{"id":8,"date":"2014-08-07T14:37:26","date_gmt":"2014-08-07T18:37:26","guid":{"rendered":"http:\/\/commons.trincoll.edu\/guiltypleasures\/?page_id=8"},"modified":"2014-12-01T15:30:44","modified_gmt":"2014-12-01T20:30:44","slug":"syllabus","status":"publish","type":"page","link":"https:\/\/commons.trincoll.edu\/guiltypleasures\/syllabus\/","title":{"rendered":"syllabus"},"content":{"rendered":"

Guilty Pleasures<\/strong>
\nFYSM 146, Fall 2014
\nT\/Th 1:30-2:45, Gallows Hill 105<\/p>\n

jump to reading schedule<\/a><\/p>\n

In a recent manifesto critiquing the term \u201cguilty pleasure,\u201d journalist Jennifer Szalai described it as \u201ca need that\u2019s met, almost despite oneself, rather than a pleasure one freely chooses.\u201d Examples of such cultural consumption vary: one person\u2019s celebrity magazine is another\u2019s romantic comedy. What these examples have in common is their imagined opposition to artifacts of high culture: songs, films, and books that promise elevation and edification. But although the distinction between high and low culture isn\u2019t new, the term \u201cguilty pleasure\u201d didn\u2019t become prevalent until the 1990s. In this seminar we will consume high and low art and introduce ourselves to aesthetic theory in order to investigate what makes certain pleasures seem worthwhile and others guilty, and what they tell us about contemporary American culture.<\/p>\n

REQUIRED TEXTS<\/p>\n

\u2022 Mary Elizabeth Braddon, Lady Audley\u2019s Secret<\/em> (Oxford), ISBN 9780199577033
\n\u2022 Gerald Graff and Cathy Birkenstein, They Say\/I Say<\/em> (Norton 3rd ed.), ISBN 9780393933611
\n\u2022 John Green, The Fault in Our Stars<\/em> (Penguin), ISBN 9780525478812
\n\u2022 Jennifer Weiner, Good in Bed<\/em> (Washington Square), ISBN 9780743418171
\n\u2022 Carl Wilson, Let\u2019s Talk about Love<\/em> (Bloomsbury), ISBN 9780826427885
\n\u2022 all other readings can be found on the course blog or moodle<\/p>\n

COURSE GUIDELINES<\/p>\n

accessibility<\/strong>
\nI assume that all of us learn in different ways, and that the organization of any course will accommodate each student differently. Please talk to me as soon as you can about your individual learning needs and how this course can best accommodate them.<\/p>\n

If you have a disability (or think you may have a disability) and, as a result, need a reasonable accommodation to participate in this class and complete course requirements, please contact the Disability Services office as soon as possible.<\/p>\n

Lori Clapis
\nlori.clapis@trincoll.edu
\n(860) 297-4025
\nTrinity College Health Center<\/p>\n

Remember that other support services, including the Writing Center, are available to all students. Additional information about the Writing Center can be found on the course blog. To reserve an appointment using the online scheduling system, use https:\/\/trincoll.mywconline.com. Drop-ins are welcome.<\/p>\n

intellectual honesty<\/strong>
\nIn the classroom, plagiarism means deliberately using someone else\u2019s language, ideas, or other original (not common-knowledge) material without acknowledging its source. Ask me if you\u2019re unclear about what constitutes plagiarism or academic dishonesty\u2014it\u2019s much easier to get advice ahead of time.<\/p>\n

I will report cases of academic dishonesty to the associate dean of students. Disciplinary action may include a zero on the assignment and censure, suspension, or expulsion.<\/p>\n

Please read the Trinity College Student Integrity Contract at: http:\/\/www.trincoll.edu\/StudentLife\/AroundCampus\/honor\/Pages\/IntegrityContract.aspx
\nand Trinity\u2019s policies on intellectual honesty at: http:\/\/www.trincoll.edu\/SiteCollectionDocuments\/StudentHandbook.pdf (starting at page 19).<\/p>\n

