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LITERATURE, HEALTH, AND MEDICINEEnglish 324 (35470) / Cross-Listed with Health & SocietyProfessor Phillip Barrish (pbarrish@austin.utexas.edu)Class meets: MWF 2-3 pm, Parlin 105 Office Hours (Parlin 130): Tuesdays, 10-11:30 am, Fridays, 11 am-12:30 pm, and by appointment.Course DescriptionHow does literature relate to illness, health, and healing? This class will serve as an introduction to the overlapping fields of literature and medicine and the health/medical humanities. In addition to exploring key concepts and debates (for instance, the uses—and potential abuses—of empathy), we will study literary representations of illness experiences, of health-provider experiences, and of health care as a system. We will also work to understand the role that the humanities, and literary studies in particular, already plays in the education of health professionals and what additional roles it might—or should—come to play in the future. This course carries the Ethics and Leadership flag from the College of Undergraduate Studies. Ethical issues and questions permeate both medicine and literature. They will frequently arise, explicitly and implicitly, in class discussions, assignments, and exams.Please Note: The course relies on discussion, which makes it imperative that you both come to class and keep up with the reading assignments. Reading quizzes will be given at the beginning of every class and will play a significant role in your final grade. If you have a tendency to fall behind on reading and/or attendance in your classes, this class won’t be a good fit for you.Required TextsTexts are listed in the order we will be reading them. Unless otherwise noted, the editions listed have been ordered through the UT Coop. Other editions won’t be as easy to use during class discussions but are acceptable. Open laptops, tablets, and phones are not permitted during class, so you must have a hard copy of the reading.1) Course Packet 1 (CP1), available from Jerome Kubala. Jerome will bring packets to sell twenty minutes before class starts on Wednesday, 1/23. For the first couple weeks of the term the course packet will also be available at Canopy Course Notes, Asel Art, 510 W. MLK. You can also text Jerome at 512-497-6662.2) Wit (2001; directed by Mike Nichols, starring Emma Thompson and Audra McDonald). I will screen the movie on campus at 7 pm on Thursday, January 31(popcorn included). If you can’t make the screening, the movie also streams on HBO, and the DVD may be purchased for $5.99 on Amazon.3) Henry James, Washington Square, 1880. Penguin, 2007. ISBN: 9780141441368. 4) Charlotte Perkins Gilman, 1892. The Yellow Wallpaper. Dover Thrift, 1997. ISBN: 9780486298573. 5) Charles Chesnutt, The Marrow of Tradition, 1901. Bedford Cultural Edition, 2002. ISBN: 9780312194062.6) Franz Kafka, Metamorphosis, 1915. Dover Thrift Edition, 1996. ISBN: 9780486290300.7) Kazuo Ishuguro, Never Let Me Go. Random House, 2005. ISBN: 9781400078776.8) Paul Kalanithi, When Breath Becomes Air. Random House, 2016. ISBN: ?978-0812988406**The UT COOP is only able to order the hardcover edition of When Breath Becomes Air @$25. Amazon has much cheaper copies. I am happy to use my Prime account to get free shipping for anyone who wants to join a group Amazon order. Class ScheduleReading and viewing assignments are to be completed before the class session next to which they are listed. Note that the professor may make minor adjustments to the schedule as the term goes on. Students will be notified of such changes well in advance.Unit 1: Medical Education/Clinical Practice: The Literature EffectWed Jan 23 Introduction to topic, requirements, and each otherFri Jan 25 Anne Hudson Jones, “Why Teach Literature and Medicine: Answers from Three Decades.” Journal of Medical Humanities 34 (2013): 415–428. CP1.Danielle Ofri, “Medical Humanities: The Rx for Uncertainty?” Academic Medicine 92 (2017): 1657-58. CP1.Mon Jan 28 Rita Charon, Narrative Medicine: Honoring the Stories of Illness. Oxford UP, 2000. Excerpt in