Dates/Topics

Concepts

Class Activities

Homework Assignments

Week 1
T 1/31

Unit 1: Disorientation
(3 weeks)-The World as a Text

-Signifier
 -Signified
-Cultural context
-Semiotics
-socially constructed signified

Read and discuss excerpts from * #1 “Criticism and Meaning” by Belsy (page 43-44)-
1.Review syllabus
1.Introduction: The Problem of Meaning:
2. How does meaning occur?  The nature of the sign.
3. How is language a social fact?
4. How is ideology signified in “inscribed in signifying system”?
5. How does a text come to have meaning?
View and discuss “Duck Amuck”

Bring in an ad and your “reading” of the ad. Your response should be about 1-2 pages . Be sure to include-

• Descriptions of the signifiers in the ad
• The signified meaning each signifier conveys
• The ad’s purpose
• Your analysis of whether or not it’s effective

Read & annotate “Last Duchess” by Robert Browning

 02/01

Signification/ Representation and History

Representation
institutionalized
-indexical representation
-paradigm
-shift in conventions
-literary representation( genres)

We’ll read and discuss * # 2 “Representation” by W.J.T Mitchell
-How is meaning constructed?
-Why is meaning plural?
-Examine an interpretation of the “Last Duchess” poem

In small groups, share your ad and response. Be sure to provide constructive critiques

1.Revise your writing based on the peer review and turn it your #1 Thinking paper. In order to write an interesting thinking paper, be sure to find an ad that speaks to you in an enriched cultural contexts. You may even go as far as discussing what the ad may mean to the mainstream culture but to you, its meaning may be slanted or even offensive.
2. Read * # 3“The Jeaning of America” by Fiske

Th 2/02

Representation and History

-ambiguity
-cultural resistance
-pop culture is n expression from the subordinate and disempowered
-pop culture contradicts itself
-Intertxtuality

#1 Thinking paper is due.

1. In class, look at a slide show of jeans design from 1960s to present day. Discuss :What do jeans mean to you? Why do you wear them?
2. Based on the cluster of meanings, explore topics of-

• Individuality within communal allegiance
• Deny class difference
• Freedom, Nature & sexuality
• Masculinity & femininity
• Intertextuality: meanings can only exist in the cultural space between texts that precedes the texts (pg6 in “The Jeaning of America”
• We, through commodities, by living it, we validate and invigorate it ( ideology)-pg14
• “A commodity is ideology in material.

1. Respond to the quotations from “the Jeanings…”. Let the quotes speak to each other-
“ A mass culture produces a quiescent, passive mass of people, an agglomeration of atomized individuals separated from their position in the social structure, detached from and unaware of their class consciousness, of their various social and cultural allegiances, and the totally disempowered and helpless” (pg 20)

“Popular culture always is part of the power relations; it always bears traces of the constant struggle between dominion and subordination….” (pg 19)

“The process of adopting the signs of resistance incorporates them into the dominant system and thus attempts to rob them of their oppositional meanings” pg 18

2. Bring several images of the same commodity that signifies the shift in meaning in its historical and cultural context.

F 2/03
How does meaning shift and change?

-plurality of meaning
-shift in meaning
-ideology
-dominant culture
-subordinate culture

1. Share your writing based on the three quotations.
2. In small group, share and analyze the images you have brought to the class.
3. Each group presents its finding through discussion.
3. Discuss the writing prompt.

Start composing your #2 Thinking Paper based on our class discussions and the following prompt-
Identify and describe a “text”, which can be music, dance, fine art, poetry, fashion etc. that was originated from cultural dissent but its meaning has shifted since then. Do research to explore how the dominant culture absorbed the “subversive text” and made it mainstream, therefore, robbing it of any resistance or oppositions Explain how its meaning evolved to its current representation. Be sure to use one quotation from the “Jeaning” essay as your theoretical lens.
Bring in your draft tomorrow to class.

Annotate Belsy's "Criticism and Meaning" by focusing on " How does meaning shift and change?" & "How to construct meaning?" Provide examples for your assertions.

M. 2/06
How does meaning shift and change?

• Share 1st draft of #2 Thinking Paper in small groups. Peer review.
• Round-robin to share more interesting parts of “The Jeaning of America”.
• In class, share and discuss ideas from the draft of #2 Thinking Paper

• Revise the #2 Thinking Paper based on peer review feedback
• Read and Annotate * # 4 Nealon & Giroux, Chs. 1 “Why Theory?” & 2“Author/ity”

Week2
T 2/7
Understanding system.