ASSIGNMENTS<\/p>\n

reading<\/strong>
\nThe readings in this course will sometimes be heady and complex. At others times, the readings may seem lighter, simpler. In either case, read slowly and repeatedly, with a pencil or pen in your hand. When you\u2019re reading an article online, annotate using diigo (which you install as an extension on your web browser). Prepared students are usually those who annotate their readings and write a lot. Bring all the readings to class.<\/p>\n

Whenever you encounter something you don\u2019t know (a term; a reference to a person, place or thing; a word that is used in a way you wouldn\u2019t expect; something in a language other than English), it is your responsibility to look it up.
\n\u2022 For unfamiliar words, look in the Oxford English Dictionary. You have free access to this dictionary on any on-campus computer (visit oed.com). Pay close attention to the usage dates on the OED\u2014these dates let you know when a word\u2019s varying definitions came into play, and when they became obsolete.
\n\u2022 For unfamiliar people, places, and things, Wikipedia is usually fine. But remember that it is not an academic source, and cannot be cited as an authority in your written work.<\/p>\n

quizzes<\/strong>
\nShort, unannounced quizzes will test your knowledge of these references, as well as basic plot points and reading comprehension.<\/p>\n

participation and attendance<\/strong>
\nOpen exchange is the most important feature of this class. I ask not that your comments be brilliant, only that you vocalize them.<\/p>\n

Participation can take many forms:<\/p>\n

\u2022 Drawing our attention to an interesting or confusing passage
\n\u2022 Disagreeing respectfully with your classmates or me
\n\u2022 Being fully engaged in group work
\n\u2022 Asking questions, big or small, in class
\n\u2022 Sharing thoughts, videos, memes, articles, comics, songs, podcasts, etc., on our blog
\n\u2022 Replying to peers\u2019 posts on our blog<\/p>\n

Your participation will be graded at the end of the semester by your peers and your mentor (not by me) according to the rubric on moodle.<\/p>\n

Please silence your cell phones and refrain from using them during class.<\/p>\n

Each of you is allowed two absences this semester without any effect on your grade. If you will be absent:
\n\u2022 Email me to let me know ahead of time
\n\u2022 Ask a friend to fill you in on what you missed
\n\u2022 Check the blog for handouts and updates<\/p>\n

If you have a family or health emergency please be in touch immediately so that we can address your situation together.<\/p>\n

blog posts and exercises<\/strong>
\nWeekly recaps, reading responses, and shorter writing assignments will be graded on a five-point scale.<\/p>\n

5 = impeccably reasoned and perfectly written
\n4 = thought-provoking and well written
\n3 = demonstrates solid thinking, if clunky or clich\u00e9d
\n2 = obvious or hard to follow
\n1 = summary, little evidence of critical thinking<\/p>\n

Since these shorter writing assignments are particularly timely and meant to spur discussion, no late work will be accepted.<\/p>\n

Reading responses will be assigned to one of three teams. When it\u2019s your team\u2019s turn, decide who will write about each reading question (everyone on the team must post). Post your response as an original post on the blog by 9PM the night before class. Your post must have a creative title and be 250-300 words long.<\/p>\n

As a group, make sure that each question gets addressed on the blog\u2014you can do this before or after class, or over email. You are not required to answer every sub-question I list: they are a launching pad for your own critical thought, not items on a to-do list.<\/p>\n

Once during the semester, you will write a 500 word recap of our week\u2019s classes. (For inspiration, you might read a recap of a TV episode you\u2019ve seen, or see the one posted on our blog.) Recaps should be posted to the blog by Sunday at 9PM.<\/p>\n

essays and assignments<\/strong>
\nIn order to pass the course you must complete each step of each essay – all the drafts, peer reviews, and final drafts. If you miss any part of peer review, you will need to arrange a make-up on your own time.<\/p>\n

