papers of Internet Research
o Miller, Carolyn. “Genre as Social Action.” ​Quarterly Journal of Speech
o “Multimodality.” ​College Composition and Communication

Online Instruction format:

Remote online instruction with a mixture of synchronous Canvas Zoom classes and
asynchronous discussions and assignments. See course schedule for specifications.
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Zoom classes will consist of the following:

-Class and small group discussions

-Free writes and activities

-Watching videos

-Lectures

Zoom Camera Statement​:

Being able to see each other is a huge part of connecting with one another and building a
community. Otherwise we are staring at blank boxes and that is not conducive to learning or
discussion. I highly encourage everyone to turn on their cameras. Yes, it might feel awkward at
first but that will pass. There may be connectivity and audio issues and that’s okay. Virtual
learning is a reality we must face together. I understand that some students may be unable to turn
on cameras for various reasons so please email me directly if you are unable to turn on your
camera. I am very understanding and open to making this the best experience for you.

Technology Requirements

o WiFi
o Regular access to a computer/ tablet with a camera, speaker or headphones
o A Chapman email account. Instructor will send course related information and updates
through the official Chapman email.
o Access to Canvas and Weebly class website where I will post the syllabus, our daily
schedule, and other important documents. Please check both regularly.

Class Website: ​https://karinajtrejo.weebly.com

Select the Writing Gender tab

Weebly tutorials to create your own website:

Weebly Tutorials for Beginners
How to Create a Blog on Weebly
How to Add a Comments Section in Weebly
How to Change Fonts

Course Overview

The class is separated into three major units about the rhetoric revolving around gender.

Unit 1: Gender Role Formation and Rhetoric

The first unit serves as an imperative foundation for the following units. Students will be
introduced to rhetoric, audience, and purpose. The subject being discussed can be
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controversial or may conflict with students’ personal beliefs. Therefore, it is crucial to

introduce terms and topics regarding gender and allow students to think about personal
definitions and the concrete definitions. Once terms and ideas are solidified, the focus
will shift to the overarching question of how rhetoric is used to shape gender roles.
Students will take a critical approach on the rhetoric around gender in literature/ media
and use that knowledge to be more aware writers and members of society.

Unit 2: Gender in Genre

The second unit furthers the discussion of rhetoric and gender portrayal in different
genres. Students will consider writing genres (fictional i.e. science fiction, fantasy,
romance). Students will closely look at the rhetorical techniques that are employed in
each genre to send gender role messages. You will be learning how to write within these
genres with the awareness of the way the language labels characters within these genres.
Multimodality will be introduced and incorporated into this unit.

Unit 3: Social Impact of Gender in Writing

The third unit will take all of the concepts that you have learned and allow you to
critically analyze the effect that gender roles have on the individual and on society as a
whole. Through academic discourse and research, students will explore how gender roles
contribute to inequality. Students will choose one marginalized subject regarding gender
and build on it for the final essay.

Assignments and Grades

Assignments and grades will be calculated using the 100% system for each category. I have a
rolling revision policy. You can revise any writing assignment within 10 days of it being graded.

Late assignments and make ups

Assignments will receive an automatic 5% reduction in grade for each class period late. Writing
is a process. You will have an opportunity to revise your work for a higher grade, so you should
turn in your work on time and take advantage of the revision policy.

Breakdown
Area of Evaluation Percent
Blog posts 20%
Article Review 10%
Unit 1 Project: Personal Narrative 15%
and Critique
Unit 2 Project: Genre Short Story 15%
and Reading
Unit 3: Research Paper 20%
Attendance 10%
Participation 10%
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Total 100%

A = 93-100% (exceptional)
A- = 90-92%
B+ = 88-89%
B = 83-87% (very good)
B- = 80-82%
C+ = 78-79%
C = 73-77% (satisfactory)
C- = 70-72%
D+ = 68-69% (unsatisfactory)
D = 63-67%
D- = 60-62% (minimum passing)
F = 0-59% (failing)

Assignment Descriptions

Below is an overview outlining the assignments that will make up your final grade. ​All of your
work will be published on your Weebly website and you will provide a link to the blogs under
the “Discussions” tab and other assignments under the “Assignments” tab on Canvas so I can
grade them and your peers can see them.