#2 Thinking paper due
1.Share and examine parts of “ Why Theory & Authority” using annotations.
2.Share responses to Belsy's "Criticism and Meaning"
3. “Jabberwocky.” Looking at words and visual images.Read the poem out loud to listen to its sound. Class group work to prepare to present the poem- it could be presented as a scene, or a picture book or a story or an ad ( you can use power point presentation).

Read and annotate * # 5 Nealon & Giroux, ch. 3 “Reading.”
Work on Group presentations

W 2/8
Understanding system.

-natural
-cultural

1. Small groups present “Jabberwocky.”
2. Share and examine parts of “Reading”.
3. Visit the slide show at http://www.uvm.edu/~tstreete/semiotics_and_ads/introduction.html about semiotics. How do we take for granted signs and symbols, and not things themselves as "natural" aspects of life but in reality, that are anything but. How does this social phenomenon may have important social implications?

1.Write a one page response to today’s presentation.
2. Bring in an ad that presents a narrative. If you cover up half of the ad, the image has one meaning; when you reveal it in relation to another symbol, it has a different meaning.

Th 2/9
Understanding system.

-paradigm of past-ness
-constructed narrative

• Class Image presentation.
• Continue the presentation of semiotics and its suggested meanings http://www.uvm.edu/~tstreete/semiotics_and_ads/introduction.html

Investigate how a particular subject position was constructed in ads of the past. See http://scriptorium.lib.duke.edu/adaccess/  or 

http://www.americanhistory.si.edu/archives/Ivory/index.asp  or
http://www.commercialcloset.org/cgi-bin/iowa/index.html  or
http://www.adflip.com.libezproxy2.syr.edu/  (A database, available through SU)

1.Read and annote * # 6 Nealon and Girooux, ch 7 “History”
2.Start your #3 Thinking Paper based on the prompt:
Find an image from any source of the media that connotes a narrative. Describe the image and explain how your interpretation ( meaning of the visual) is constructed. Be sure to use all available signifiers in the image to explain the signified. Piece your fragmented interpretation together to construct a well-thought meaning of the narrative. Be sure to do research to go deeper with the contextualized meaning, and incorporate the appropriate theoretical concepts. You are required to use at least five new theoretical concepts and a theory we have read and discussed in relation to"reading".

F 2/10
Understanding system.

-codes
-myth

• Share notes on “history”
• Continue the presentation of semiotics and its suggested meanings http://www.uvm.edu/~tstreete/semiotics_and_ads/introduction.html
• Share your draft on #3 Thinking Paper

1.Consider: how is the narrative of your image mixed with other signs such as “ myth "to suggest richer meaning? Revise your #3 thinking paper.
2. Respond to Q1 pgs118-119, Nealon and Girooux, ch 7 “History”
3. Read * # 7 Lacan’s , “Metaphor and metonymy”

M 2/13
History as representation

1.Telling histories Group presentations of Q1
2. Issues of gender, race, class and how they were represented in history ( paintings, photographs, literature, song lyrics)

1.Read and annotate * # 8 Nealon and Giroux, ch 10 “Differences.”
2. Bring in one “text” that represents issues of gender, race or class are represented. ( group 1: gender; group 2: race; group 3: class)
3. Read * #9 “Unconscious” by Meltzer

Week 3
T 2/14
How does representation work?

-Metaphors and metonymies

1. Small groups share representational texts.
2. According to Lacan, “´Metaphor and metonymy’ are shared structure of the unconscious.” ( Discuss Ads)

Read and annotate Browning, “My Last Duchess”
& *Tobias Wolff, “Say Yes” in the light of the lens that ´Metaphor and metonymy  are shared structure of the unconscious.”