CP1.Sayantani DasGupta, “Narrative Humility.” The Lancet (2008): 980. CP1. ire’ne Lara Silva, “april 23, 2008” and “blood?sugar?canto.” CP1. Wed Jan 30 William Carlos Williams, “The Use of Force.” CP1. [Note: Your own “Use of Force” narrative will be due Fri, Feb. 1]Rita Charon, et al, “Close Reading and Creative Writing in Clinical Education: Teaching Attention, Representation, and Affiliation.” Academic Medicine 91 (2016): 345–350. CP1.THURS JAN 31: SCREENING OF WIT AT 7PM. (ROOM TBA). If you are unable to attend the group screening, the movie also screens on HBO, and the DVD may be purchased for $5.99 from Amazon. But then you’ll have to buy your own popcorn.Fri Feb 1 Discussion of Wit (students are required to have watched the movie before class)*Your “Use of Force” narrative due on Canvas by 10 pm. Mon Feb 4 Rebecca Garden, “The Problem of Empathy: Medicine and the Humanities.” New Literary History 38.1 (2007): 551-567. CP1.Thom Gunn, “Save the Word.” CP1.ire’ne Lara Silva, “grace” CP1.Wed Feb 6 Ernest Hemingway, “Indian Camp.” CP1. Rafael Campo, “Ms. Twomey.” CP. 1.Unit 2: Gender, Race, and Medicine in 19th--Century AmericaFri Feb 8 Nathaniel Hawthorne, “The Birthmark” and Miranda July, “Birthmark.” CP1.Mon Feb 11 Henry James, Washington Square, ch. 1–13 Wed Feb 13 James, Washington Square, ch. 14–24 Fri Feb 15 James, Washington Square, ch. 25–35 Stacy Chang, “Beyond Patient-Centered Care?” Dell Medical School Blog. Oct 27, 2015. CP1.Mon Feb 18 Charlotte Perkins Gilman, “The Yellow Wallpaper” (book) and Excerpts from her autobiographical writings (CP1).Wed Feb 20 Stephanie Browner, Profound Science and Elegant Literature: Imagining Doctors in Nineteenth-Century America. University of Pennsylvania Press, 2005. Excerpt in CP1. Charles Chesnutt, The Marrow of Tradition, ch. 1–6. Fri Feb 22 First ExamMon Feb 25 Chesnutt, The Marrow of Tradition, ch. 7–20 Wed Feb 27 Chesnutt, The Marrow of Tradition, ch. 21–30 Fri March 1 Chesnutt, The Marrow of Tradition, ch. 31–37 Robert Baker, “The American Medical Association and Race.” AMA Journal of Ethics 16 (2014): 479-488. CP1.Damon Tweedy, Black Man in a White Coat: A Doctor's Reflections on Race and Medicine. Picador, 2015. Excerpt in CP1.UNIT 3: ILLNESS AND CAREGIVINGMon March 4 Susan Sontag, Illness as Metaphor (1977) and Aids and Its Metaphors (1986). Excerpts in CP1.Wed March 6 Arthur Frank, The Wounded Storyteller: Body, Illness, and Ethics. Second Edition. University of Chicago Press, 2013. Excerpts in CP1. Fri March 8 Lorrie Moore, “People Like That Are the Only People Here” (1997). CP1.Mon March 11 Franz Kafka, Metamorphosis (1915) (book).Wed March 13 Rafael Campo, Alternative Medicine. Duke University Press, 2014. All poems in CP1.Fri March 15 Class Cancelled for students’ spring break travelSPRING BREAK Mon March 25 Judy Z. Segal, “Cancer Experience and its Narration: An Accidental Study.” Literature and Medicine 30.2 (2012): 292-318. CP1. Wed March 27 EXAM 2Fri March 29 Class does not meet due to annual conference of the International Health Humanities Consortium.UNIT 4: DISABILITY, HEALTH, AND STIGMAMon April 1 Tom Shakespeare, “The Social Model of Disability,” from The Disability Studies Reader. Brief excerpt in CP2.Alison Kafer, Feminist, Queer, Crip. Indiana University Press, 2013. Excerpt in CP2.Wed April 3 Jonathan Metzl and Anna Kirkland, Introduction to Against Health: How Health Became the New Morality. New York University Press, 2010. CP.ire’ne Lara Silva, “shame: a ghazal in pieces.” CP. Fri April 5 Jim Ferris, all poems in coursepack.ire’ne lara silva, “en trozos/in pieces.” CP. Mon April 8 Eli Clare, Brilliant Imperfection: Grappling with Cure (Duke University Press, 2017), chapters 1 and 4UNIT 5: GENDER IDENTITY AND THE (WOUNDED) BODYWed April 10 Audre Lorde, “Breast Cancer: A Black, Lesbian, Feminist Experience” and “Breast Cancer: Power vs. Prosthesis (1980). CP2.Angelina Jolie, “My Medical Choice” (2013). Fri April 12 Alicia Ostriker, “The Mastectomy Poems” (1996).Lucille Clifton, 2 poems in course pack.Mon April 15 Nick Caddick, Brett