All blogs and assignments are due by 8:00am on their respective due date. Exception: Final
research paper is due by midnight.

Blogs (20%)

Throughout the class you will be composing short writing assignments on your personal
blog website. That means you will have to create a website on ​Weebly​ and choose the
blog theme. The website doesn’t have to be fancy. You can do as much or as little as you
would like to your website. I will not be grading you on your website’s quality. I will be
grading you based on completing the blog and meeting the blog requirements.

Your blog will serve as a learning tool for you to interact in a virtual space and consider
the audience, tone, and multimodality of your writing. You can find specific deadlines for
each below and in the class schedule.

Requirements:

-Minimum of 150-250 words

-Must include 1 visual/multimodal element (picture, art, video etc.), a heading, formatting
(spacing, bullet points, indentations where you see fit).
-Must include 1 link relevant to your post (a link from a source that you learned from or
or a link that supports or elevates your post)
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-Reply to one of your peers (Except for blog # 1 and #2)

**Important reminder: Post a link to your specific blog post in the Canvas “Discussions”
tab so I can see it and grade it and your peers can see it and reply to your post.

Blog #1:​ Who Am I?

Tell us about yourself. When you think of yourself what do you think of? What are your
passions? What makes you happy? What makes you sad? What’s important to you?
Likes, dislikes. Defining moments. You don’t have to answer all of these questions, these
are just ideas to get you started. Write whatever you want about yourself! Please provide
a picture of yourself as well. No internal link or reply to your peers required for this one.
Due:​ Friday, Sept 18th

Blog #2:​ Genesis

Questions paired with “Genesis”

1. How are the man and woman described?
2​. What role do each of them play?
3. What kind of language is used?
4. What connotations does the word choice carry?
5. What are your thoughts about this in relation to gender roles?

No reply to your peers required for this one.

Due:​ Wednesday, Sept. 23rd

Blog #3​: Comparison

Watch Ted Talk: “Why I’m done trying to be man enough”
Read The Guardian: "Women and Men: Duties in the Home Comic"
Compare the Ted Talk and The Guardian comic.
1. Who is the intended audience?
2. What message are they sending?
3. Which one is more effective at sending their message?
Due:​ Friday, Sept 25th

Blog # 4:​ Character Rhetorical Analysis

You will watch the movie ​500 Days of Summer​.

While watching take notes on traditional gender roles that you see being displayed by the
characters and answer the following movie observation questions:

1) How do characters embody feminine and masculine traits?

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2) Do characters take on traits from opposite genders? How so? How does this change
others’ reactions to them?
3) How does the characters’ gender affect the way they navigate relationships and view
the world?
4) Who wrote, produced, and directed this film?
5) Is this a feminist film? Or a continual perpetration of the male narrative and the
boxing in of females?

After you are done watching and answering your questions you will reflect on your
answers and use them to guide your writing assignment. You will choose one specific
character from the movie to analyze. You will write a gender analysis that will include
these elements:

o Analysis must focus on a specific aspect of the character.

o Identify a specific character trait/s/ behavior/s that either undermine or reflect a
traditional gender role.
o Support analysis by providing specific examples and scenes in which the character
displays this behavior.
o Discuss question # 5: Is this a feminist film? Or a continual perpetration of the
male narrative and the boxing in of females?
Due: ​Monday, Oct. 5th

Blog #5​: Meme Rhetorical Analysis

-Find one meme that depicts gender in any way

-Include the meme/link.
-Answer the following questions:
1. Where did you find it?
2. What kind of responses/comments does it have? Are they positive or negative?
3. What multimodal elements does it have and why are they effective/ineffective in
relaying the author’s message?
4. How does it fit into society and culture at the moment?
5. What message is it sending? Does it perpetuate gender roles or defy them?
6. Why do you think memes are such a big part of our culture right now?
Due:​ Friday, Oct. 19th

