Deanna Stover's Courses

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Deanna Stover is an Assistant Professor at Christopher Newport University. This website is a compilation of her syllabi since starting at CNU in Fall 2020.

View the Project on GitHub deanna-stover/coursesCNU

Syllabus - ENGL 223 - Spring 2022

Second-Year Writing: British Suffragettes

Course Information

Assignments

Schedule

Policies

Course Information

Instructor - Dr. Deanna Stover

email: deanna.stover@cnu.edu

course website: https://deanna-stover.github.io/coursesCNU/2022/engl223spring2022

office hours: MWF 12:30 - 1:30 pm and by appointment

office location: McMurran 213 (virtual appointments also available - see Scholar for more information)

Office hours are your time to come talk to me about anything related (or unrelated) to class. This time is yours, I am not (supposed to be) doing anything else; you will not be interrupting me. If you have questions about class or have other questions I might be able to answer, please schedule an appointment (see Scholar for more information on how to do this).

Course Description

Catalog Description: The Second-Year Writing Seminar enhances the critical reading and writing foundations introduced in English 123 and develops them with a focused exploration of literary and textual topics. Seminars center on the specialty expertise of the course instructor and emphasize research and information literacy. Students will be required to locate, analyze, synthesize, and present primary and secondary sources. Through a process of staged writing and revision, students will produce a polished research paper.

Course Topic: British Suffragettes. In the early twentieth century, the woman’s suffrage question reached its height in Britain. This course will explore depictions (both positive and negative) of the militant Suffragettes in media, autobiography, and fiction as we learn, read, and write about the history of the fight for the vote.

Learning Objectives

According to a study of US employers conducted by the American Association of Colleges and Universities, 93% of the employers surveyed agree that “a candidate’s demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than their undergraduate major.” Some of the most highly valued skills include: digital literacy, creative thinking, and the ability to communicate through writing. This course addresses all of these topics, and will provide you with transferable skills to take into the workforce (or graduate school), no matter your major(s) or minor(s).

Assignments

Assignment Due Date Percentage
Journals 4 Check-Ins 20% (5% per Check-In)
Play Trailer Project
* Play Trailer/Close Reading
* Play Trailer Presentation
1/28
Week 4
10%
5%
Fishbowl Week 7 10%
Research Paper
* Three Ideas
* Annotated Bibliography
* First Draft
* Peer Review
* Final Draft
3/25
4/3
4/15
4/18
Finals
5%
10%
15%
5%
20%

Journals

You will be responsible for keeping a journal based on in- and out-of-class activities. This journal will be collected (and graded) four times.

Play Trailer Project

You will pick one of the suffrage plays we read for class and develop a “trailer,” write a short close reading, and present on your creation.

Fishbowl

You will sign up for a scholarly article and, in groups of 4-5, discuss the article in front of the class. You will also turn in an annotated version of the article and the discussion questions you brought to class.

Research Paper

After I approve one of your paper ideas, you will work on developing a polished and thoughtful research paper about British Suffragettes.

Required Texts

You must use these editions of the texts.

Other readings will be supplied to you.

Grading Scale

A: 93 - 100 A-: 90 - 92 B+: 87 - 89 B: 83 - 86 B-: 80 - 82 C+: 77 - 79 C: 73 - 76 C-: 70 - 72 D+: 67 - 69 D: 63 - 66 D-: 60 - 62 F: 0 - 59

Schedule

Readings should be done before class. This schedule is subject to change (thanks, COVID).

Content Warning: some of the readings deal with sensitive topics.

Week 1

Mon 01/10

  • Just come to class!

Wed 01/12

  • Nicoletta F. Gullace, “Afterword: A Tale of Two Centennials: Suffrage, Suffragettes and the Limits of Political Participation in Britain and America” (available on Scholar)

Fri 01/14

  • Laura E. Nym Mayhall, “Defining Militancy: Radical Protest, the Constitutional Idiom, and Women’s Suffrage in Britain, 1908-1909” (available on Scholar)

Week 2

Mon 01/17

No Class

MLK Day

Wed 01/19

  • Bessie Hatton, “Before Sunrise” (available on Scholar)
  • Graham Moffat, “The Maid and the Magistrate” (available on Scholar)

Fri 01/21

  • Evelyn Glover, “ Miss Appleyard’s Awakening” (available on Scholar)
  • Mary Cholmondeley, “Votes for Men” (available on Scholar)

Week 3

Mon 01/24

  • Caroly Tilghman, “Staging Suffrage: Women, Politics, and the Edwardian Theater” (available on Scholar)

Wed 01/26

  • No readings.

