First-Year Seminar:
At
the Frontiers of Masculinity
Elizabeth
Green Musselman (“Dr. GM”)
Fall Semester 2003
University Studies | course #05-012-07
Southwestern University
meets: TR 9:30-10:45 (except in 1st
week) | Olin 111
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We hear a lot about the enormous
changes that women and girls have gone through during our lifetimes—but what about men and boys? What
kinds of conventions do males learn, which ones are harmful, and what positive
alternatives are available? We will read Russell Banks’ Affliction as the portrayal
of a basically good man whose life is damaged by the ideal of manhood
to which he has been socialized. We will discuss some historical, sociological,
psychological, biological, and anthropological perspectives on this
issue, and consider works in which new and more powerful versions of
masculinity are envisioned, such as the Pulitzer Prize-winning novel
The Amazing Adventures of Kavalier and Clay and the film Fargo.
I have several goals
for you in this course: You will learn the kinds of problems that American
males face and discuss some potential solutions. You will, I hope, discover
that masculinity—and, for that matter, femininity—are aspects of our
lives that we can control and change for the better; they are not fixed
and do not have to control us. You will also learn the importance of interdisciplinarity,
or using material from a variety of different disciplines to think
about an issue. As in the other FYS sections, you will develop skills
in:
I encourage you to contact
me by e-mail, rather than voice mail. Come see
me during my office hours for issues that are better discussed
face-to-face.
| office | Mood-Bridwell 216 |
| greenmue@southwestern.edu I do not generally check e-mail between 10 a.m. Friday and 1 p.m. on Sunday. |
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| telephone | 512.863.1595 |
| office hours | Tues. 3-5
pm, Wed. 4-5 pm or by appointment (please try to schedule an appointment rather than just drop in) |
In this course, you must complete the following assignments. To calculate your final grade, I will multiply each of your assignment grades by the percentage given for each assignment, and add those numbers together. See the policies section for more information about grading.
1. Affliction journal (10% of final grade):
You received instructions about this assignment in a letter that I sent to you early in the summer.
Criteria for grading this assignment: evidence of careful, critical engagement with the novel; serious thought about the issues raised in the novel beyond merely personal and hastily written musings; clarity of writing.
2. reading analyses (65% of final grade: 12% each for first four analyses + 17% for final analysis):
Over the course of this class (see below for deadlines), you will write five reading analyses, each 2–2 1/2 pages in length. In each paper, you will respond to a specific question that I will give you. My questions will ask you to analyze a particular idea or theme from that week’s reading.
What does analysis mean? First of all, analysis is not summary. Do not waste precious space in your paper summarizing the reading. Rather, what you want to do is come up with one or two strong sentences in your own words that directly responds to my question. That strong sentence (or those strong sentences) will be your thesis. Put this thesis at the beginning of your paper. (In most cases, this will mean making the thesis your very first sentence. Do not waste time in the introduction with grandiose or irrelevant filler.) Devote the rest of your paper to providing evidence that your thesis makes sense. How do you do this? Quote specific passages from the reading (make those passages only as long as they need to be; avoid huge block quotes). Then, in your own words, state how each of those passages provides evidence for your thesis. (Do not simply assume that this is obvious.) Provide transitions between paragraphs so that the paper works together as one interconnected argument for your thesis. Finally, write a conclusion that ties together your main points with the overarching thesis.
For guidance on how to write a good thesis statement, visit this handy site.
As you can surely discern from the above, simply dashing off the first two pages of thoughts that come into your head will not earn you an acceptable grade.
See Harvey, Writing with Sources: A Guide for Students for information about proper citation of sources. Follow the MLA citation rules.
Special instructions for final reading analysis: The final reading analysis will have the same format as the previous papers, with the following two differences. First, the paper must be 3-4 pages long. Second, in answering my question, you will need to use an additional scholarly source to analyze the reading. In the library assignment you searched for books and articles on a topic related to some theme in Kavalier and Clay. Well in advance of writing this last paper, read one scholarly book chapter or article on this topic. In your paper, your answer to my question will then focus on how your additional reading helps you better to understand that aspect of Kavalier and Clay. Click here for more information about using the library to do research for this course, and click here to access the library’s main web page.
Criteria for grading this assignment (in order of importance): a main argument (thesis) that you state clearly at the beginning of the paper; a thesis that answers the question I have asked; focus in the rest of the paper on explaining and supporting that thesis; appropriately cited, specific evidence from the readings to support your thesis; writing that communicates clearly.