Blog #6:​ Genre Critique

Choose a movie or TV show that you like within a specific genre of your choice (science
fiction, fantasy) and use the reading/lecture materials to create a genre critique focusing
on gender rhetoric and how that genre’s conventions perpetuate gender roles, stereotypes,
and power dynamics. This can be a written critique, visual, or audio (Powerpoint, video,
voice recording, poem, drawing, comic, tweets, Instagram post etc.).
Due: ​Monday, Nov. 2nd
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Blog # 7​ Opinion: Gender, Sexuality, and Friendship

We will be discussing gender, sexuality, and friendship in class. Can heterosexual men
and women be friends? How does heteronormativity play into this? After completing the
readings and participating in discussion, you will write about your stance on the gender
and friendship topic. You must incorporate what gender rhetoric has to do with this topic.
You will also provide supporting reasons to back up your stance.
Due: ​Monday, Nov. 30th

Article Review (10%)

You will be finding one current article of choice that discusses masculinity/ androgyny/
femininity or gender roles in literature. This does not have to be an academic article. It
can be any article from a reputable source. I will show you article examples to guide you
in your search. Once you have found your article, you will be writing an article review
for an academic audience.

Consider these questions:

1. What intention or purpose did the author have in writing it?

2. What message are they sending? Is it a positive, neutral, or negative message?
3. Who is the author?
4. Who is the intended audience?

Write concisely. Include a summary of the article, the intended purpose and audience,
and discuss if you agree or disagree with the way masculinity/ androgyny/
femininity/gender are depicted.

o The review will be around 500 words

o You must prepare a short 5 minute discussion for the class where you will share
what your article is about. This does not have to be a Powerpoint presentation or
anything like that. You’re just verbally sharing your findings.
o Come up with one question to ask the class relating to your topic.
Due: ​Monday, Sept. 28th

Unit 1 Project: Personal Narrative and Critique (15%)

The essay will be both a personal narrative and a critique.

You will write a personal narrative on the most impactful moment that you have
experienced because of your gender. You will explore the following:
1. How gender has affected your life
2. Identify a time you didn’t conform to societally constructed “gender roles” or if
you always have, explain that
3. If you have never thought about gender and what that experience is like
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Your narrative can be done in a traditional personal essay format or as a poem, a song, a
video, a drawing etc. However you wish to explore and portray it.

You will then connect your narrative with a critical written evaluation of some form of
media (it can be a book, movie, TV show, song, comic, article, short story etc.) that we
have not discussed in class that impacted your view on gender. Was it negative or
positive? Did it further stereotypes? You will discuss who the intended audience is and
how it plays a role in the gender narrative in society.
o No word or length requirement just take the time to fulfill this project in depth.
o You will participate in a peer review workshop to revise your project for final
submission.
Due: ​Monday, Oct. 12th

Unit 2 Project: Short Story and Reading (10%)

Option 1:
You will choose one of the stories read in class or a story of your choice and you will
rewrite a rendition of it by using specific language to change the way gender is portrayed.
You can change the words used, gender of characters, sexuality etc.
Ex. The Awakening, Hills Like White Elephants, When it Changed

The focus of this is the manipulation of language. How can language change the meaning
and interpretation of stories? You do not have to include every single detail that the
original story had. It is in your creative freedom to retell your chosen story. The story will
vary in length depending on the story that you choose.
The purpose of the in class free writes was to give you short story options to choose from.
You can choose one of the free writes we have done in the Genre Unit and edit and
expand it to submit as your Unit 2: Short Story.
OR
Option 2:
You can write your own original story. You can use some of the free writing exercises
that we've had and develop them further. (Ex. The sci-fi alternate history story/character
bios or reinventing fantasy outlines.)

There are no word or page requirements. We will spend two days sharing our story
retellings during class.
Due: ​Monday, Nov. 9th

Unit 3: Final Research Paper (15%)

The third unit focuses on social justice and gender inequality. Therefore, you will take all
of the concepts you have learned and critically analyze the effect that gender roles have
on the individual and on society as a whole. Through academic discourse and research,
you will explore how gender roles contribute to inequality. You will choose one
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marginalized subject regarding gender (i.e. education, wage gap, sexual violence,
marriage, parenting, mental health, autonomy, political office etc.) and find a minimum
of three academic sources to incorporate and cite.
o The research paper will be 1,000-1,250 words
o Format: Site in whatever format your major/career practices. Examples:
Psychology: APA, English: MLA, Chicago: Business, History, The Arts.

