Racial Literacy
English 102S
MWF 8:00; McIver 227
Instructor Michelle Johnson
Office Hours: Petty 01D, Tues.12:30 - 3 or by appt.
mtjohns4@uncg.edu ; 334-3294
Have you ever wondered when and where "race" was constructed? Why is it such a touchy subject in America? Why can't people talk about it? How does it function today? How do we read, write, and speak about it intelligently and critically without hurting someone’s feelings? This class will address these questions and others pertaining to race in America.
The goal of this course is to provide you with reading, writing, speaking, and thinking strategies for your college work and beyond. Both speaking and writing intensive, our course will focus on analyzing, evaluating, and developing texts (written and oral) that combine narration, argumentation, reflection, and analysis. As a way into this process, we will focus specifically on one topic: race in America. We will read fiction and nonfiction, government documents and historical newspapers. We will watch movies and documentaries. We will discuss and write on this topic, sharing ideas and learning how to express our thoughts while listening to others. Along the way, through papers and presentations, we will sharpen our rhetorical skills and learn how to converse about race in America. The ultimate goal of this course is to become racially literate, meaning to read, view, and speak about race with knowledge of its historical and present function in America.
Required Texts
Literature, Race, and Ethnicity: Contesting American Identities by Joseph T.
Skerrett, Jr.
Ereserve Readings
Course Requirements
The general expectations of the course are:
1. Come prepared – read the texts before class, respond to discussion
questions, and bring necessary materials
2. Engage – join class discussions, raise questions, bring in additional
material, and participate in groups
Tests 15%
You will have announced and unannounced tests. The structure of the tests will
be short essay and long essay. Most of them will be in-class, but occasionally
you will have a take-home or on-line quiz. All answers must be original,
meaning not plagiarized from another source or written in conference with
another student.
Speaking Activities %25
Speaking-Intensive courses focus on two goals:
-to enhance learning through active engagement in oral communication
-to improve a student's ability in oral communication
Activities:
1. Paired– you and a partner will lead the class in a discussion and “reading
of race” from a selection in your textbook. You choose the text for the
rest of the class to read. You also must bring in a related visual. We will
talk about the difference between a discussion and a presentation.
2. Individual Reading – you will either participate in a read-around
or open-mic during which you read one of your papers to the class and respond
to feedback. We will talk about the proper way to do a “reading” and
to respond to the audience.
3. Individual Presentation–you will present your final project to the
class and answer questions from the audience about your final project. We will
talk about how to condense information into a five-minute presentation that
informs and engages the audience.
4. Conference – you will lead a conference with me about your class progress.
You must schedule the date and time (do not wait for me to do so) and come
prepared to lead the discussion about your work. I will give you some guidance
for doing this.
5. Class discussion- this is a must. Everyone should plan to say something
of substance in class every class meeting. If I notice you are sitting idly
by, I will prompt you to enter the discussion.
Speaking Center 5%
This free resource offers assistance in the preparation and delivery of speeches,
as well as development of knowledge and skills in interpersonal communication,
and overall success in group or team communication situations. You are required
to go to the speaking center for your paired presentation. Call 256-1346
to make an appointment at least two days before your presentation.
Papers %30
You will write three formal papers this semester. Follow the guidelines for
writing papers found in the appendix of your textbook and found on the essay
assignment sheets. Although I will talk about how to write in class, the
best way for me to help you with your writing is on a one-to-one basis. Because
this is a speaking-intensive class, I will not take drafts home to review
nor will I review them over email. You must come to see me so we can talk
about your papers.
So What? Final Project %25
Your final exam is an individual project. You will integrate the historical
and the contemporary, the personal and the political to create a personal
statement about racial literacy. Your final project should help readers answer “So
What?” or in other words, “Why is racial literacy important?” –from
your perspective or standpoint!
Attendance
Class discussion and participation are really important to me. After five absences
you will fail the course unless you withdraw before the deadline. If you
know you will be absent when an assignment is due, make arrangements with
the instructor to turn it in ahead of time. Class begins at 8:00 sharp. Be
on time. If you are late and you notice me or someone speaking in class,
wait until you are motioned to enter. Consistent tardiness also translates
into absences. Again, I begin class at 8:00 sharp.
Late Work
No late work accepted unless prior permission given by the instructor.
Academic Honor
Plagiarism will not be tolerated. Please see the section on academic honor
in the UNCG Student Handbook if you have any questions. If you are still
unsure about citing something, see me.
The Writing Center: This free resource is available to all UNCG students. At the Center, you may make an appointment or just drop in to have a one-on-one conference with a writing consultant. They can assist you on any stage of the writing process, from brainstorming topics to revising a final paper. Also, students who miss a workshop will be required to take a draft by the Writing Center. Please take advantage of this unique resource located in 101 McIver and open Mon.-Thurs. from 9-8, Fri. 9-3, and Sun. evenings 6-9.
General Courtesy
The classroom is first a learning environment. While learning about race, it
is inevitable for us to get uncomfortable. Nevertheless, it is not appropriate
for us to be disrespectful. We will tackle all issues as learning issues.
We will not threaten, belittle, intimidate, blame, or mock anyone. If you
do, you may be withdrawn from class.
