CNX 225 (Spring 2019) Banned Books and Jailed Writers

Professor Jon Stone ( jon.stone@fandm.edu) Office: Keiper 217 (358-5891) Mailbox: in the Modern Languages office (109 Keiper) Meets: T,Th 12:45-2:05 in 208 Keiper Office hours: M 1-2; Th 9-10:30, and by appointment Preceptor: Laura Sabatino (lsabatin@fandm.edu)

The history of language and communication is also the history of censorship and the prohibition of expressing ideas. In considering the nature of preventing certain works and thoughts from circulating and punishing their authors, this course will touch upon questions of literary taste, political and ideological writing, blasphemy and heresy, morality, and pornography. Through primary and secondary readings and regular writing and research assignments, students will juxtapose the right of free speech with the needs of society. The goal of this course is to explore the complex social and cultural forces revealed by censorship and to understand the importance of the fights and debates provoked when books are banned. We will utilize this nuanced and multi-faceted topic to hone critical thinking skills and discuss ideas from a variety of perspectives.

Required texts: Mikhail Bulgakov, A Dog’s Heart (Penguin, ISBN: 978-0140455151) Ray Bradbury, Fahrenheit 451 (Simon & Schuster, ISBN 9781451673319) Masha Gessen, Words Will Break Cement: The Passion of Pussy Riot (Penguin, ISBN 9781594632198) Azar Nafisi, Reading Lolita in Tehran (Random House, ISBN 9780812979305) Texts available on Canvas: Joseph Brodsky, “Catastrophes in the Air” Anthony Lewis, Freedom for the Thought the We Hate (selections) Birmingham, The Most Dangerous Book James Joyce, Ulysses (“Nausicaa” chapter ) Galileo, The Dialogue and Trial Documents Vladimir Nabokov, Lolita (selection)

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

This course strives to sustain a diverse community of learners, respecting different backgrounds and perspectives. We will use the names and pronouns that students indicate for themselves.

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Course Goals Connections is the centerpiece of F&M’s general education program and is designed to foster the intellectual abilities essential for a liberally educated person. The focus is on the following areas: reading, speaking, writing, critical thinking, research/information literacy. Remember, this is the beginning of a process and these are not skills that you will master in a single semester. However, by becoming a more self-reflexive reader, writer, thinker, and person you will start to appreciate your own voice and style.

This is a reading and writing intensive course: its main goal is to give you the opportunity to practice and improve both of those abilities which are as important to your well being as breathing and eating. Maybe more important.

Grading Paper 1 (5 pages, due Feb. 7) 15% Paper 2 (6-8 pages, due March 19) 15% Paper 3 (10-15 pages, in lieu of final) 25% Drafts 5% Shorter writing assignments 15% Presentations 10% Participation 15% You must complete all three major writing assignments in order to pass the course

Overview of Paper Assignments (detailed assignment descriptions will be handed out several weeks in advance of the deadline) 1. Paper 1 You will be given three thematic questions on Fahrenheit 451. Write a 5 page paper responding to one of these questions. Your task is to offer a literary analysis of the text. The topics will be intentionally broad and so you must narrow them down by formulating a clear and focused argument. Make the topics your own and demonstrate your own grasp of the text. Nevertheless, you must also keep your argument closely grounded in the text. A successful paper will prioritize your argument while still showing how it is directly based on your reading of the text. ***In addition to the paper you must also write a 1-page discussion of your process in writing this paper (starting from when you first read the text and ending with turning the paper in). Highlight what elements of your writing process you follow every time you write a paper and which are new (or relatively new) aspects of your process.

2. Paper 2 You will be given critics’ responses to A Dog’s Heart. Pick one and write a 6-8 page paper either agreeing or disagreeing with one of the critics’ assessments. Use your thesis statement to explain how your own reading of the novel supports or contradicts the critic’s. Then, through an analysis of key moments from the text, demonstrate how your argument can either build upon or dismantle the critic’s response. Be sure to include a section discussing the counterargument to your thesis. ***In addition to the paper, write a brief letter addressed to the critic explaining the gist of your paper and how your argument differs from his or her claim.

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3. Paper 3 For this 10-page paper, you will formulate your own topic. It must involve analyses of 2-3 primary texts from the syllabus and 2-3 secondary sources (not from the syllabus) that you’ll find through your research into the topic. Use this as an opportunity to showcase your own understanding and definition of your topic. Your thesis should be capacious enough to encompass all of your texts while not being overly broad or abstract. Consider carefully how you will articulate and organize your argument such that you produce a unified and cohesive discussion of these works. During the weeks of April 16-23, you will give a 10-minute presentation on your topic.