You will participate in writers’ workshops to do research, fine tune your ideas, and revise
your writing for final submission.
Due: (Finals week) ​Monday, Dec 14th

Participation

In class discussion via Zoom, peer reviews, writers’ workshops, and student led discussions all
fall under the participation category. We will discuss participation in the first week of class.

Zoom participation examples: Turning your camera on, speaking verbally, typing via the Zoom
chat

Classroom Policies:

Attendance

Zoom attendance is required but I am very understanding given that we are in a pandemic so talk
to me please! If you’re in a different time zone, let me know so we can figure out what would be
best for you. I can’t help if I don’t know what’s happening. ​I know things are strange right now
and far from ideal but let’s make the best of it and create as much of a community as we can
virtually.

You're at home, I get it. You’re welcome to dress comfy but be aware that this is a classroom
environment so dress accordingly. (Ex. Wear a shirt please and thank you.)

Always be prepared for our virtual class by completing all of the readings and assignments that
are due that day and have relevant class materials such as course readings. Your attendance is a
vital part of your success in this class. I am sure you have heard that students that attend class
regularly do better. Being absent will impact your ability to understand the class material and
demonstrate your learning. The classroom is nothing without the students. This class involves a
lot of discussion, in class assignments, and peer interaction. You may miss up to four classes
without penalty to your grade. Each additional absence will lower your final grade by 10%.
Chapman University Catalog​ ​minimal recommended policy: ​"students who are absent 20 percent
of the course should be failed."

It is courteous to send me an email notification if you are going to be absent for our Zoom class.
However, this does not excuse your absence. It is your responsibility to do all assigned readings
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and homework for missed class sessions. Check the syllabus/Canvas and create a network with
your peers to fill in the gaps of what you may have missed.

I am human, you are human, and life happens. A pandemic is happening. People get sick and
emergencies happen. Sometimes you may not be in a state to attend class; you are an adult and
you can make those decisions responsibly. Please feel free to talk to me about any concerns you
have or any experiences that are happening in your academic and personal life that may be
impeding the completion of your class work. I am always willing to listen and assist you in any
way I can in order to maximize your success and academic growth.

Rules of Engagement

In order to create a respectful and comfortable environment for sharing, writing, and discussing
difficult questions; during our first weeks together, we will come to consensus about a set of
community guidelines. In this course we will be discussing a subject matter that some students
may consider controversial, offensive, or which may conflict with their personal beliefs. Our
purpose in this class is to explore this subject matter deeply and consider multiple perspectives.
Together we will learn, grow, and challenge our patterns of thinking. Students are expected to
engage with one another with respect of the opinions and views of others, and are free to
disagree, respectfully, with any views expressed in class.

This semester you will also learn about using language that is rhetorically inclusive and positive
for discussion. Throughout the course, you will be asked to think consciously when speaking or
writing. We will discuss how to avoid the use of words that may disrespect or discriminate
against another person (or group of people) based on their actual or perceived race, class, color,
national origin, sex, disability, sexual orientation, gender identity or expression, religion or any
other distinguishing characteristics. We will partake in active listening and allow everyone in the
class to have an opportunity to share their thoughts.

Electronic Devices

We’re meeting virtually so you’ll be using electronics. I ask that you please not do anything that
is not class related. No texting, tweeting, posting, snapping, Instagram storying, scrolling, online
shopping or anything of the like. All cell phones must be put away during class unless the
instructor announces that they can be used for a classroom purpose. Let’s make the best of our
time together and engage fully in the rhetoric surrounding gender.

University Policies and Procedures:

Chapman University Academic Integrity Policy

“Chapman University is a community of scholars that emphasizes the mutual responsibility of all
members to seek knowledge honestly and in good faith. Students are responsible for doing their
own work and academic dishonesty of any kind will be subject to sanction by the
instructor/administrator and referral to the university Academic Integrity Committee, which may
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impose additional sanctions including expulsion. Please see the full description of Chapman
University's policy on Academic Integrity at:
www.chapman.edu/academics/academicintegrity/index.aspx.”