W 2/15
Metaphors/
metonymies  and interpretive issues

1.Small groups share “My Last Duchess”
& *Tobias Wolff, “Say Yes”
2. Small groups present.
3. Discuss “Metaphor &Metonymy” pd 160 “Unconscious” by Meltzer in  Critical Terms Literary Study 2nd Edition

1.Read and annotateWilliam Blake, “The Lamb.”
* # 10 McLaughlin, “Figurative Language”
2. *Theodore Roethke, “My Papa’s Waltz”
3. Karl Shapiro, “The Fly”

Th 2/17

Group class present Blake's “The Lamb"& Theodore Roethke's “My Papa’s Waltz”

1.Respond “How unstable is meaning? How ‘relative’?” based on the three poems we have discussed in class.
2.Read and annotate “The Chimney Sweeper” by William Blake

F 2/18
How unstable is meaning?

How ‘relative’?

Discussion of examples, issues implied in “The Lamb” & Theodore Roethke, “My Papa’s Waltz” “ The Chimney Sweeper”& “My Last Duchess” What holds meanings"‘in place"?  What are the issues?

1.Complete #3 Thinking Paper

2. Read and annotate * # 11Nealon and Giroux, ch. 4 “Subjectivity” 

 Unit 2
Subjectivity & “Self”
( 6 weeks)
Week 4
M 2/27

- The split subject
self= unconscious
subject=conscious

the master/slave relationship 

#3Thinking Paper Due
“split subject” on pgs 157-159 “Unconscious” by Meltzer in  Critical Terms Literary Study 2nd Edition

*Hegel, the master/slave relationship (pg 157 “Unconscious” by Meltzer in  Critical Terms Literary Study 2nd Edition

T 2/28

-Subjectivity and the ‘individual’
Subject=Self

Deviant Identity

Lecture/discussion of issues in subjectivity
Excerpts from “Unconscious” by Meltzer in  Critical Terms Literary Study 2nd Edition
Selves are subject to cultural & social formation

 1.Read and annotate  “desire” on pd 160 Unconscious” by Meltzer in  Critical Terms Literary Study 2nd Edition
2. Read and annotate “I Go Back to May 1937” and “On the Subway” by Sharon Olds; “Ain’t I Woman?”by Sojourner Truth & “Say Yes” by Tobias Wolff

W 2/29
Tension within
Subjectivity

Essential Self vs Deviant Self

Self as subversive
Self is causing this to happen.
Subject is responding to things that happen.

1.Groups share and present the reading of the poems in the light of tension and entanglement within subjectivity.
2.Why is there always an internal conflict?
Self vs the others (authority such as government, parents, school, ideology etc.)
3.Hamlet’s “To Be or Not to Be” soliloquy; Macbeth’s “ …only Vaulting Ambition…” soliloquy by Macbeth

Start drafting your #4 Thinking Paper by responding to the prompt#1-
Through the innate tension within subjectivity, analyze a prevalent social or cultural narrative, which is to “rebel against authority” as a way of gaining one’s independence, a sense of self.
Suggested short stories: “Two Kinds” by Amy Tang; “Sonny’s Blues” by James Baldwin

Th 3/1
Subject-responding to things that are already there

Self can never be free from social contents.
Self –before the law, intrinsic needs

“Metaphor and Metonymy “ in advertisement

1.Small group presentations

2. Continue using the theoretical concept of tention within Subjectivity to analyze Hamlet's Soliloquay

#4 Thinking Paper Prompt#2
According to Lacan, “Metaphor and Metonymy are shared structure of the unconscious. The “self” within the subject lurks from such “chains of signifier”. Use the poem “I Go Back to May 1937” by Sharon Olds and another poem of your selection to examine how the “self” struggles to free itself from the entanglement within subjectivity.

F 3/2
Subject is the fabricated product of social contexts.

Cutlure as a system of constraints. Pg 227

-constraint
-mobility
-material culture
-culture of civilization
Pg 225 in “Culture” by Greenblatt

1.Small groups share responses.
2. We ask ourselves a set of cultural questions about the text before us-
-What kind of behavior, what models of practice, does this work seems to enforce?
-Are there any differences bet my values and those implied in the work I’m reading?
-Upon what social understanding does the work depend?
-Whose freedom of thought or movement might be constrained implicitly or explicitly by this work?(pg226 in “Culture” by Greenblatt

1. Read and annotate * # 12 “Culture” by Greenblatt
2. Revise one of the responses as your #4 Thinking Paper
3.Read and annotate * # 13“Deconstructing the Texts” by Belsey

4. Watch the film “Pride and Prejudice” based on Jane Austen’s novel

Week 5
M 3/5

-culture code
-literary works as the symbolic dimension of social practice

1.Unpack “Culture” by Greenblatt to explore how particular subjectivities and certain relationships of power are produced and reproduced through literature tions
2. Discuss “Pride and Prejudice”
3. -Unpack “ Deconstructing the Texts” by Belsey

Continue watching the film “Pride and Prejudice” based on Jane Austen’s novel
Respond to the questions-
-.Upon what social understanding does the film depend?
-Are there any differences bet my values and those implied in the work I’m reading?
- What kind of behavior, what models of practice, does this work seems to enforce?
-How does Elizabeth Bennet unravel the entanglement within her subjectivity to be happy?