Paper Rewrites You may rewrite any of the first two papers if you received a B+ or lower. The rewrite is due two weeks after the papers have been returned. If you choose to rewrite a paper you must meet with the instructor or preceptor to discuss the paper. Keep in mind that the rewritten paper will be evaluated and graded from a blank slate. Rewriting a paper does not guarantee that your grade will improve (and, in rare cases, may result in your grade going down).

You may also correct only the grammatical and formal errors in your paper (marked with an X in the margins). You will receive 1 point of extra credit on your course grade for each paper in which you have fixed all of the mistakes.

** You are strongly encouraged to visit the writing center (on the 2nd floor of Diagnothian) during all stages of writing your papers. Appointments must be made through the center’s web site <http://www.fandm.edu/writingcenter>. Those who go to the writing center will get a cookie in class the following week. And their papers will be better.

Academic Responsibilities: - This will be a discussion driven class so your attendance, punctuality, attention and participation are

vital for everybody’s sake. - No late papers will be accepted. - More than two unexcused absences will affect your final grade. Excessive unexcused absences will

put you in jeopardy of failing the course. The only way for an absence to be excused is through a short-term leave granted by the Student Wellness Center or the Dean of the College’s Office. Even with an excused absence, students are expected to turn in any assignments for that class on time and keep up on all material covered.

- Chronic tardiness will lower your final grade. Being more than 10 minutes late counts as an absence.

- You are required to bring the text with you to every class.

Plagiarism, the intentional or unintentional use of other people’s words or ideas without properly acknowledging your source, is a serious issue and will result in a failing grade for the assignment and possibly the course. All instances of plagiarism and academic dishonesty will be reported to the Dean of the College. For full details, see the “Academic Honesty” section of the College Catalog. Please be careful to cite all of your sources (including anonymous and/or online sources) and don’t hesitate to speak with the professor if you have any doubts or questions about proper citation methods.

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Reading & Assignment Schedule Works with an asterisk (*) are posted on Canvas

Tuesday, Jan. 15 Introduction: Crime and Punishment

Thursday, Jan. 17 Read: Brodsky, “Catastrophes in the Air”* Write: Why does Brodsky believe that not publishing books is worse than burning books (p.293)? Do you agree?

Weeks 2-3 What makes a good thesis statement?

Tuesday, Jan. 22 Read: Bradbury, Fahrenheit 451 (Pt. 1) Write: Select your favorite or least favorite scene from this section of Fahrenheit 451 and write a 1-2 page informal argument supporting your claim that it is the best or the worst scene of the section. You must use “I”. Sparingly.

Thursday, Jan. 24 Read: Bradbury, Fahrenheit 451 (Pt. 2) Write: Three possible thesis statements for a paper on Fahrenheit 451. One should discuss a main character, one should discuss the way the novel depicts society, and one should discuss Bradbury’s intentions/goals in writing the novel

Tuesday, Jan. 29 Read: Bradbury, Fahrenheit 451 (Pt. 3) Write: A refined and polished draft of your paper’s thesis statement.

Thursday, Jan. 31 Read: Soviet Art and Ideology selections* (Zhdanov,Shostakovich, Mandelshtam) Write: A draft of your paper’s introduction

Week 4 How to read a text. What does it mean to explicate a passage?

Tuesday, Feb. 5 Read: Bulgakov, A Dog’s Heart Write: 2-page formal analysis of the opening chapter of the novel. Focus on a single stylistic, structural, or rhetorical element of the chapter.

Thursday, Feb. 7 NO CLASS Write: Paper 1 due

Week 5: What makes information good or bad?

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Tuesday, Feb. 12 Find something online (posted within the last month) that uses the word “totalitarian,” “censorship,” or “democracy.” Limit yourself to online only sources (ones that do not exist in print). Write: Why did you pick this piece?

- Where did you find this piece? - What do you know or believe about the author and source of the piece? - What are the author’s biases? - Would you share/forward/retweet, etc. this piece? Why or why not? If

yes, with whom?

Thursday, Feb. 14 Find something online (posted within the last month) that uses the word “totalitarian,” “censorship,” or “democracy.” Limit yourself to sources that exist both in print and online. Write: Why did you pick this piece?

- Where did you find this piece? - What do you know or believe about the author and source of the piece? - What are the author’s biases? - Would you share/forward/retweet, etc. this piece? Why or why not? If

yes, with whom?

Weeks 6-7 What’s a secondary source and why does it matter?

