This document is essential to your participation in Writing 205, so please keep it on hand at all times. The readings listed beneath each calendar date are the readings due for that class session. Please make sure to bring the appropriate texts with you to class in order to allow you to review the readings and analyze them in greater depth. Any written homework assignments will appear on the course calendar between classes Tues. 1/15 Introductions / Syllabus / Analysis Pat Parker, “For the White Person Who Wants to Know How to Be My Friend”.
Homework: Pick up the course reader for this class at the Copy Center in Marshall Square Mall (required), and purchase text books at the bookstore in Schine (DK Handbook and Rewriting: see syllabus).
Please make sure you have a dedicated notebook for this course. Re-read syllabus and jot down any questions you have about this course. Do course readings for Thursday’s class. Thurs. 1/17Race: Entering the Conversation / Questioning DK Handbook, pp. 82-83: What is Analysis? Matthew Bowker, “Teaching Students to Ask Questions…” (reader) Beverly Tatum, “Breaking the Silence” (reader).
Nathanial Smith, “Reconstructing Race” (reader) Tues. 1/22Things People Say / Race and Ethnicity as “Doings” Joseph Harris, Rewriting, Introduction, pp. 1-12 Hazel Rose Markus and Paula Moya, “Doing Race” (read 1-16 + 22-32) (reader) ***In Class: Clip from The Eye of the Storm: A Class Divided Writing Assignment: After reading for Thursday, write an analytical reflection (1-2 pp. ) on a key passage in the readings that has challenged your thinking, either emotionally or intellectually.
The Term Paper on In What Ways Do Social Class Gender And Race Effect Educational Achievement
The evidence suggests that social class originsethnicity and gender continue to have an influence on how well people do in educationthese factors appear to be more important than innate ability in effecting educational achievement. (Browne, 1998, Page 317) In this essay the writer shall be considering the ways in which, and the extent that, social class, gender and race influences a persons ...
You may draw on any of the readings we’ve done so far. Provide a little bit of context to lead gracefully into the key passage, then quote the specific language that you find challenging, and analyze/discuss the passage. Explore the ethical implications of the passage, explain why it is difficult for you, and articulate any questions this passage raises for you. Use the writing process as a way of struggling towards a more solid position vis-a-vis the author’s ideas. I will collect these and ask you to share your ideas with your classmates in small groups. Thurs. 1/24Racial Identity and Power Joseph Harris, Rewriting, beginning of Chapter 1, pp. 13-24 Beverly Tatum, “The Complexity of Identity: ‘Who Am I?
’” (reader) Brent Staples, “Black Men and Public Space” (reader) Analytical Reflection Due Writing Assignment: Read for Tuesday 1/29; then, using Mukhopadhyay & Henze’s essay as a central text, take up the project that Joseph Harris lays out on p. 24, “Translating a Text into Your Own Terms. ” Write a 1-2 pp. critical summary and assessment of Mukhopadhyay & Henze’s project, in which you identify their aims, methods, materials, moves, and flashpoints (see Harris and refer to sample critical summary).
Tues. 1/29Race as a Social Construction DK Handbook, pp. 2-11, “What is Rhetoric?
” + 84-91, “Understanding and Analyzing Texts” Carol Mukhopadhyay and Rosemary C. Henze, “How Real is Race? ” (reader) Critical Summary Due ***In Class: Clip from African American Lives 2 Thurs. 1/31Race as a Social Construction (con’t. ) DK Handbook, pp. 98-107, “What Counts as Evidence” Allan Johnson, “The Social Construction of Difference” (reader) James Barrett and David Roediger, “How White People Became White” (reader) ***In Class: Race: The Power of an Illusion (Part 3) Tues. 2/5Theories of Oppression David Rosenwasser and Jill Stephen, “Counterproductive Habits of Mind” (excerpt from the textbook Writing Analytically, 5th Edition) (reader).
Tracy Ore, “Maintaining Inequalities: Systems of Oppression and Privilege” (reader) Rita Hardiman, Bailey Jackson, and Pat Griffin, “Conceptual Foundations” (reader) Thurs. 2/7White Privilege Joseph Harris, Rewriting, finish Chapter 1, pp. 24-27, “Assessing Uses and Limits” Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack” (reader) Robert Jensen, “Introduction: Just a Joke” + “Race Words and Race Stories” (reader) Tues. 2/12 Share Thoughts from Unit 1 / Begin Unit 2 Markus and Moya, “Doing Race” (“Changing the Conversation,” pp. 62-83) Paper 1 Due.
The Essay on Manifest Destiny Race White Indians
America and Race have a long and entangled history. The concept of Race, like America is a recent invention. Race is an idea constructed by society to further political and economic goals. Race was never just a matter of how you look, it's about how people assign meaning toward how you look. It is ironic that a nation that takes great pride in one the foundation "All men are created Equal" can at ...