T 3/6

#4 Thinking Paper is due.
Discuss “Pride and Prejudice”

Watch “The Mill on the Floss” based on George Eliot’s novel. Consider-
-What does Maggie really want ( deviant self)?
-What are the code of conduct expected of a decent woman in the Victorian England?
-Based on the notion of slip subjectivity, is Maggie’s death accidental or suicidal? Why?

W 3/7

Use the "culture" theory by Greenblatt to analyze the characters and themes of The Pride and Prejudice

Unpack “The Mill on the Floss” and compare the subjectivity of the main characters in two movies-Elizabeth and Maggie

Thinking Paper #5 Choice #1

Thinking Paper #5 Choice #2

Film Viewing Guide

Th 3/8

Which particular theory in Deconstructing the Texts” by Belsey relate to our cultural analysis of texts?

Revise the response.
Continue reading “ Deconstructing the Texts” by Belsey. Pick out one quotation that speaks to “in-depth” reading.

Watch the video “The Lunch Date” in YouTube and write a brief response.

F 3/9

Continue unpacking “ Deconstructing the Texts” by Belsey
Watch the video “The Lunch Date” in YouTube and discuss.
.

Read and annotate Claud McKay’s “Harlem Dancer”
Find one quotation from the core reading- “Unconscious’, “Culture”, “Theory Toolbox” that speaks to the poem concerning the dancer’s subjectivity.

Week 6
M 3/12

Belsey continued; making sense of a difficult piece.

Read Multiple Lenses of Interpretation

Find a quote from Belsey that can serve as a discussion topic. 
Find an image that relates to Belsey’s essay.  Be prepared to discuss your findings. 

Dicuss “The Lunch Date” or Claud McKay’s “Harlem Dancer” using the ideas from "Deconstructing hte Text" by Belsey

T 3/13

Image analysis – How are these texts situated in cultural, political, and historical contexts?

1.Read and annotate Franz Kafka’s “Before the Law”
2. Read and annotate “Panopticism” by Michel Foucault and be ready to discuss in small groups.

• Michel Foucault's "Panopticism" (from Ways of Reading, 8th ed., eds. Bartholomae & Petrosky; Bedford/St. Martin's, 2008): Foucault examines how Subjects are produced as a function of modern society's disciplinary mechanisms. How is power exercised through the mechanism of the panopticon? How does the panopticon, in its endless "applications" across social institutions, mark a shift to a "society of surveillance"? What kind(s) of Subjects are produced and to/with what effect(s)? How might we extend Foucault's analysis in the contemporary moment?

W 3/14

Panopticism

#5 Thinking Paper Due

Discuss Franz Kafka’s “Before the Law”
Unpack Panopticism” by Michel Foucault

Find a quotation from Panopticism” by Michel Foucault and it speaks to the concept of Subjectivity.

Th 3/15

Unpack Panopticism” by Michel Foucault

Find a quotation form “Panopticism” to demonstrate how the “self” is a willingly  participant in the social and cultural machine.
Find another quotation that suggests the culture as a confining “jail” in a metaphorical sense. In what ways is our social institution resembles a jail that imprisons individuals/individuality?

F 3/16

Unpack Panopticism” by Michel Foucault
Share quotations from Panopticism”.

Respond to “Sonny’s blue” by James Baldwin. How does the “blues” symbolize Sonny’s self? If the story would continue, what would happen to Sonny’s life in the social setting where the story took place?

Week 7
M 3/19

Subjectivity Essay

Share Sonny’s Blue’s responses.
Introduction to Subjectivity Essay

You can use one of the Thinking papers as foundation to develop your Subjectivity essay. There are several theoretical focuses you can choose from-

• The self against culture( subject) as the model for “rebel-against-authority narrative”.
• The irreconcilability between self and subject can result in death as escape.