Tuesday, Feb. 19 Read: Lewis (Introduction, Ch.1, Ch. 7)* Write: A draft of your paper’s introduction

Thursday, Feb. 21 Read: Lewis (Chs. 10, 11, & 12)* Write: Paper 2 draft

Tuesday, Feb. 26 Read: Reading Lolita in Teheran (pp. 3-44) Write: Comment on your partner’s draft (based on the peer editing handout)

Thursday, Feb. 28 Read: Reading Lolita in Teheran (pp. 44-111) Write: A meta-commentary on the introductory paragraph of your paper (based on the model from Tuesday’s class).

Weeks 8-10 Why must we edit?

Tuesday, March 5 Read: Reading Lolita in Teheran (pp. 111-153) Write: Revised draft of paper 2 based on your partner’s comments

Thursday, March 7 Read: Nabokov, Lolita selection* and Joyce, “Nausicaa” chapter of Ulysses*

Tuesday, March 12 NO CLASS (Spring Break) Thursday, March 14 NO CLASS (Spring Break)

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Tuesday, March 19 Read: Birmingham, The Most Dangerous Book (Chs. 18-20)* Write: Paper 2

Thursday, March 21 Read: Galileo, The Dialogue and Trial Documents* Write: Google “intelligent design” and describe three of the sites you find. What do you know about these sources?

Week 11-12 What’s good information and how do we find it?

Tuesday, March 26 Library visit (meet in the lobby of Shadek-Fackenthal library) Write: Three things you know about the F&M libraries and three questions you have about the F&M libraries

Thursday, March 28 Watch: Submission (van Gogh, dir.) and The Da Vinci Code (Howard, dir.) Write: Learn something new about the teaching of evolution from a reliable source that you found through the F&M library website. Write a paragraph defending the reliability of your source.

Tuesday, April 2 Read: Student Life Manual (sections) Write: Make a list of 10 signs or images that you think would subject you to disciplinary action at F&M for displaying in your dorm room or window.

Thursday, April 4 Read: Gessen, Words Will Break Cement (Prologue - Ch. 5) Write: A paragraph describing your topic for paper 3. This should include the questions that your paper will answer

Week 13 How to start a research paper?

Tuesday, April 9 Read: Gessen, Words Will Break Cement (Chs. 6-8) Write: Brainstorm (on paper) for Paper 3. Think about what kinds of secondary sources you’ll be using and how they’ll fit into your argument

Thursday, April 11 Read: Gessen, Words Will Break Cement (Ch. 9-Epilogue) Write: An outline of Paper 3 (in any form that works for you, but it must be at least 1-page long)

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Weeks 14-15 How to finish a research paper!

Tuesday, April 16 Protest Tree Project Write: An annotated bibliography for Paper 3. You should have 4-6 entries (including primary texts) Presentations

Thursday, April 18 Protest Tree Project Write: Paper 3 draft Presentations

Tuesday, April 23 Protest Tree Project Write: Comment on your partner’s draft Presentations

Thursday, April 25 Protest Tree Project Presentations

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Mandatory Reporting of Sexual Misconduct

It is the policy of Franklin and Marshall College that all faculty and staff are mandated reporters of sexual misconduct. This policy was enacted to ensure compliance with Title IX and other laws.

It is important that students understand how mandatory reporting of sexual misconduct affects them. Our College community can help should you experience or observe sexual misconduct on our campus. The faculty and staff at Franklin & Marshall care deeply about your safety and believe that it is our obligation to do our best to keep you and our campus safe. When students report sexual misconduct that has affected them or others on campus, we must ensure that the affected persons are made aware of resources available on and off campus and work to prevent the event from happening again.   When a student reports such an incident to faculty or staff, the report is treated with the greatest privacy possible. The Title IX Coordinator will reach out to the student to request a meeting to discuss the incident and to inform the student of resources available and options regarding filing a report. If a student refuses to meet, but the Title IX Coordinator determines the situation creates an ongoing threat to members of our community, the Title IX Coordinator will contact the student before taking the next appropriate steps. It is the goal of the College to give the person reporting as much control over the situation and eventual outcomes as possible while being mindful of the safety of the entire campus community.

There are individuals on campus who can maintain complete confidentiality due to their professional licenses. The Student Wellness Center staff, including Counseling Services, and the Sexual Assault Response Line nurses can keep information completely confidential and are not obligated to report information to the Title IX Coordinator. The best way to reach any of these resources is to call them directly (Student Wellness Center/ Counseling Services:717-544-9051 and the Sexual Assault Response Line/SARL: 717-560-7311). These phone numbers and others are listed on the yellow stickers on most restroom mirrors on campus. For questions about the mandated reporter policy or any sexual misconduct issue, you may contact the Title IX Coordinator, Kate Snider, at ksnider@fandm.edu or 717-358-7178.

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