Fri 01/28

  • No readings.
  • Play Trailer/Close Reading due by 11:59 pm Sunday

Week 4

Mon 01/31

  • Play Trailer Presentations (in class)

Wed 02/02

  • Play Trailer Presentations (in class)

Fri 02/04

  • Play Trailer Presentations (in class)
  • Journal 1 due by 11:59 pm TODAY

Week 5

Mon 02/07

  • H.G. Wells, Ann Veronica, ch. 1-3

Wed 02/09

  • H.G. Wells, Ann Veronica, ch. 4-5

Fri 02/11

  • H.G. Wells, Ann Veronica, ch. 6-7

Week 6

Mon 02/14

  • H.G. Wells, Ann Veronica, ch. 8-10

Wed 02/16

  • H.G. Wells, Ann Veronica, ch. 11-12

Fri 02/18

  • H.G. Wells, Ann Veronica, ch. 13-14

Week 7

Mon 02/21

  • H.G. Wells, Ann Veronica, ch. 15-17

Wed 02/23

  • Fishbowl (in class)

Fri 02/25

  • Fishbowl (in class)
  • Journal 2 due by 5:00 pm TODAY

Week 8

Mon 02/28

No Class

Spring Break

Wed 03/02

No Class

Spring Break

Fri 03/04

No Class

Spring Break

Week 9

Mon 03/07

  • Constance Lytton, Prisons and Prisoners, ch. 1-2

Wed 03/09

  • No class.

Fri 03/11

  • Constance Lytton, Prisons and Prisoners, ch. 3-4

Week 10

Mon 03/14

  • Constance Lytton, Prisons and Prisoners, ch. 5-6

Wed 03/16

  • Constance Lytton, Prisons and Prisoners, ch. 7-8

Fri 03/18

  • Constance Lytton, Prisons and Prisoners, ch. 9-10

Week 11

Mon 03/21

  • Constance Lytton, Prisons and Prisoners, ch. 11-12

Wed 03/23

  • Constance Lytton, Prisons and Prisoners, ch. 13-14

Fri 03/25

  • Constance Lytton, Prisons and Prisoners, ch. 15-16
  • Three Ideas due by 11:59 pm TODAY
  • Journal 3 due by 11:59 pm TODAY

Week 12

Mon 03/28

  • No readings.

Wed 03/30

  • No readings. Research your topic.

Fri 04/01

  • No readings. Research your topic.
  • Annotated Bibliography due by 11:59 pm SUNDAY

Week 13

Mon 04/04

  • No readings.

Wed 04/06

  • No readings.

Fri 04/08

  • No class. Paideia 2022.

Week 14

Mon 04/11

  • No readings.

Wed 04/13

  • No readings.

Fri 04/15

  • No readings.
  • Paper Draft due by 11:59 pm TODAY

Week 15

Mon 04/18

  • Peer Review due BY CLASS TODAY

Wed 04/20

  • No class. Meetings with me.

Fri 04/22

  • No class. Meetings with me.

Week 16

Mon 04/25

  • No readings.
  • Journal 4 due by 11:59 pm TODAY

Finals Week

Policies

A Note on Covid-19 and Attendance:

I want you to be in class, but I also understand that COVID-19 and everything that goes along with it (mental health, for one) are going to make this semester especially difficult. And, of course, life goes on so there is always the possibility of 2022 sending even more curve balls our way. Because of this, I won’t have an attendance policy, but (and this is a big BUT), if you aren’t present two class days in a row, I will be checking in on you. I want to know you’re okay.

And, while there’s no strict attendance policy, not coming to class will affect your grade. We’ll be discussing important topics in class and going over assignments as well as completing in-class prompts, so without coming to class, you will struggle. This is all to say, please come to class if you can. However, if you feel ill in any way, it is imperative that you stay home. Please don’t put your classmates or me at risk.

Technology:

You should expect to spend time out of class familiarizing yourself with new technologies and software. I also encourage the productive use of technology in class, but please don’t distract yourself or others.

Late Work:

For each day an assignment is late, I will be subtracting five points. That said, if you need an extension, please do reach out to me before the deadline! Life gets complicated sometimes, especially right now. I’m happy to work with you! Just make sure you’re talking to me before things are due.

University Statement on Diversity and Inclusion:

The Christopher Newport University community engages and respects different viewpoints, understands the cultural and structural context in which those viewpoints emerge, and questions the development of our own perspectives and values, as these are among the fundamental tenets of a liberal arts education.

Accordingly, we affirm our commitment to a campus culture that embraces the full spectrum of human attributes, perspectives, and disciplines, and offers every member of the University the opportunity to become their best self.

Understanding and respecting differences can best develop in a community where members learn, live, work, and serve among individuals with diverse worldviews, identities, and values. We are dedicated to upholding the dignity and worth of all members of this academic community such that all may engage effectively and compassionately in a pluralistic society.

If you have specific questions, suggestions or concerns regarding diversity on campus please contact diversity.inclusion@cnu.edu.

Disabilities:

In order for a student to receive an accommodation for a disability, that disability must be on record in the Office of Student Affairs, 3rd Floor, David Student Union (DSU). If you believe that you have a disability, please contact Jacquelyn Barnes, Student Disability Support Specialist in Student Affairs (594-7160) to discuss your needs.

