Learning Goals, Assignments, and Grades for Black Women Writers

Learning Goals

By the end of this course, students will be able to: 

• Select notable passages from readings and frame inquiries, points of tension, or cultural salience 
• Close read or interpret and analyze literary works by Black women writers by applying concepts from Black studies, Black feminism, gender, and sexuality queer studies OR  drawing upon historical and cultural contexts.
• Recognize and explain the literary aspects of works, such as the significance of the audience, character development, and recurring tropes (themes and concepts) that occur across texts.
• Write an argumentative essay about the interpretation or meaning of texts, including significant passages, literary analysis, and explanations
• Design and create public-facing blog posts on WordPress platforms
• Research and explain connections between the literary work and intellectual, social, and political ideas Black of Black women writers and contemporary issues in culture and society through individual research, class trips to museums, and films viewed in class. (Note all class trips off campus are optional)

Assignments

Reading and Time Management: 

We are reading 30-100 pages per week in this accelerated summer course. We will cover genres from slave narratives and novels to poems and essays. Some works will read quickly– other works, like poetry or essays, may require more than one reading before class for fuller comprehension. For these reasons, please anticipate reading at least 2-3 hours over the weekend and 1-2 hours during the week outside of class.

Participation Assignments (30% of Overall Grade)

Participation I: Free Writes as Attendance (10% of Grade):

In Zoom and in person, I will ask short response questions that count as both attendance and participation. These will be completed as comment replies to instructor blog posts or written prompts for select in-person classes. On select days before papers, a 10 mins conference with the instructor is part of the attendance/participation. You will sign up for time slots during class, and you do not have to be in attendance except for that conference. Everyone gets 2 absences. A third absence results in a half-letter grade deduction (e.g. a B+ becomes a B; an A- becomes a B+). 

Participation II: Weekly Comment reply to Instructor Videos and Reading Questions Posts (15% of Grade)

Each week the instructor will post short youtube lecture videos (7-14 mins) to accompany your reading assignment. There will be multiple questions posed, and you are asked to respond to ONE question with a comment reply of 2-3 sentences. You may bring up a related passage, and pose further or related questions, or links to relate ideas or materials online. 

Participation III: Read and Comment on Peer Blog Posts Connecting Readings to Contemporary Culture and Society (5% of Grade)

Each week I will ask part of the class (5-6 people depending on class size) to post a Blog Post (details below) connecting a passage or idea from class to contemporary culture and society. On asynchronous days, you will read peer posts and write TWO comment replies (2-3 sentences) on TWO different posts. Additional comments or replying to someone else’s comment on your post are recognized as a measurable extra effort toward class participation.  

Writing Assignments (70%)

Writing: Blog Post connecting materials from class to readings and class discussion (20% of Grade). Sign up by the end of the second class on Tuesday, June 13, 2023.

Create a Blog Post connecting ideas or passages to other cultural materials, events, and issues today. Posts receive full credit if they accomplish the following:

1. An original title that reflects a central point or hook in your post (10 points)
2. A form of media with a caption (image, embedded youtube) OR text from a related source with a brief summary description of the source and citation and/or link (5 points)
3. Minimum of 250 (50 points)
4. Passage (a sentence up to a block quote. A block quote is 4+ lines) from one of the readings with a citation (20 points)
5. A “Category” or tag that reads “Blog Post on “[Author’s name].” Please include this last element because it ensures your site posts are organized and searchable on our class site because peers must read and comment. (10 points)
6. After you post the Blog to the Cuny Commons site, go to Blackboard and copy the URL for your post, paste it into the text box for the Assignment as listed  in Blackboard, and submit to receive full credit (5 points)

Writing: Short Critical Analysis Essays (each 25% for each a total of 50%)

Unlike other assignments, the short critical analysis essays are only submitted to Blackboard. They are NOT posted to the class site. Please submit all essays as a word doc or docx. 

Format:

• Docx or Doc
• 4  to 5 1/2 pages double spaced  OR 1100 to 1500 (No exceptions– writing outside the page or word count will lead to reductions
• 1 inch margins
• Times or Times New Roman font
• Indent paragraphs
• Cite all quotations MLA or Chicago style
• Create Block Quotations for quotes over 4 lines long 

Student Objectives for Critical Analysis Papers (Prompts posted for Essays on Blackboard and linked here Suggested prompts for Critical A:

Student papers are assessed based on the skill with which they do the following:

• Create an argument through which you answer a question and address a problem or tension or ambiguity. Your argument should explain to your reader what you are analyzing and what you aim to persuade them to understand.  In other words, your argument should be the literary interpretation or idea you want readers to agree with. If you want to depart from the prompt or refashion it a bit, you are welcome to do so as long as your essay poses an argument that includes literary analysis and interpretation.
• Write in a way that anticipates an audience of generalized academic readers. 
• Establish a motive for the essay in your introduction. Here you will state your argument AND answer the “So what?” question, suggesting why your essay is compelling and exciting to an intelligent reader.

•  In the introduction or early on in the essay, describe to your reader your essay. For this reason, revising your introduction after you write the whole essay but before the final submission is good practice.
• Draw on evidence persuasively, quoting from the text when necessary, summarizing or paraphrasing accurately, and responsibly when appropriate.
• Analyze evidence and connect back to the argument (e.g., use signposts)
• Cite your work according to MLA or Chicago-style standards 
• Structure the essay around your central answer to the essay prompt or the main argument by ensuring that each paragraph adds an essential piece to persuade readers to agree.
• Reflect on what the essay has argued in greater detail (i.e., remind us what your essay accomplished) and draw out the implications of the argument or how your essay provides valuable knowledge in your conclusion.

Extra Credit Opportunities 

Extra Credit (for papers and participation) 

•  Attend a class trip (Play or trip to the Met museum or your own excursion), create a narrative of your experience that connects to class reading, incorporate media, add 5 points (e.g., half a letter grade)  to Critical Analysis Essay #1 or # 2 (Extra credit must be posted to class site and the instructor notified by the end of the day for last class July 13th). The Class trip and blog post may also make up for additional absences beyond the allowed 2.
• Extra Credit: If 70% of the class submits the course evaluation at the end of the course, the whole class will get 2pts added to the class participation grade