Or any other from the chapter of “Subjectivity” in The Theory Toolbox

Subjectivity Essay Prompt( Detailed Instructions)
Suggested texts, “The Story of an Hour”, “ The Revolt of Mother”, “The YELLOW Wallpaper” or "A Rose for Emily”. W rite a 6-8-page paper in which you examine and analyze how  the author uses language to represent issues of culture, authority, subjectivity and gender.  Use what you have learned about subjectivity and culture in “Unconscious” by Meltzer, “Culture” by Greenblatt and “Subjectivity” chapter in The Theory Toolbox as the theoretical focuses for your analysis.

Subjectivity Essay Drafting Prompts

T 3/20

-claim
-Patterns and Binaries

Select quotations from “Subjectivity” in The Theory Toolbox for class discussion.
Understand the facets within Subjectivity and how each facet helps complement each other.

Claim making

HW Prepare for a proposal  for the essay with a claim.

Use the Guidelines for Drafting

W 3/21

Rhetorical sourcing

Claim workshop
Small groups workshop on claims.
Class and groups share proposal.
Discuss “Birthday Party” by Catherine Brush and generate a claim.

Revise your claim.
Find one quotation from one of the cortices and examine how the narrative speaks or contradicts the theory.

Th 3/22

Complicating the claim

Small groups share the quotation and supporting details and illustrative examples.
Do research and provide a frame of the story’s historical, social and cultural background, which will shed light on a character’s thoughts, speech and behavior.

Revise.
Find two more quotations and let the three quotations converse. In what relations can they be situated so they can coexist or otherwise contradict or undermine each other?

F 3/23

Small groups share and critique.
Small group Workshop for the essay.

Discuss “Birthday Party” by Catherine Brush and generate a claim.

Generative Questions to Help Shape your assignment

• What are the societal/cultural norms portrayed in the text?
• Subject positions are constructed with regards to race, gender, class, ethnicity, sexual orientation, physical appearance, cultural practices, etc. How do these characteristics determine the characters’ subject positions? 
• How does a character's understanding of his/her subjectivity influence his/her agency?
• How does a character, in turn, affect or manipulate his/her culture?
• How are power binaries established, shifted, and played out in different contexts?
• How can semiotics concepts be incorporated into the analysis of this text?  What are the important signifiers?  What paradigms is the text constructing / engaging?  What myths are being reinforced or challenged?
  
  

Read “Difference” chapter in Theory Toolbox.

Complete the 1st draft of the proposal. using the Guidelines for Drafting .

Read The Story of an Hour by Kate Chopin
 

Week 8
M 3/26

Subjectivity Essay Proposal due . Peer review.

Share feedback on student ample essay "The Awakening "

Discuss “Differences” in Theory Toolbox.
10-on-1 strategy of using evidence in an effective essay.

Revise your proposal.
What beliefs are being challenged or questioned in the narrative? How does the author convey the discord between the self and subject?

Read the “Yellow Wall Paper” by Charlotte Perkins Gilman

T 3/27

Discuss Subjectivity and Kate Chopin’s “The Story of an Hour”
What’s the best theoretical lens can we describe the cause of Mrs. Mallard’s death?

How does the social norm treat gender, race and class in your narrative? Describe in details the contextualized subject of your narrative. How is the self situated in the entanglement?

W 3/28

1. Discuss "Differences"
2. How does the social norm treat gender, race and class in your narrative? Describe in details the contextualized subject of your narrative. How is the self situated in the entanglement? Discuss Kate Chopin’s “The Story of an Hour” & "Yellow Wallpaper"
3. Discuss "Gender "

Discuss “ The Revolt of Mother” by Mary E. Wilkins Freeman

• What does the text tell us about the process of / result of interpellation as it applies to the kinds of people portrayed in the text?  Is it positive? Negative? Resisted?  Unquestioned?
• Why is this depiction of interpellation significant?  What does it tell us about the kinds of people portrayed in the text?  About our society? 
• How much agency do the characters demonstrate?
  • Do they demonstrate an awareness of themselves as subjects?
  • Do they make any attempt to reposition themselves as subjects?
• Why is this portrayal of agency is significant? What beliefs does it propose or reinforce about agency? Why does this struggle, or lack of a struggle, matter for how we understand the kinds of people portrayed in the text? For how we understand our culture?