Smith, and Cassandra Phoenix, “Male Combat Veterans’ Narratives of PTSD, Masculinity, and Health.” Sociology of Health & Illness 37:1 (2015): 97–111. CP. Note: students are required to read only the first 2 ? pages (up until “Method”), but the whole article is interesting!Phil Klay, “War Stories” (2014). CP2.Wed April 17 Oscar Casares, “Big Jesse, Little Jesse” (2003). CP2UNIT 6: HEALTH AND HEALTH CARE IN DYSTOPIAFri April 19 Kazuo Ishiguro, Never Let Me Go, Part One, ch. 1-9Mon April 22 Ishiguro, Never Let Me Go, Part Two, ch. 10-17. Tom Clynes, “20 Americans Die Each Day Waiting for Organs. Can Pigs Save Them?” New York Times, Nov. 18, 2018. CP2.Wed April 24 Ishiguro, Never Let Me Go, Part Three, ch. 18-23.Fri April 26 Class visit to Ishiguro collection at the Humanities Research Center. UNIT 7 DEATH AND DYINGMon April 29 Paul Kalanithi, When Breath Becomes Air, pages x-88 (including “Foreword”)Atul Gawande, Introduction to Being Mortal: Medicine and What Matters in the End. Henry Holt and Company, 2014. CP2.Dylan Thomas, “Do Not Go Gentle into That Good Night” (1947). CP2.Wed May 1 When Breath Becomes Air, 88-166Fri May 3 When Breath Becomes Air, 167-225Atul Gawande, “Things Fall Apart” from Being Mortal. CP2.UNIT 8: HOME STRETCHMon May 6 Text Selected by Class!Wed May 8 Text Selected by Class!Fri May 10 Conclude class. Discuss final exam.FINAL EXAM SAT MAY 18, 7-10 PM Course Requirements, Policies, and GradingGrading and Assignments: OverviewReading Quizzes: 20% Engagement and Participation: 15% (in class, including group work, and via discussion board)“Use of Force” narrative: 1% (graded ??or ??+)Exam 1: 19%Exam 2: 20%Final Exam: 25% *Note: Final course grades will include pluses and minuses. Grading and Assignments: More DetailsReading quizzes (20%): Quizzes will be given at the beginning of almost every class and will generally include 2 questions. The quizzes are intended to reward students who complete the reading assignments on time and with care. In other words, you get credit for what you should be doing anyway! Approximately 45-55 quiz questions will be given over the course of the term; each question is worth 1 point. At the end of the term, I will set a “magic number” that is 7 points below the maximum number of points that it would have been possible to earn. For instance, if by the end of the term I have given 53 questions, that means it will have been possible to earn a total of 53 points (1 point per question). The magic number would be 46. All students who have earned at least 46 quiz points will receive full credit for the quiz portion of their final grade. Otherwise, credit will be given in proportion to the number of points earned. Make-up quizzes will be given only for excused absences with appropriate documentation. Engagement and Participation (15%): Participation is an important part of this class. That doesn’t mean you have to participate in every class discussion, but you should always come to class ready to make observations, to ask and answer questions, to listen respectfully to what others are saying, and to participate actively in small group activities. You should also be sure to bring the appropriate text to every class session. Texting during class is a major no-no (see below for no-screens policy). Other components of the Engagement and Participation grade include discussion board posts, group work, and occasional informal writing assignments. Note that excessive absences will inevitably affect your participation grade.Discussion Board Posts: Over the course of the term you will be required at least twice to post a genuine question about the reading to our Canvas discussion board. In order to ensure that everybody doesn’t wait until the last couple of weeks to post, you will be assigned a specific day to do so (such assignments will be made alphabetically). Your question must be posted by 10 pm the evening before class so that others (and I) have time to read it. What I mean by “genuine” is that your question should be (a) something you genuinely wonder about, (b) focused