Plagiarism

Buying papers, forging papers, copying chunks of text and claiming them as your own, and other
forms of claiming people’s ideas and words as your own will lead to a failing grade on a paper or
in the class. Plagiarism and copyright are complicated issues, and we’ll discuss them and the
rules of documentation in class. If you have any questions about what constitutes plagiarism, ask
me. Additionally, it is against school policy to turn in the same work for more than one course
without prior approval from both instructors. If you would like to combine research or writing
efforts between this and another course, please gain approval from me first.

Chapman University’s Students with Disabilities Policy

“In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, that might affect their ability to perform in this class are encouraged to contact the
Disability Services Office. If you will need to utilize your approved accommodations in this
class, please follow the proper notification procedure for informing your professor(s). This
notification process must occur more than a week before any accommodation can be utilized.
Please contact Disability Services at (714) 516–4520 or visit
www.chapman.edu/students/student-health-services/disability-services if you have questions
regarding this procedure or for information or to make an appointment to discuss and/or request
potential accommodations based on documentation of your disability. Once formal approval of
your need for an accommodation has been granted, you are encouraged to talk with your
professor(s) about your accommodation options. The granting of any accommodation will not be
retroactive and cannot jeopardize the academic standards or integrity of the course.”

Chapman University’s Equity and Diversity Policy

“Chapman University is committed to ensuring equality and valuing diversity. Students and
professors are reminded to show respect at all times as outlined in Chapman’s Harassment and
Discrimination Policy. Please see the full description of this policy at
http://www.chapman.edu/faculty-staff/human-resources/eoo.aspx. Any violations of this policy
should be discussed with the professor, the dean of students and/or otherwise reported in
accordance with this policy.

Religious Accommodation at Chapman University

Your instructor will provide a course syllabus at the beginning of each term that specifies dates
of exams and due dates of assignments. It is the responsibility of each student to review these
syllabi as soon they are distributed, as well as final examination schedules (within the first three
weeks of the semester) and to consult the faculty member promptly regarding any possible
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conflicts with major religious holidays where those holidays are scheduled in advance and where
those holidays constitute the fulfillment of their sincerely held religious beliefs. Upon the timely
request of one or more students, your instructor will work with student(s), whenever possible, to
accommodate the student(s) using reasonable means, such as rescheduling exams and assignment
deadlines that fall on major religious observances and holidays. Please see the full description of
Chapman University's policy on Religious Accommodation at
https://www.chapman.edu/about/our-family/leadership/provosts-office/religious-accomodation.a
spx
Links to an external site.
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English 103: Writing Gender

​Course Schedule
“I suppose that genre, like gender, with which it shares a root, is mostly a collection of lies we
have agreed to believe.”
- Eula Biss, “It Is What It Is”

Note: This is a tentative schedule that may be modified throughout the course. There are a lot of
uncertainties right now. We will be flexible and adapt as needed. Any schedule changes will be
communicated during Zoom, and/or via email, Canvas, our class website. An updated syllabus
will be provided by the instructor, but it is the student’s responsibility to stay up to date with any
changes made.

Week Date Topic Readings Due Assignments Due

1 Mon, Aug 31 Introductions
-Name Story: Power of
Mode: names and language
Zoom -Culture
8am-8:50am
Pacific Time Syllabus and Website

Wed, Sept 2 Introductions Review syllabus and browse

-Meanings behind ideas our class website and
canvas.
Mode: Syllabus Review
Zoom
8am-8:50am Class Discussion:
Pacific Time -Participation
-Community Guidelines:
Rules of Engagement
-Good writing vs. bad
writing
Fri, Sept 4 Creating Your Blog
Website

Mode: Blog Expectations

Zoom
8am-8:50am
Pacific Time

2 Mon, Sept 7 (Labor Day. University

closed.)
No Class
 17

Wed, Sept 9 Class Discussion: ​What Academic article: ​Jeanne Find one quote about
is Rhetoric? Gunner and Doug Sweet’s rhetoric to share with
Mode: “The Basics of Rhetoric: the class.
Zoom Small group Rhetoric Author, Audience, and
8am-8:50am Activity: Purpose”
Pacific Time -Pathos, Ethos, Logos
-Audience
Fri, Sept 11 Writing and Academic article: ​Gunner,
Conventions Jeanne, and Doug Sweet.
Mode: “The Rhetorical Use of
Zoom Conventions.”
8am-8:50am
Pacific Time