All drafts of all essays must be typed, carefully proofread, and formatted according to MLA guidelines. See http:\/\/owl.english.purdue.edu\/owl\/resource\/747\/01\/ for details and a sample paper.<\/p>\n

I strongly encourage you to make use of me, Maddie, and the Writing Center when contemplating, composing, and revising your essays. If you visit the Writing Center, please ask your tutor to notify me of your appointment. Maddie is our Writing Center liaison, and she can help you navigate the system if you’re having any issues.<\/p>\n

Late essays will be penalized 1\/3 of a grade for each day they are late, and an essay that is one week late or more will receive an F.<\/p>\n

GRADING<\/p>\n

grade breakdown<\/strong>
\nParticipation 5 %
\nQuizzes 15 %
\nBlogging and writing exercises 20 %
\nESSAYS (THREE TOTAL)
\nEarly drafts 15 % (5% for each set of drafts)
\nPeer reviews 15 % (5% for each peer review)
\nFinal drafts 30 % (10% for each final draft)<\/p>\n

extra credit<\/strong>
\nAt the end of the semester, Maddie and I will add one extra point to the final grade of students who win:
\n\u2022Best recap
\n\u2022Best overall blogger
\n\u2022Most helpful peer review (x3)<\/p>\n

<\/a>TENTATIVE READING SCHEDULE
\nPlease complete all readings before the class meeting for which they are listed.<\/p>\n

Introduction<\/strong><\/p>\n

F 8\/29<\/strong> Introduction to seminar and syllabus<\/p>\n

T 9\/2<\/strong> Carl Wilson, Let\u2019s Talk About Love<\/i> (chs. 1-3)
\nElliott Smith, \u201cMiss Misery\u201d (Oscars)<\/a>
\nElliott Smith, \u201cMiss Misery\u201d (Official video)<\/a>
\nCeline Dion, \u201cMy Heart Will Go On\u201d (Oscars)<\/a>
\nCeline Dion, \u201cMy Heart Will Go On\u201d (Official video)<\/a>
\nTeam A reading questions<\/p>\n

Th 9\/4<\/strong> Wilson, Let\u2019s Talk About Love<\/em> (chs. 6-8)
\nThey Say\/I Say<\/em> (Part I)
\nTeam B reading questions<\/p>\n

T 9\/9<\/strong> Wilson, Let\u2019s Talk About Love<\/em> (chs. 9, 11-12)
\nSusan Sontag, \u201cNotes on \u2018Camp\u2019\u201d<\/a>
\nBusby Berkeley, \u201cI only have eyes for you\u201d<\/a>
\nRuPaul\u2019s Drag Race Lip Sync Battles<\/a>
\nTeam C reading questions<\/p>\n

Young Adult<\/strong><\/p>\n

Th 9\/11<\/strong> John Green, The Fault in Our Stars<\/em> (chs. 1-7)
\nTeam A reading questions<\/p>\n

T 9\/16<\/strong> Green, The Fault in Our Stars <\/em>(chs. 8-13)
\nThey Say\/I Say<\/em> (Part II)
\nMargaret Talbot, \u201cThe Teen Whisperer\u201d<\/a>
\nTeam B reading questions<\/p>\n

Th 9\/18 <\/strong>Green, The Fault in Our Stars<\/em> (chs. 14-25)
\nThe Fault in Our Stars<\/em> book trailer<\/a>
\nThe Fault in Our Stars<\/em> movie trailer<\/a>
\nMeet in the library for our session with research librarian Katy Hart
\nTeam C reading questions<\/p>\n

T 9\/23<\/strong> Ruth Graham, \u201cAgainst YA\u201d
\nThey Say\/I Say<\/em> (Part III)<\/p>\n