English 102S – Tentative Schedule of Assignments
M 1/10 – Intro to course
W 1/12 – Speaking Code of Ethics; What is race-talk? Definitions
F 1/14 –“I Have a Dream” speech- Rhetorical analysis; Definitions cont.
W 1/19 – Report back about MLK Holiday; Invention activities for paper 1
F 1/21 – Paper 1 cont.
M 1/24 – Film, Race: The Power of an Illusion, pt 1
W 1/26 – Film, Race: The Power of an Illusion, pt 1
F 1/28 – Read-Arounds (2)
M 1/31 – Personal Standpoint Paper 1 Due; Open-mic (5)
W 2/2 – LRE pgs. 1-10
F 2/4 – Paired Leaders (Values: Invitations & Exclusions)
M 2/7 – Paired Leaders (Values: Invitations & Exclusions)
W 2/9 – Paired Leaders (Values: Invitations & Exclusions)
F 2/11 – Film, Race: The Power of an Illusion, pt 2 & Discussion Questions
M 2/14 – Film, Race: The Power of an Illusion, pt 2 & Discussion Questions
W 2/16 – Discuss Film
F 2/18 – Paired Leaders (Immigrants & Attitudes)
M 2/21 – Paired Leaders (Immigrants & Attitudes)
W 2/23 – Paired Leaders (Citizens by Conquest)
F 2/25 – Paired Leaders (Citizens by Conquest)
M 2/28 – Paired Leaders (Memory & History)
W 3/2 – Review
F 3/4 – Test 1
M 3/14 – Discuss paper 2
W 3/16 – Paired Leaders (Resentments and Nostalgias)
F 3/18 – Paired Leaders (Desires & Identities)
M 3/21 – Paired Leaders (Desires & Identities)
W 3/24 – Read-Arounds (2)
F 3/25 - Holiday
M 3/28 - Paper 2 Due; Open-mic (5)
W 3/30 – Film, Race: The Power of an Illusion, pt 3 & Discussion Questions
F 4/1 – No class, instructor at conference
M 4/4 - Paired Leaders (Mixed Relations)
W 4/6 – Paired Leaders (Mixed Relations)
F 4/8 – Review
M 4/11 – Test 2
W 4/13 – Read-Arounds(2)
F 4/15 – Paper 3 Due; Open-mic (4)
M 4/18 – Return papers; discuss final project
W 4/20 – No class, work on final project
F 4/22 – Final Project Workshop A
M 4/25 – Final Project Workshop B
W 4/27 – So What? Project Due
F 4/29 – So What? Project Due
M 5/2 – So What? Project Due
Paper 1: Personal Standpoint, 3 pages
Write a paper that describes your standpoint, as we defined it in class. The focus of your paper should be you, but will most likely encompass your family and community. You must delve into your racialized self, making sure you describe how you see, interpret or make meaning of the world. In the end, the reader should have some understanding of where you reside (at least for the time being) on America’s racial map. The primary mode of this paper is descriptive but you will also use narrative, reflection, and other modes or genres to construct your text. Due Jan. 31
Paper 2: Visual Rhetorical Analysis 3 pages
Write a paper that analyzes how race functions in a visual text. Choose a picture,
advertisement, billboard, postcard, etc. Help viewers understand the implicit
(not stated) and the explicit (stated) messages, assumptions, and constructions
of race. The primary mode for this paper is analysis. Due March 28
Paper 3 – Systems Paper 4 pages
Write a paper that explores how race functions on the structural/systematic/institutional
level today. This paper requires you to move beyond the individual and look
into the group, into the infrastructure of American life. For example, you
might want to explore how race functions in religion. Because this topic
is too broad, so you would need to narrow it down to a particular aspect
of religion, denomination, etc. For example, you could write about the race
of Jesus. Another option would be to look at how race functions in political
elections. To narrow this down, you might look at one politician. This systems
paper will require a little research. I want you to get your feet wet with
this topic. You can’t possibly do an in-depth study of racial systems
in a few weeks. Your task is to uncover the hidden or not so hidden way race
functions on the structural level of a limited topic. This paper requires
MLA citations and a works cited page. Due April 15
Final Project: So What?
Based on all you have learned about race in America, construct a final project
that integrates the personal (your standpoint) and the political (the economic,
social, legal, etc.). Your project should be about 6 –8 pages, and it
must include visual as well as written texts. This is an opportunity for you
to be creative as you wrap up all that you have learned. The purpose of this
project is to explain So What? Why is racial literacy important? I encourage
you to double-dip, meaning to go back to papers 1-3 and use what you’ve
already written.
1. Have a point! Your project should have a clear message that you want the
audience to understand.
2. Use relevant texts from in-class to help you craft your message. With any
text that you use, you should be sure to demonstrate the significance for you
and that you cite it using the MLA style. For this project, you must synthesize
the readings, your notes, and your lived experiences.
3. Show a range of knowledge, meaning incorporate information from several
time periods.
4. Engage and provoke the audience/reader. Try to hook the average person and
provoke him/her to care about your topic.
5. Choose a format of no less than 6-8 pages that best conveys your message:
web site, bound book, scrapbook, etc.
6. Present your project to the class
Due Apr. 27 - May 2