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English 387AN: Teen FictionsInstructor: Dr. Jes Battis (jes.battis@uregina.ca)RIC 209: Tuesday/Thursday 10:00-11:15AMOffice Hours: 11:30-12:30 [AH 366]Course DescriptionThis course focuses on the young-adult genre, with all of its contradictions and questions about what it means to exist somewhere between childhood and adulthood. We’ll look at a number of spaces that teens occupy in this contested genre: unlikely wizards, super fans, suburban gay boys, trans artists, and reluctant heroes just trying to be “normal.” Along the way, we’ll examine criticism on the genre and its development over the past few decades, from “problem novels” to stories that engage with fan culture and gender diversity. Our texts will cross the boundaries of fantasy, horror, fanfiction, coming-of-age, and coming-out narratives, in an effort to represent the wide spectrum of contemporary YA fiction. Required TextsAlbertalli, Becky. Simon vs. the Homo Sapiens Agenda.Lundin, Britta. Ship It. Robinson, Eden. Son of a Trickster.Rowell, Rainbow. Carry On.Rowling, J.K. Harry Potter and the Philosopher’s Stone.Russo, Meredith. If I Was Your Girl.Course ScheduleSept 6: IntroductionsSept 11: Chappell, Drew. “Sneaking Out After Dark: Resistance, Agency, and the Postmodern Child in J.K. Rowling’s Harry Potter Series.” Barret, Bethany. “Purebloods and Mudbloods: Race, Species, and Power.”Sept 13: Harry PotterSept 18: Harry Potter [focus on films]Sept 20: Harry Potter [focus on fan culture]Sept 25: Excerpt from Ursula Leguin, Wizard of Earthsea Comoletti, “How They Do Things With Words” Sept 27: Carry On Podcast, “Witch, Please,” S2 E7, Rainbow RowellOct 2: Carry OnOct 4: Carry On Malinda Lo, “Short History of Queer YA”Oct 9: Reading on fanfic [tba]Oct 11: Ship It Oct 16: Ship ItOct 18: Ship ItOct 23: Heath Justice, “Indigenous Wonderworks” Robinson, Excerpt from Sasquatch At Home Robinson Trickster InterviewOct 25: Son of a TricksterOct 30: Son of a TricksterNov 1: Son of a TricksterNov 6: Benaway, “Being An Indigenous Trans Woman” Russo, Gay/YA Interview Vivek Shraya, excerpt from I’m Afraid of MenNov 8: No Class Final Project Proposal DueNov 13: If I Was Your GirlNov 15: If I Was Your Girl Nov 20: If I Was Your GirlNov 22: Matos, “Undercover Life of YA Novels” Turner, “Call Me By Your Screen Name”Nov 27: SimonNov 29: Simon Final Project DueDec 4: Simon Dec 6: No Class—Extended Office Hours AssignmentsReader Reports: 5%Students will submit 5 paragraph long reader-reports, each worth 1%. These reports will include a detailed paragraph discussing significant elements of the reading, as well as suggestions for further critical reading and a question for the class. Students will determine the weeks during which they will submit reports. Literature Review: 20% [Due week AFTER we discuss your text]Students will select one of the course texts and review targeted criticism that addresses the text, in order to produce a review of scholarship. Well-known texts (e.g., Harry Potter) have a large critical tradition, which means that you’ll have to target your review around a specific topic or time period (most recent scholarship, or scholarship that engages with a particular theme). You will also accompany the review with a biography in which you briefly annotate the most significant critical texts, and explain why you’ve selected them. 5 pages + biblio with selected annotationsSeminar Presentation: 15% [Due week in which we discuss your text]Students will deliver a 10 minute presentation on one of the course texts [a sign-up sheet will be circulated near the beginning of the semester]. These presentations may take various forms, including a short, engaging conference paper to be read aloud, a visual presentation, or a structured conversation. Regardless of the delivery method chosen, students must find a way to integrate quoted material from their primary source, as well as theoretical analysis [drawn from one of the assigned critical readings]. All presentation materials will be submitted to the instructor, who will grade the seminar based on a mixture of content and delivery.3 pages + biblioFinal Project Proposal: 5%This proposal will outline your final project, including your central argument, scholarship that you’ll include, quoted material from your primary source, and a proposed bibliography. 2 pages + biblio [include approximately 6 sources]Things to include:- research question- what I will discuss in my essay- what is my point?- include your primary source (novels)- a quotation from your primary source- include secondary sources that aid your discussion- you can include your opinions + your identity so long as it relates to argument- avoid observation (“book is interesting”)- argument makes a point about the text Final Project: 30%This project [10 pages + bibliography] will focus on one of the course texts, and should demonstrate both close reading and depth of research. You will develop a topic and hand in a project proposal, which must be approved. This could be a standard research essay which includes a central argument and theoretical analysis. It could also be an essay which locates one of the novels within a particular genre, while comparing it to a few other selected texts in that genre (i.e., comparing Harry Potter to Carry On, or Ship It to another YA novel that engages with fan cultures, like Queens of Geek). Final Exam [Take-Home]: 25%This comprehensive exam will include questions designed to test reading comprehension, passage analysis, and a short essay. Class ConductThis is a collaborative, seminar-style class which will focus on a mixture of discussion, lecture, and media. It is vital that we respect each other’s experiences, and that we tread carefully when discussing issues that may invoke trauma. Respect the pronouns and other identifications that your classmates have specified. Give each other room to evolve as the discussion takes shape. Acknowledge that the people around you are coming from diverse backgrounds and carrying identities that don’t necessarily fit perfectly together. When we talk about privilege, avoid getting defensive—understanding types of privilege and advantage can only help with the learning process. Your instructor is not immune to this—if he’s missed something or simplified an experience with which you are familiar, tell him. The instructor is learning too. The ReadingsIn order for us to get the most out of this class, you all must keep up with the readings. Discussion will be most useful if you make notes on each piece, and come to class prepared to share ideas. If you can’t manage to do all the reading for a class, you should still show up. Come to listen and take notes, then return to the reading when you have time. In a class like this, you all need to show up regularly, or else the conversation will shrink and we’ll miss out on perspectives.Extensions + AccommodationsAll accommodations will be discussed and honored. If you need an extension but do not have an official accommodation, you can ask me in person at least 48 hours before the assignment is due. If you do not have an accommodation, but feel that you need one, you can discuss it with me and I will put you in touch with the Centre for Student Accessibility. All media will be closed-captioned whenever possible. If you have issues with the classroom space (i.e., intense lighting or noise), let me know and I’ll try to minimize it. EmailI will answer email as promptly as possible, up until Friday of each week at 4pm. During the weekend, I will check my email once a day, so if something is urgent, contact me during the week. Email is best for quick yes/no questions, but if you have something detailed to discuss, make an appointment during office hours. ................
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