Continue revising the essayproposal.

Read The Revolt of Mother” by Mary E. Wilkins Freeman

Look for signifier ( language) to demonstrate the “confined & struggling and rebellious”( id, ego) self and the culturally fabricated subject.( alter ego)

Th 3/29
F 3/30

No Class Parent-Teacher Conference

1. Post your proposal in the Turnitin.com
2. Create a mapping to show the structure and claim development of your essay.
3. Bring the mapping for conference.
4. Finish reading The Revolt of Mother” by Mary E. Wilkins Freeman
5. Annotate "Class" section of "Differences"

Week 9
M 4/2

1. Share your critique on the student essay "The Letter" using the suggested questions. Use the mapping of your essay for conference

2. Discuss "Class" section of "Differences"

3.Discuss the “Yellow Wall Paper” by Charlotte Perkins Gilman

• What are the societal/cultural norms portrayed in the text?
• Subject positions are constructed with regards to race, gender, class, ethnicity, sexual orientation, physical appearance, cultural practices, etc. How do these characteristics determine the characters’ subject positions? 
• How does a character's understanding of his/her subjectivity influence his/her agency?
• How does a character, in turn, affect or manipulate his/her culture?
• How are power binaries established, shifted, and played out in different contexts?
• How can semiotics concepts be incorporated into the analysis of this text?  What are the important signifiers?  What paradigms is the text constructing / engaging?  What myths are being reinforced or challenged?

• Is there anything interesting / revealing / strange / problematic about the dominant reading, the reading you imagine the author(s) would like the readers to adopt?
• Is there room for a negotiated or oppositional reading, one that would lead us to more critically examine the portrayal of the characters, their subjectivity, or the cultural climate in which the text was produced?

Use the mapping of your essay for conference
Review strategies to write an effective intro and conclusion.

Continue with the revision.

T 4/3

Diction.
Conference.

Continue with the revision

W 4/4

Framing and evidence situation.

Continue with the revision

Th 4/5

10-on-1 strategy of using evidence in an effective essay.

Continue writing the essay.
The final Subjectivity essay due on Monday 4/16.

Ideology Unit
(6 weeks)

Week 10
M 4/16

-ideology

The final Subjectivity essay due .
Intro to Ideology unit.
What is ideology?
Are we all the fabrication of ideology?
What’s your understanding of ideology?
How is the word used in daily life?

1.Read and annotate Nealon and Giroux, ch. 6 “Ideology.”
2. Transcribe a dialogue among your family members about an issue and bring it to class.

T 4/17

1. Continue with the Intro to Ideology unit.

2. Deep reading of the text.Share our annotations fromt he TT Ideology chpater.
3. Share transcription. What ideology is conveyed in the dialogue?

4. One kind of Ideologyl tree

Read and annotate “Ideology.” James H. Kavanagh.

James Kavanagh's "Ideology" (from Critical Terms for Literary Study, 2nd ed., eds. Lentricchia & McLaughlin; Chicago UP, 1995): Kavanagh explores how ideology is defined within cultural and literary studies, as opposed to its common sense definitions, and returns us to a Marxist tradition of ideology critique and ways to apply the concept; etc.

W 4/18

Unpack “Ideology” by James H. Kavanagh.
Draw an ideology tree.= pragmatic,  romantic, political, gender, hunger, body, class, religious, ethnic, manner, education, marriage, success

Create a dialogic journal responding to some quotations( 3 alt least) in the essay. Let the quote speak to each other.

Th 4/19

Unpack “Ideology” by James H. Kavanagh
Examine and concepts and examples in the essay.
Share dialogic journals in small groups and class.

Read and annotate “Ideology and the Ideology State Apparatus” by Luis Arthusser.

Louis Althusser's Ideological State Apparatuses excerpts: Althusser considers how ISAs differ from RSAs (Repressive State Apparatuses), even as they may operate alongside each other; provides a working definition of ideology; argues for the material existence of an ideology; notes the mechanisms of (mis)recognition and the act of hailing for the Subject of/in ideology.

F 4/20

Examine the concepts and examples in Ideology and the Ideology State Apparatus” by Luis Arthusser.

Continue reading “Ideology and the Ideology State Apparatus” by Luis Arthusser. Create a dialogic journal responding to some quotations( 3 at least) in the essay. Let the quote speak to each other.