3. library assignment (10% of final grade):
On 16 Sep., you will hand in a completed library assignment worksheet, linked here. The main purpose of this assignment is to develop your skills with using the Southwestern library. In particular, you will learn how to find books and articles on a topic of your choosing, by using different search tools (databases) and by learning to navigate our library. Click here for more information about using the library to do research for this course, and click here to access the library’s main web page.4. participation (15% of final grade):
Your completed worksheet must be typed. The easiest way to do this is to cut-and-paste the worksheet text into a word processing file, and type your answers into the spaces provided.
Criteria for grading this assignment (in order of importance): use of the fullest possible range of skills and information learned during library tour during first week of class; evidence that you have given some thought to what particular approach you will take to your topic; evidence that your topic is reasonable given the resources available from the SU library and interlibrary loan.
This is not a lecture course, so not only does part of your grade depend on your prepared participation, but so does the entire success of the course. You do not need to say fantastically clever and insightful things whenever you open your mouth; all I ask is that you do the required reading diligently, be willing to take some risks, and try out some ideas with the rest of the class.Return to top
Your participation grade will reflect your overall participation in class discussions. I will also take account of office visits in which we discuss course material. I will give unannounced quizzes if it becomes clear that much of the class is not keeping up with the reading.
Criteria for grading this assignment: frequency of your participation (this includes asking intelligent questions); quality of your comments (especially evidence that you have done the required reading carefully and thoughtfully); listening carefully and responding respectfully to other students’ ideas; your ability to get other students talking by raising questions or debating other students directly; regular and alert attendance; extra quizzes, if necessary.
1. attendance:
I expect you to attend every class except for those days on
which you have a documented medical or other legitimate emergency or
religious observance. I do not plan to keep careful track of your absences.
However, you should realize that every absence will seriously harm your
final grade, since you will not have participated fully in discussions
and will not have heard all the lectures. Your grades on assignments will
automatically suffer as a result.
If you are absent more than three times without documented excuse,
I will try to contact you and, if necessary, call Academic Services.
If the problem continues for no documented reason, you may automatically
fail the course. If you have a legitimate, documented excuse but for a
prolonged absence, you may need to withdraw from the course.
2. lateness: Do not arrive late to class. If you are regularly late, I will ask you to leave. I have this strict policy because lateness is disrespectful not only to me, but also to your fellow students.
3. grading:
The maximum percentages awarded for course assignments
add up to 100. I use a standard grading scale:
| 97–100 | A+ | 73–76 | C |
| 93–96 | A | 70–72 | C– |
| 90–92 | A– | 67–69 | D+ |
| 87–89 | B+ | 63–66 | D |
| 83–86 | B | 60–62 | D– |
| 80–82 | B– | 0–59 | F |
| 77–79 | C+ |
If your grades consistently improve over the course of the semester, your class presence is consistent and attentive, and your final grade is on the cusp between two grades, I will consider shifting your final course grade up to the next level. For example, if your final course grade worked out to an 86, but your grades had consistently improved during the semester and you were a consistent and attentive class participant, I would consider shifting your final grade up to a B+.
4. late assignments: I will not accept late assignments in this course. If you have a documented medical excuse or other genuine emergency, you may discuss special arrangements with me as long as you do so in a timely fashion. If you know in advance that you will be away for a legitimate reason (e.g., a university-sponsored trip), you must notify me in a timely way of your pending absence and turn in your assignment in advance of the due date. All other late assignments will receive a 0.
5. honor code issues: You must hand-write and sign the full honor code on each assignment in this class. That means writing out and signing your name after the following:
I have neither given nor received aid on this examination [paper, etc.], nor have I seen anyone else do so.You may not write P.I.F. or any other variant of the honor code. You also may not submit any assignment (except the debating points) via e-mail or attachment, since such a submission would not bear a signed honor code.
6. internet
sources: You may not cite internet sources in any of the written assignments
in this course. The following are exceptions to this
rule and may be used, since they are clearly of a scholarly nature:
articles from full-text databases like JSTOR and Project Muse; online
primary sources (texts written by historical actors that have been re-published
on the web); internet pages that I have approved well in advance of your
turning in the assignment.
For information about how to determine the scholarly value of a web
site, visit either of these sites: Thinking
Critically about World Wide Web Resources or Evaluating Internet
Sources.