Writing exercise 1. Responses must be posted to our blog by 9PM on Monday 9\/22.
\n\u2022 Find an article that addresses trends in young adult novels: perhaps one about the genre’s purpose, how has it changed, or what themes are popular. Then, in one paragraph, analyze one of the article\u2019s main points. First, summarize the point by using paraphrase and quotation (complete with MLA-style citations). Then, analyze it by relating it to TFIOS<\/em> or any other young adult novels you\u2019ve read. Since you are writing a single paragraph, you must be focused \u2013 isolate a single point from the article and grapple with it.<\/p>\n

Th 9\/25 <\/strong>First draft of persuasive essay due.
\nIn class: peer review of drafts. Upload to Google Docs and share the link with your partner before class begins.<\/p>\n

T 9\/30<\/strong> Draft 2 of persuasive essay due at the beginning of class. Upload to Google Docs; Team A should also bring one hardcopy.
\nIn class: workshop the opening paragraphs of Team A essays.<\/p>\n

Serials<\/strong><\/p>\n

Th 10\/2 <\/strong>Mary Elizabeth Braddon, Lady Audley\u2019s Secret<\/em> (ch. 1)
\nRobin Goodfellow<\/em> no. 1 (p. 1-32)<\/a>
\nTeam A reading questions<\/p>\n

**Last draft of persuasive essay due at 9PM on Friday, 10\/3. Upload to my dropbox and include links to previous two drafts.<\/strong><\/p>\n

T 10\/7 Braddon, Lady Audley\u2019s Secret<\/em> (p. 17-107)
\nTeam B reading questions<\/p>\n

Th 10\/9 <\/strong>Braddon, Lady Audley\u2019s Secret<\/em> (p. 107-204)
\nMargaret Oliphant, \u201cSensation Novels\u201d<\/a>\u00a0(moodle)
\nTeam C reading questions<\/p>\n

Trinity Days<\/strong><\/p>\n

Th 10\/16<\/strong> Braddon, Lady Audley\u2019s Secret<\/em> (p. 204-305)
\nH. L. Mansel, \u201cSensation Novels\u201d<\/a>\u00a0(moodle)
\nMeet at the Watkinson (in the library) for our session with special collections director Richard Ring
\nTeam A reading questions<\/p>\n

T 10\/21 <\/strong>Braddon, Lady Audley\u2019s Secret<\/em> (p. 305-end)
\nTeam B reading questions<\/p>\n

Th 10\/23 <\/strong>The Wire, \u201cThe Target\u201d (streaming on TrinFlix<\/a>)
\nSelections from\u00a0Film Art<\/em> and worksheet on analyzing film<\/p>\n

Writing exercise 2. Responses must be posted to our blog by 5PM on Friday 10\/24.
\n\u2022 In one paragraph, use your close reading skills to analyze one paragraph from\u00a0Lady Audley’s Secret<\/em>, relating the form of the passage to its content. Choose your paragraph wisely: your paragraph should feature several formal devices that you (a) notice, (b) identify accurately and precisely, and (c) relate convincingly to the content of the paragraph. Use the handout on close-reading from class to guide your analysis. If your paragraph is long, focus on a portion of it.<\/p>\n

T 10\/28<\/strong> Sean O\u2019Sullivan, \u201cSerials and Satisfaction\u201d<\/a>
\nWatch one season (or at least 10 episodes) of an hour-long drama. The show you choose should have a narrative arc rather than stand-alone episodes (think \u201cHouse of Cards,\u201d not \u201cLaw and Order\u201d). This is a lot of TV. Plan ahead.<\/p>\n

Th 10\/30 <\/strong>First draft of close-reading essay due.
\nIn class: peer review of drafts. Upload to Google Docs and share the link with your partner before class begins.<\/p>\n

T 11\/4<\/strong> Draft 2 of close-reading essay due at the beginning of class. Upload to Google Docs; Team B should also bring one hardcopy.
\nIn class: workshop the opening paragraphs of Team B essays.<\/p>\n