Week 11
M 4/ 23

Present the ideology diagram-

Deep reading of texts

Identifying discourse in cultural texts

Find an image ( an add or poster or photo) that  demonstrates a specific ideology. Prepare for presentation.

Read and annotate Althursser's Ideology as State Apparatuses

T  4/ 24

Discourse

Agenda-
A. discourse in cultural texts-presentation

1. Colonial ideology
2. Protestant ideology/Christian ideology/Jewdaism/Muslim
3. Republican/Democrat
4. Sexuality
5. Gender study
6. class

B. Analyze the film Dirty Harry-Why did Harry volunterily do the "dirty" risky job? How do the mayor and Harry differ or resemble each other?

C. Discuss Ideology by Kavanagh

Write a page or two (#6Thinking Paper) to respond to the prompt-
 How is Hollywood a social apparatus of political ideology? Describe and discuss a movie and examine what and how Hollywood propounds its ideology. Be sure to use a quotation or two from Arthusser or Kavanagh’s essays to select 3 quotations and apply them to your writing.

W 4/25

Authors, narrators, and authority

Class and group share responses.
Review some concepts in “Panoticism”. What are the materialized ideologies manifested in the essay?
How do films explicitly explore the different ways in which ideology works on social subjectivity?

Read and annotate John Friske’s “Interpellation”
Think of a sign or hailing that a social group can identify.

• Fiske explores how everyday language and media representations are "always already" inscribed by ideology and power (through the example of news reporting about a railroad strike)

Th 4/26

symbolic Social system

have a sign or hailing or “interpellation” that belongs to a specific social or cultural group.
Ideology has no history.

Watch a clip of a film TBA and discuss the pervasive nature of ideology or how ideology works both consciously and unconsciously.

Find one quotation from each of the core reading-Fucault’s “Panopticim”, Kavanagh’s” “ Ideology” , Friske’s  “Interpellation” and Althursser’s “ Ideology and Ideological State Apparatuses”. How can the quotation be situated or framed in the film, affirming, contradicting, or nuancing?

Pick one film from the Suggested list for the Ideology project-

1. The SIlkwork
2. My Brother’s Keeper
3. Dead Poets’ Society
4. The Great Gatsby
5. The Letter
6. Pleasantville
7. The Pianist
8. Charlotte Gray
9. Enemy of the State

F 4/27

#6Thinking Paper Due

Making Meaning of “Ideology” and _____( you film).
Share draft and peer review.
Read and annotate an editorial. Write a pager responding to-
What kind of ideology governs the writer’s voice and opinions? Pay special attention to the diction.
Group and class share editorial analysis.

Write an editorial on a current issue.
Revise your thinking paper. We choose our ideologies to follow but we were also the products of ideologies before we were born.

Week 12
M  4/30

Groups share editorials. Uncover the writer’s identity though uncovering his/her ideology system.. Describe your partner’s identity based on your reading of his/her editorial.

Read and annotate “Ways of Seeing” by John Berger pgs 141-159 in Way of Reading 9th Edition
Bring an image that’s imbued with ideology.  The Big Three: Race, Class, Gender.

T 5/1

Unpack "Ways of Seeing” by John Berger.
Share images and governing or implied ideology.

Watch another movie from the list and create an imaginary dialogue among Foucault, Kavanagh , Althursser and Friske. What would they say about the movie? You can find direct quotations as their comments.

Thinking Paper #7
Watch a movie and do the same activities we did in class. Find one quotation from each of the core reading. If you need to paraphrase the quotations, do so before with the analysis. Let the quote converse with each other  and discuss how each quotation is situated or framed in the film (1-2 PAGES.) Draft.

W 5/2

Share imaginary dialogue.
Watch a clip of Miss Little Sunshine and discuss.

Watch another film and start making a decision which film you’ll use for your Ideology Essay. Write a proposal for your ideology paper. Make sure, you specify a focal point about ideology.

Th 5/3

Share and critique proposal.
Read “On the Subway” and “Street Calculus.”  Locate binaries, signs.   

Locate patterns and binaries of the film you will write about. Start writing your ideology essay. You need to articulate what ideology you’ll write about and how it will play out in the film through characters and plot.