Students with documented disabilities are to notify the instructor at least seven days prior to the point at which they require an accommodation (the first day of class is recommended), in private, if accommodation is needed. The instructor will provide students with disabilities with the reasonable accommodations approved and directed by the Office of Student Affairs. Work completed before the student notifies the instructor of his/her disability may be counted toward the final grade at the sole discretion of the instructor.

Success:

I want you to succeed in this course and at Christopher Newport. I encourage you to contact me during office hours or to schedule an appointment to discuss course content or to answer questions you have. During the Coronavirus pandemic, our conversations may need to be via electronic means. If I become concerned about your course performance, attendance, engagement, or well-being, I will contact you first. I also may submit a referral through our Captains Care Program. The referral will be received by the Center for Academic Success as well as other departments when appropriate (Counseling Services, Office of Student Engagement). If you are an athlete, the Athletic Academic Support Coordinator will be notified. Someone will contact you to help determine what will help you succeed. Please remember that this is a means for me to support you and help foster your success at Christopher Newport.

Academic Support:

The Center for Academic Success offers free tutoring assistance for Christopher Newport students in several academic areas. Center staff offer individual assistance and/or workshops on various study strategies to help you perform your best in your courses. The center also houses the Alice F. Randall Writing Center. Writing consultants can help you at any stage of the writing process, from invention, to development of ideas, to polishing a final draft. The Center is not a proofreading service, but consultants can help you to recognize and find grammar and punctuation errors in your work as well as provide assistance with global tasks. Contact them as early in the writing process as you can!

You may contact the Center for Academic Success to request a tutor, confer with a writing consultant, obtain a schedule of workshops, or make an appointment to talk with a staff member about study skills and strategies. The Center is located in Christopher Newport Hall, first floor, room 123. You may email academicsuccess@cnu.edu or call (757) 594-7684.

Course Materials:

All content created and assembled by the faculty member and used in this course is to be considered intellectual property owned by the faculty member and Christopher Newport University. It is provided solely for the private use of the students currently enrolled in this course. To ensure the free and open discussion of ideas, students may not make available any of the original course content, including but not limited to lectures, discussions, videos, handouts, and/or activities, to anyone not currently enrolled in the course without the advance written permission of the instructor. This means that students may not record, download, screenshot, or in any way copy original course material for the purpose of distribution beyond this course. A violation may be considered theft. It is the student’s responsibility to protect course material when accessing it outside of the physical classroom space.

The CNU Honor Code, Academic Integrity, and Plagiarism:

All members of the CNU community are bound by the University’s Honor Code, which states: “On my honor, I will maintain the highest standards of honesty, integrity and personal responsibility. This means I will not lie, cheat, or steal and as a member of this academic community, I am committed to creating an environment of respect and mutual trust.” Plagiarism is a direct violation of standards of academic integrity. Your work for this course must be your own new and original work. If you use any outside sources, you must give credit to the original author by clearly identifying words or ideas borrowed or paraphrased. Purchasing papers online, copying a paper from another student at CNU or elsewhere, and submitting your own previously written work from another course without specific written permission from both instructors also “count” as plagiarism. Additionally, if you allow another student to copy your work, you are also in violation of the Honor Code. If you do not understand this definition of plagiarism, it is your responsibility to discuss this topic with me further.

Beyond being a violation of the Honor Code, plagiarism is deeply disappointing behavior. It demonstrates dishonesty and an inability to think for yourself. If you plagiarize on any assignment in this course, you will fail that assignment. Repeated instances of plagiarism may result in failing the course. I will report all plagiarism to the appropriate University authorities.

Safety Protocols Specific to COVID-19 and Academic Instruction:

Offering in-person instruction on campus requires everyone to take individual responsibility for reducing the risk of exposure for all campus community members both inside and outside the classroom. Irresponsible behavior jeopardizes not only your own health, but also that of your fellow students, friends, professors and advisors, and members of our staff. Therefore, you are expected to learn and diligently follow the safety protocols required by the University at all times. The following protocols apply specifically to instructional spaces and academic buildings.

Prior to leaving their residence hall room or home, students should:

Students cannot enter instructional spaces or academic buildings if they:

All students must comply with safety protocols established by the university while inside instructional spaces, common areas, and offices. These protocols are subject to change, but as of 16 August 2021 include:

*Students who have received an exemption from the face covering requirement for health reasons must present the proof of the exemption provided by the Office of Student Affairs to the instructor upon entering the instructional space.

Because non-compliance potentially endangers others, faculty members:

Faculty members may submit referrals through the Captain’s Care Program to report absences as a way of identifying students who may have become ill. It would be appropriate to do so when students have not attended class or communicated with the faculty member in any way for a period of one week or longer.

I owe thanks to Andrew Pilsch for some of the language in this syllabus and for the code that helped to create it.