3 Mon, Sept 14 Watch Weebly tutorials Weebly Tutorials for

(if needed) and work on Beginners
No class creating your website
Asynchronous

Wed, Sept 16 Watch Weebly tutorials

and work on creating
No class your website
Asynchronous

Fri, Sept 18 Submit 1st blog post --> Blog # 1:​ Who Am I ?
(Remember to provide
No class a link to your blog
Asynchronous post under the Canvas
Discussions tab)
4 Mon, Sept 21 Class Discussion: ​What
is gender?
Mode: -Defining Terms
Zoom
8am-8:50am
Pacific Time

Wed, Sept 23 Class Discussion: ​The Planned Parenthood: “What Blog # 2:​ Genesis
Gender Spectrum. are gender roles and
Mode: -Where and how do we stereotypes?”
Zoom learn about Gender?
8am-8:50am Religious text: ​Holy Bible
Pacific Time “Genesis” (Ch 2, Ch 3)
 18

Fri, Sept 25 The Power of Language The Guardian: “Women and Blog #3:​ Comparisons
-Word choice Men: Duties in the Home -Reply to 1 peer
Mode: -Tone Comic"
Zoom -Voice
8am-8:50am Watch: ​TEDx​: ​“Why I’m
Pacific Time done trying to be man
enough”
5 Mon, Sept 28 Gender in Literature Article Review
- Article presentations + be prepared to
Mode: present and provide 1
Zoom discussion question
8am-8:50am
Pacific Time

Wed, Sept 30 Gender in Literature

-Article presentations
Mode:
Zoom
8am-8:50am
Pacific Time

Fri, Oct 2 Class Discussion, Watch:​ ​500 Days of

Gender in Film Summer
Mode: -Rhetoric in movies -Movie observation
Zoom discussion: ​500 Days of questions
8am-8:50am Summer
Pacific Time

6 Mon, Oct 5 Unit 1 Project: Blog #4​ Character

Personal Narrative and Rhetorical Analysis
Mode: Critique overview -Reply to 1 peer
Zoom -Outline
8am-8:50am -Free write
Pacific Time

Wed, Oct 7 Work on Unit 1 Project

No class
Asynchronous

Fri, Oct 9 Peer Review Unit 1 Project Draft

Workshop
Mode: -Small break out groups
 19

Zoom
8am-8:50am
Pacific Time

7 Mon, Oct 12 Closing Thoughts and Unit 1 Project:

Unit 1 Debrief Personal Narrative
Mode: and Critique
Zoom
8am-8:50am
Pacific Time

Wed, Oct 14 Introduction to Gender Academic Article:​ “Genre

in Genre as Social Action” Carolyn
Mode: Miller
Zoom
8am-8:50am
Pacific Time

Fri, Oct 16 Rhetoric and Academic Article:

Multimodality “Multimodality.” ​College
Mode: -Article discussion Composition and
Zoom Communication
8am-8:50am
Pacific Time

8 Mon, Oct 19 Rhetoric and Academic article: Blog #5: ​Meme

Multimodality Huntington, Heidi E. Rhetorical Analysis
Mode: -​Share memes in class “Subversive Memes: -Reply to 1 peer
Zoom Internet Memes as a Form of
8am-8:50am Visual Rhetoric.”
Pacific Time

Wed, Oct 21 Visual Rhetoric and The Washington Post: “How

Digital the Sexy Peach Joined the
Mode: Communication Resistance”
Zoom -Texting, emojis, logos
8am-8:50am
Pacific Time

Fri, Oct 23 Gender in Short “Analyzing the Short Story:

Stories Genre Conventions”
Mode:
Zoom Short story: ​The Awakening
8am-8:50am (Ch 3) by Kate Chopin
Pacific Time
 20