Read and annotate " Ways of Seeing"

F 5/4

Marginalized, yes…but how?  By definition, strangers are people we do not know. 
Discuss “Recognizing Strangers.”

Read and annotate “Recognizing Strangers.”  By SARA Ahmed .Come to class with a Q.T.I.-Questions, Topics and Information

Find three quotations from ““Recognizing Strangers” and "Ways of Seeing". Situate them in your essay as your response to the film.

Week 13
M 5/7

Thinking Paper #7 DueContinue “Strangers” discussion.  What does this essay say about our community or the ones in your film?

Read "Seeing Making Culture”. Come to class with a Q.T.I.-Questions, Topics and Information

T  5/8

Read “Seeing Making Culture” by Bell Hooks (pg 219-224 in C.E)
How is poverty not visible? It exists but where is it?

Continue reading and annotating "Seeing Making Culture”. Is there specific quotation in the essay that describes the immediate society you live in?

W 5/9
Th 5/10

Show film “Charlotte Gray “.

Ideology Essay Assignment

Find three possible focal points about ideology you will apply to your ideology essay. You’ll analyze a  cultural narrative (film )of your choice to demonstrate how the film illustrates your focal point.

F 5/11

Show film “Charlotte Gray “
Quotation #1  (binder section 22)

(Continued about the Ideology essay)
The emphasis in your paper should be to examine some aspect of ideology and how that particular aspect is embedded or resisted in one or two cultural narratives(  films or story) you have viewed or read. Do not discuss the plot , characterization or theme aspect of the narrative but show how the narrative embeds or resists some aspect of the complex ways culture deploys ideology to reinforce “self”, or “reality” or “Society”.
The paper should be about 2000 words in length and must adhere to the standards of academic integrity.

Week 14
M 5/14

Small group conference

Compose the essay.

T5/15

Small group conference

Continue working on your paper.

W 5/16

Small group conference

Continue working on your paper.

Th 5/17

Small group conference

Continue working on your paper.
First draft due on tomorrow.
Bring in your mapping for the claim to conference.

F 5/18

First draft due
Individual conference.

Work on revision.

Week 15
M5/21

Individual conference.

Work on revision.

T5/22

Individual conference.

Work on revision.

W5/23

Individual conference.

Work on revision.

Th5/24

Individual conference.
Start thinking ideas for Agency Project.

Work on revision.

F 5/25

Class and group share. Write a reflection.

Work on revision.
Final Ideology Essay Due Tuesday 5/29.

Week 16
T 5/29
Unit  4 Agency

Agency
( 3 weeks)

Final Ideology Essay Due
Introduction to Agency Project ( see assignment handout)
Brainstorm ideas for the project.

Start working on a proposal for your agency project.
Read “Agency” Chapter in Theory Toolbox

W 5/30

Discuss “agency concept” and project ideas.

Continue writing your proposal. Refer to the suggested ideas list.
Read and annotate  Michel De Certeau’s The Practice of Everyday Life excerpts

Th 5/31

Workshop ideas for Agency unit.
Discuss Michel De Certeau’s The Practice of Everyday Life excerpts

1st draft proposal is due tomorrow.
Read and annotate
Read and annotate Gay Hawkins’ “A Dumped Car”

F 6/1

1st draft Proposal Due

Share and critique proposals.
Discuss Gay Hawkins’ “A Dumped Car”

Revise your proposal. It must contain a claim.

Week 17
M 6/4

Hand in your proposal.
Review focal points in  Mary Louise Pratt’s “Arts of the Contact Zone”
Start work-shopping about the multimedia you’ll use for your project.

Continue working on the agency project

T 6/5

Group conferencing and working on the project.

Continue working on the agency project

W 6/6

Group conferencing and working on the project

Continue working on the agency project

Th6/7
F 6/8

Group conferencing and working on the project

Continue working on the agency project

Week 18
M 6/11

Introduction to Portfolio

Working with your project groups 

Continue working on the agency project
Compile your work for the final portfolio.

T 6/12

Agency Unit due
Presentation

Compile your work for the final portfolio.

W 6/13

Presentation

Compile your work for the final portfolio.

Th 6/14

Presentation

Compile your work for the final portfolio.

F 6/15

Presentation
Write a final reflection essay

Compile your work for the final portfolio.
Complete the final reflection essay.

Week 19
M 6/18

Portfolio Due