Course Description

This course will treat language as the primary human system of representing and organizing the world. We will examine how language constructs sexual difference and power relations among groups. Topics include the role of language in structuring individual identity and human relations; how that process informs the nature of social institutions; and the control language exercises over human society, from the private to the public domain. Readings are drawn from the fields of anthropology, linguistics, philosophy, psychoanalytic theory, psycho- and sociolinguistics, and science fiction. The class will be conducted in seminar format, with student presentation of readings and responsibility for certain topics. Students will have a broad range of options for their individual research topics. This course is a core course in the Women's, Gender and Sexuality Studies Graduate Certificate program. It is also part of a program emphasis in Language and Culture in the Master's of Liberal Studies program. It may also be taken separately from the Language and Culture program emphasis.

Throughout this course we will address questions such as the following: How are gender differences manifested and perpetuated through language use? What role does gender play in the construction of subjectivity? Is there such a thing as "women's language"? How do gender differences influence communication between women and men? What can be done to promote gender equality in language use? As this field of study is closely related to our daily lives, your questions, comments, and relevant personal experiences and observations will play an important role in our explorations of language and gender.

Required Texts

Eckert, Penelope, and Sally McConnell-Ginet.  Language and Gender.  Cambridge: Cambridge UP, 2003. ISBN 0-521-65426-2               P120.S48.E34 2003

Elgin, Suzette Haden.  Native Tongue.  New York: The Feminist Press, 2001. ISBN 1-5586-1246-7   PS3555.L42 N37 1984

Hall, Kira, and Mary Bucholtz, eds.  Gender Articulated: Language and the Socially Constructed Self.  New York: Routledge, 1995.  ISBN 0-415-91399-3 P120 S48 G4

Weedon, Chris.  Feminist Practice and Poststructuralist Theory.  2nd ed.  Oxford: Blackwell, 1997.  ISBN 0‑631‑19825‑3  HQ1206 W42 1996

*Fulwiler, Toby, and Alan R. Hayakawa.  College Writers Reference.  4th ed.  Saddle River, New Jersey: Prentice Hall, 1999.  ISBN 0-13-126969-0  (web site/online study guide for 2nd edition: http://cw.prenhall.com/bookbind/pubbooks/fulwiler2/).

*Reinking, James A., and Robert Von der Osten.  Strategies for Successful Writing.  8th ed.   Saddle River, New Jersey: Prentice Hall, 2007.  ISBN 0132320282 (web site/online study guide for 8th edition: http://www.pearsonhighered.com/educator/academic/product/0,3110,0132320282,00.html )

*It is understood that all students have acquired the basics of writing scholarly papers.  These 2 texts are examples of reference works that can be used to help in writing the research paper for the course, but students should use whatever works they find helpful. See also MALS web pages, Writing Tips at http://www.lbst.uncc.edu/writing.htm.

Course Requirements

Immediately after the first class period, send the professor the following information using the email account you check most often*:

The class will be conducted in seminar format. You are expected to prepare the assigned readings, contribute consistently to discussions each class period, and, at designated times, take responsibility for special preparation. Assessment of class participation will be based primarily on whether it reflects careful reading of assigned materials rather than on whether your understanding of the material is absolutely correct. Nevertheless, quantity is not a substitute for quality in your contributions to class discussion. All written assignments for the course will be submitted electronically by email attachment, using MSWord. I will make comments on assignments using MSWord's tracking-changes function.

You will keep a weekly reading journal and will conduct a research project and present your results in a 15-page paper (due Dec. 9). You will use the journal to synthesize the material in each week’s readings and to organize your thoughts on the material as preparation for articulate participation in class discussion. Each journal entry will indicate the basic thesis and main points of interest to you in each reading (a couple of sentences on each, including your personal reaction to it, suffices) and identify major points about language treated by Elgin in Native Tongue (again, a few sentences, or even a list, suffices [for journal and class discussion ideas see Native Tongue reading guidelines at http://www.languages.uncc.edu/ksstephe/LGP/Elgin1.doc ]). The journal will also contain weekly reports of your observations concerning language use in your daily lives and any homework assignments. Journal entries must be submitted electronically prior to class each week. Please make the subject of your email "[Last Name] Week [#]." Grading will be based not on length of the entry but on demonstration of serious engagement with the material and general understanding of the texts. The research paper may be a report of original research or a critical review of the literature on a specific topic of relevance to the seminar. If the critical review is on empirical research, you will be expected to collect and analyze some data to fully understand the topic and to provide material for possible comparison or critique. You must consult with me at the beginning of the semester to identify possible topics and begin pertinent readings well before the first (Sept. 24) deadline. For general information on writing, see LBST web pages, Writing Tips (http://www.lbst.uncc.edu/writing.htm).

A proposal indicating the topic for the term paper and relevant course readings is due Sept. 24 (electronic submission by email attachment) and will be returned with comments. The proposal should be as elaborate or lengthy as necessary to provide me with enough information to comment on, but at least one double-spaced typed page in length. An abstract (minimum 1 paragraph), detailed outline (minimum 2 pages) indicating the paper’s main findings and arguments accompanied by an annotated bibliography are due Oct. 22. A draft of the paper is due Nov. 12, and the final version Dec. 9. Papers are expected to be of professional quality and form. All materials turned in at various stages must be typed, double spaced, and conform to MLA style (consult the MLA Handbook, College Writers Reference and Strategies for Successful Writing, and online writing guides cited in guidelines to writing the paper at http://www.languages.uncc.edu/ksstephe/MALS/lgppaper.doc). Materials for each stage will be graded; grades will be lowered one letter for each day an assignment is late, without exception. I will gladly accept materials before the due dates. You are required to use computers in preparing your research papers. On-campus computers are available for students to use in numerous computer labs (call 704.687.6400 or see http://www.labs.uncc.edu/ for further information).

Absence Policy

Attendance is required. Students who miss classes usually do poorly on homework and the final exam. Please note as well that for a class that meets in a 3-hour bloc, a missed seminar meeting constitutes a significant percentage of seminar time. Absences will affect the evaluation of your performance in the course. Failure to attend at least 75% of the classes--i.e., missing 4 or more classes, for whatever reason--will result in an automatic failing grade for the course. Role is taken at the beginning of each class. Late arrivals will be marked absent unless students remember to “check in” with the professor at the end of class and have the absence changed to a late. Absences will be excused only when you provide written confirmation of hospitalization, a doctor/ infirmary visit, an officially excused university activity, or a serious family crisis. If you are absent from class, you are responsible for contacting a classmate, finding out what we did in class and the homework assignment, and preparing this assignment. See also attendance policy in UNC Charlotte Catalog.

Participation

All students are expected to participate in class discussion. Journal-writing should prepare you for participation that is substantive in content as well as in amount. Discussions will focus first on students’ demonstration of their understanding of the material and questions about content and then, when time allows, progress to exploration of various issues raised in the readings. Only students who participate in each class meeting and for the entire class should expect a positive evaluation.

Grade Breakdown

The course grade is a composite evaluation of total class performance. Regular class attendance, participation, and homework completion makes up 50% of your grade. I suggest that you pay particular attention to these areas so that they work for you rather than against you. Grades observe the standard protocol for graduate work:

A: Solid, graduate-level work, slightly to considerably above peer group.
B: Graduate-level work.
C: Unacceptable graduate-level work (no graduate credit).
U: Extraordinary failure to perform at graduate level (enrollment cancelled)

Seminar participation, presentations 35%
Reading Journal 15%
Research project and paper 30%
Final Essay Exam (Wed., Dec. 17, 6:30-9:30) 20%