7. disabilities: Southwestern University will make reasonable accommodations for persons with documented disabilities. Students should register with the Office of Academic Services, (3rd floor Cullen, 863-1286). Professors must be officially notified by the Academic Services Coordinator that documentation is on file at least two weeks before the accommodation is needed.
You will find the following at the university bookstore. At your request, I will place copies on reserve in the library.
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- Banks, Russell. Affliction. New York: HarperPerennial, 1990. [Read over the summer.]
- First-Year Seminar Reader. [Available as a bound packet of photocopies.]
- Chabon, Michael. The Amazing Adventures of Kavalier and Clay. London: Picador, 2001.
- Harvey, Gordon. Writing with Sources: A Guide for Students. Indianapolis and Cambridge: Hackett Publishing Co., 1998.
Whether you will enjoy and
learn a great deal from this class is almost entirely up to you and your
commitment to the reading. Thoughtful reading is both active and responsive.
As a general rule, thoughtful engagement either (a) uses readings as the
basis for formulating interesting discussion questions; (b) uses readings
as a basis to probe and develop an interesting positive argument of your
own; and/or (c) treats an author/work as an opponent worth refuting and correcting
on points of fact, interpretation, or theory.
It is not enough, in other words, for
you to read merely (or primarily) for comprehension. I fully expect
you to engage the many works we will encounter this semester in an active
dialogue, and to be prepared to share the fruits of your dialogue with
the members of our class at each and every meeting.
To this end, you might find it useful to
keep careful and detailed notes or a journal of your readings in which
you pose questions, probe interesting ideas, outline arguments, etc. Such
a journal would not only be helpful in preparing for class discussions,
but would be an excellent way to record and chart the development of
your own dialogue with the authors and works on which we are focusing
our critical attention.
Each date listed below tells
you what topic we will discuss in class, and what you need to have
read in preparation for that day’s class. FYSR = First-Year
Seminar Reader; 
= date on which an assignment is due.
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Class meets from 9 a.m.–12 noon.
read: Over the summer, you should have read the novel Affliction twice and seen the film version once. due: Affliction journals (bring 2 copies) in class: At 11 a.m., Southwestern’s brilliant Director of Intercultural Learning, Sue Mennicke, will visit our class to give a presentation on study abroad and other intercultural education opportunities.
T Aug 19: Discussion of Affliction, course syllabus
Class meets from 9 a.m.–12 noon.
read: 1. course syllabus in class: prepare for fall registration
At 11 a.m., we will visit the Writing Center for a presentation on how the center’s student consultants can help you improve your writing.
W Aug 20: Class does not meet
Th Aug 21: How did the dominant style of masculinity get this way?: historical roots
Class meets from 9 a.m.–12 noon.
read: 1. Stearns, “Manhood and the Challenge of Industrialization” [FYSR]
2. Bederman, “‘The Women Have Had Charge of the Church Work Long Enough’” [FYSR]
images to view in class:
Pants factory (New York City, 1937)
Krupp’s Great Gun (Germany, 1867)
quotations
in class: At 11 a.m., our class will move to the Caldwell-Carvey Foyer in the Fine Arts Building for a presentation on the SU honor code.
Class meets from 1:30–4:30 p.m.At 1:30, we meet in the library foyer (rather than our regular classroom), where librarian extraordinaire Carol Fonken will give us a tour and orientation.
read: 1. Shostak, “The Women’s Liberation Movement and Its Various Impacts on American Men” [FYSR]
2. Staples, “Masculinity and Race: The Dual Dilemma of Black Men” [FYSR]
3. Solanas, “SCUM Manifesto” [on-line reading]
4. Steinem, “‘Women’s Liberation’ Aims to Free Men, Too” [on-line reading]
[Print copies of on-line readings, mark them as you read and bring them to class with your other texts.]
5. Kimmel, “Who’s Afraid of Men Doing Feminism?” [FYSR]due:
reading analysis #1
Question: How can one of the historical changes described in our readings from 21-22 Aug. help us to understand some aspect of Wade Whitehouse’s behavior?