Chick Lit and its Discontents; or, Airport Novels<\/strong><\/p>\n

Th 11\/6<\/strong> Jennifer Weiner, Good in Bed<\/em>\u00a0(ch. 1)
\nJennifer Weiner, \u201cI Like Likable Characters\u201d<\/a>
\nRebecca Mead, \u201cThe Scourge of \u2018Relatability\u2019\u201d<\/a>
\nTeam C reading questions<\/p>\n

**Last draft of close-reading essay due at 9PM on Friday, 11\/7. Upload to my dropbox and include links to previous two drafts.<\/strong><\/p>\n

T 11\/11<\/strong> Weiner, Good in Bed<\/em> (ch. 2-7)
\nIntroduction to\u00a0Good in Bed<\/em><\/a>
\nRebecca Mead, \u201cWritten Off\u201d<\/a>
\nLaura Miller, \u201cClose-reading Jennifer Weiner\u201d<\/a>
\nTeam A reading questions<\/p>\n

Th 11\/13<\/strong> Weiner, Good in Bed <\/em>(ch. 8-13)
\nSample of James Patterson,\u00a0<\/a>Invisible<\/a>\u00a0<\/em>(click “look inside” to access kindle sample)
\nInvisible<\/em>\u00a0print advertisement<\/a>\u00a0(moodle)
\nRead everyone’s writing exercises on the blog<\/p>\n

Writing exercise 3. Responses must be posted to our blog by 9PM on Wednesday 11\/12.
\n\u2022 Reflect on a text (I mean \u2018text\u2019 in the loosest way possible) that you\u2019re ashamed to like or proud to like. In one paragraph, articulate what makes it a guilty pleasure for you. Share detailed and specific examples from the text that reveal why it\u2019s a pleasure to consume. On the other hand, what about the text and its cultural capital makes you feel guilty or proud?<\/p>\n

T 11\/18<\/strong> Weiner, Good in Bed<\/em> (ch. 14-end)
\nJonathan Franzen, \u201cWhat\u2019s Wrong with the Modern World\u201d<\/a>
\nWeiner, \u201cWhat Jonathan Franzen Misunderstands About Me\u201d<\/a>
\nType up and bring to class quotations and bibliographic information from 3 sources
\nTeam B reading questions<\/p>\n

Th 11\/20<\/strong> Three pages of final essay due
\nIn class: peer review of drafts. Upload to Google Docs and share the link with your partner before class begins.<\/p>\n

Thanksgiving Break<\/strong><\/p>\n

T 12\/2<\/strong> Draft 2 of final essay due at the beginning of class. Upload to Google Docs; Team C should also bring one hardcopy.
\nIn class: workshop the opening paragraphs of Team C essays.<\/p>\n

Th 12\/4<\/strong> WWE
\nDavid Shoemaker, Introduction to The Squared Circle<\/em><\/a>\u00a0(+glossary)
\nShoemaker, “The Junkyard Dog” in The Squared Circle<\/em><\/a>
\nRoland Barthes, “The World of Wrestling”<\/a>
\nWilliam Finnegan, “The Man Without a Mask”<\/a>
\nTeam C reading questions
\nIn class: guest lecture and discussion, Daniel Mrozowski<\/p>\n

**Last draft of final essay due at 9PM on Monday, 12\/15. Upload to my dropbox and include links to previous two drafts.\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Guilty Pleasures FYSM 146, Fall 2014 T\/Th 1:30-2:45, Gallows Hill 105 jump to reading schedule In a recent manifesto critiquing the term \u201cguilty pleasure,\u201d journalist Jennifer Szalai described it as \u201ca need that\u2019s met, almost despite oneself, rather than a pleasure one freely chooses.\u201d Examples…<\/p>\n","protected":false},"author":871,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/pages\/8"}],"collection":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/users\/871"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/comments?post=8"}],"version-history":[{"count":28,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/pages\/8\/revisions"}],"predecessor-version":[{"id":649,"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/pages\/8\/revisions\/649"}],"wp:attachment":[{"href":"https:\/\/commons.trincoll.edu\/guiltypleasures\/wp-json\/wp\/v2\/media?parent=8"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}