on the text we’ve all read, and (c) not a factual question that can be looked up somewhere (e.g., in a biography of the author). Your question might be ethical, interpretative, or, for example, regarding a character’s (or the author’s) motivation in making a specific choice. Depending on the focus on that day’s class discussion, I may bring your question up for in-person consideration by the entire class. Regardless, please make a habit of consulting the discussion board before class to see what your classmates are wondering about. You should feel free to do extra posts, respond to other people’s posts, etc., especially if you don’t often participate in class.Group Work (8%): Following the first week of class you will be placed in a five-person team. On a regular basis during class, teams will be asked to discuss or debate an interpretative or ethical question among themselves, or collaborate on a creative exercise, and then report back to the class. A scribe will prepare an informal summary of your group’s discussions, questions, and/or conclusions, which will be handed in at the end of class and receive a grade of 3 (Outstanding), 2 (Good), or 1 (Unsatisfactory). About halfway through the semester each student will fill out a Group Work Assessment in which they will be asked to assess the quality of their own contributions to the group and to rate the contributions of the other group members; the exercise may be repeated at the end of the semester. When the course is over, most members of the team will receive the same overall group work grade. Students who are frequently absent for group work assignments or who are ranked as non-contributors by their fellow group members, however, will receive only partial credit for their group work. Additional Course PoliciesPhones, Laptops, Tablets: This class has a no screens policy. Phones, tablets, and laptops should be turned off and left off for the duration of the class period. Use of a digital device (even, or especially, if it’s in your lap…) may result in your being marked absent for the day or otherwise affect your grade.Meaningful but respectful discussion: We will sometimes find ourselves dealing with sensitive or controversial material of various sorts. Students may find themselves in strong disagreement with the professor and/or with one another. That’s good—it’s how meaningful discussion happens. At the same time, we all share responsibility for ensuring that our discussion remains respectful and that everyone feels safe in expressing their genuine opinion, whatever it may be. Disrespectful language or behavior will not be tolerated.Canvas and email: You can access our class’s Canvas site at canvas.utexas.edu. A variety of course-related materials will be posted on the site, including but not limited to quiz and exam grades. Canvas is also the location of our class discussion board (see above). Important announcements regarding deadlines, potential schedule changes, and other course-related matters will be posted on the “announcements” page. Each time a new announcement is posted, you will be notified at whatever email address UT officially has listed for you. You are responsible for reading all announcements and emails in a timely fashion--failure to do so may cause you to miss something significant. Academic Honesty: Submitting any work, including for quizzes and exams, that is not strictly your own will result in a major course penalty. A report of the incident will also be made to the Office of the Dean of Students. For additional information, including advice on how to avoid committing academic dishonesty, see Accommodations: Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Services for Students with Disabilities in the Office of the Dean of Students. If any accommodations are approved by the SSD, please notify the professor as soon as possible.Religious Holy Days: By UT Austin policy, you must notify your professor of a pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence. ................
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