9 Mon, Oct 26 Gender in Short Short story: “Hills Like

Stories White Elephants” by Ernest
Mode: Hemingway
Zoom
8am-8:50am
Pacific Time

Wed, Oct 28 Gender in Science “Key Elements of Writing

Fiction Science Fiction” by
Mode: Georgina Roy
Zoom
8am-8:50am
Pacific Time

Fri, Oct 30 Gender in Science Short story: ​“When It

Fiction Changed” by Joanna Russ
Mode:
Zoom
8am-8:50am
Pacific Time

10 Mon, Nov 2 Gender in Fantasy “​Elements of Fantasy: Blog #6: ​Genre

Writing a More Magical Critique
Mode: Story” -Reply to 1 peer
Zoom
8am-8:50am The Washington Post: “The
Pacific Time Arguments About Women in
Power in ‘Game of Thrones’
Wed, Nov 4 Gender in Romance Romance Writers of Find 1 romance
-Romance novel/short America: “About the novel, short story, or
Mode: story/movie sharing Romance Genre” movie ​that you’ve
Zoom read/ or seen to share
8am-8:50am and discuss with the
Pacific Time Unit 2 project: class.
Overview
From your story
consider these
questions:

1. What is the
author’s exigence?
Who is the intended
 21

audience?

2. How does the

rhetoric used to
describe the
characters convey a
message about
gender?

Fri, Nov 6 Work on Unit 2 Project:

Genre Short Story
No class
Asynchronous

11 Mon, Nov 9 In class reading of Unit 2 Project:

short stories Genre Short Story
Mode:
Zoom
8am-8:50am
Pacific Time

Wed, Nov 11 In class reading of Unit 2 Project:

short stories Genre Short Story
Mode:
Zoom
8am-8:50am
Pacific Time

Fri, Nov 13 Gender, Identity, and Academic Article:​“Rhetoric

Society Introduction and Argumentation” by
Mode: David Fleming from ​A
Zoom Rhetoric and Guide to Composition
8am-8:50am Argumentation Pedagogies​.
Pacific Time

12 Mon, Nov 16 Social-Epistemic Academic Article:

Rhetoric and “Rhetoric and Ideology in
Mode: Intersectionality the Writing Class.” James
Zoom Berlin
8am-8:50am
Pacific Time Feminist Rhetoric ThoughtCo: “Feminist
Rhetoric” by Richaed
Nordquist
 22

Wed, Nov 18 Class Discussion: Psychology Today: “Can

Gender, Sexuality, and Men and Women Be
Mode: Friendship Friends?”
Zoom
8am-8:50am Can Men and Women be Psychology Today: “Can
Pacific Time Friends? And what do Men and Women Be
gender roles have to do Friends?”
with this?
Fri, Nov 20 Gender Identity and Africana Feminisms: “Black
Sexuality Queen Magic: Drag And Ru
Mode: Paul’s Drag Race as Black
Zoom Feminist Action” by
8am-8:50am Michael O’Neill
Pacific Time

13 Mon, Nov 23

(Thanksgiving
Break, No
class)

Wed, Nov 25

(No class)

Fri, Nov 27

(No class)
14 Mon, Nov 30 Class Discussion:​ How Harvard Political Review: Blog #7:​ Opinion
do Gender Roles “If We Want Equality, Then -Reply to 1 peer
Mode: Contribute to We Must Stop Perpetuating
Zoom Inequality? Gender Roles” by Nian Hu
8am-8:50am
Pacific Time

Wed, Dec 2 The Gender War The New Yorker: “How

-Why there’s so much Abortion Changed the Arc
Mode: contention in topics of Women’s Lives by Katha
Zoom around gender. Pollitt
8am-8:50am
Pacific Time Watch:​ ​TEDx: “Me Too is
Movement not a moment”
 23

Fri, Dec 4 Unit 3: Research Paper

Review
Mode: -Choose one
Zoom marginalized subject
8am-8:50am regarding gender
Pacific Time

15 Mon, Dec 7 Writers Workshop Drafts

Wed, Dec 9 Writers Workshop Drafts

Fri, Dec 11 Writers Workshop Drafts

16 Mon, Dec 14 Unit 3: Final

1:30pm- Research Paper due
4:00pm by midnight.

Finals week