T Aug 26: How did the dominant style of masculinity get this way?: sociological theories
From now on, class begins at the regular semester meeting time of 9:30–10:45 a.m.
read: 1. Swain, “Covert Intimacy: Closeness in Men’s Friendships” [FYSR]
2. Boswell & Spade, “Fraternities and Collegiate Rape Culture” [FYSR]
3. Pi Kappa Phi Fraternity, “Statement of Position on Sexual Abuse” [FYSR]
Th Aug 28: How did the dominant style of masculinity get this way?: psychological theories
read: 1. Bergman, “Men’s Psychological Development: A Relational Perspective” [FYSR]
2. Real, “Perpetrating Masculinity” [FYSR]
read: 1. Fausto-Sterling, “Of Genes and Gender” & “Hormones and Aggression: An Explanation of Power?” [FYSR] due:
reading analysis #2
Question: Why does Real think it is “unfair to blame male ‘instincts’ for our brutality”? To whom is it unfair, according to Bergman, Real and Fausto-Sterling?
Th Sep 4: Are there other ways to be masculine?: some studies of cultures outside the U.S.
read: Gerami, “Mullahs, Martyrs, and Men” [FYSR]
Xaba, “Masculinity and Its Malcontents” [FYSR]
Carrillo, “Neither Machos nor Maricones” [FYSR]
read: 1. Messner, “Essentialist Retreats” [FYSR]
2. Bly, “Preface” and “The Pillow and the Key” [FYSR]due:
reading analysis #3
Question: What appears to be the most significant obstacle to changing traditional norms of masculinity? (Your answer here should indicate an obstacle that arose in at least two of the readings from Sep. 4 & 9.) Which reading proposed the most promising route over this obstacle? (Be sure to justify your answer to this question.)
Th Sep 11: Are there other ways to be masculine?: special screening of Fargo
notice: Class will not meet at the regular time. Instead, at 6 p.m. in the McCombs Center Media Room (just inside the door to the Cove), we will have a dinner of pizzas or subs. At 7 p.m., we will begin watching the film Fargo. You are welcome to invite friends to the film screening at 7, but we will only have enough food for those in our class. You are required to attend this film screening.
read: 1. the scholarly article or book chapter that you are reading for your final reading analysis
2. start reading Chabon’s Amazing Adventures of Kavalier and Clay
(See 25 Sep. reading assignment below.)note: The following students should meet me in the library’s Melville alcove during our regular class time. Come prepared with questions about the additional source you are reading for your final reading analysis. [Deann, Clint, Rebecca, Travis, Catherine, Thomas, Mindy] due:
library assignment
If you are a member of the group meeting me in the Melville alcove today, bring this assignment with you when you come to meet me at our regular class time. The rest of you need to leave your assignment under my office door (Mood 216) by 9:30 a.m.
See the assignments section for details about this assignment.
Th Sep 18: Reading and research week
read: 1. the scholarly article or book chapter that you are reading for your final reading analysis
2. continue reading Chabon’s Amazing Adventures of Kavalier and Clay
(See 25 Sep. reading assignment below.)note: The following students should meet me in the library’s Melville alcove during our regular class time. Come prepared with questions about the additional source you are reading for your final reading analysis. [Cris, Alli, Amanda, James, Guillo, Akshay, Alyssa, Melanie] T Sep 23: Discussion of final reading analysis
read:
1. Hellstern, Scott, & Garrison, “Writing as Communication” [FYSR]
2. Look back over the scholarly article or book chapter that you are reading for your final reading analysis
in class: We will discuss how to use your scholarly article or book chapter to analyze Kavalier and Clay.
Th Sep 25: Are there other ways to be masculine?: a hopeful vision
read: 1. hooks, excerpt from All about Love: New Visions [FYSR]
2. Chabon, pp. 3-497
read: Chabon, pp. 498-636 due:
reading analysis #4
Question: Is it appropriate or misguided to see Joe Kavalier or Sammy Clay (choose one to discuss) as a model man? In your answer, focus on a particular incident that supports your answer. Also use one idea/passage from the hooks reading to support your argument.
Th Oct 2: Course wrap-up
prepare for class:
Come to class having marked one passage in your scholarly article or book chapter and one passage in Kavalier and Clay. The passage from your scholarly article or book chapter should something you think will help you to make a particular point about the K&C passage. Each of your passages should be no shorter than one paragraph but no longer than one page.
in class:
You will complete reader and course evaluations in class today. Please bring your First Year Seminar Reader to class with you.
Class does not meet on this date.
due: Final reading analysis due by 10:45 a.m. in Dr. GM’s office (MB 216).
See the assignments section for details about this assignment.
The following list provides suggested topics for your final reading analysis. Click here for more information about using the library to do research for this course, and click here to access the library’s main web page.
