Bibliographic Project #1
Tina C. Vermillion
Working Bibliography
Christenbury, Leila. “Teaching Literature: Theoretical Issues.” Making the Journey. 2nd ed.
Fetterley, Judith. The Resisting Reader:
A Feminist Approach to American Fiction.
Flynn, Elizabeth A. and Patrocinio P. Schweickart, eds. Gender and
Readers,
Texts, and Contexts.
Gilbert, Sandra M. “What Do Feminist Critics Want? A Postcard from the
Volcano.” The New
Feminist Criticism: Essays on Women, Literature and Theory. Ed. Elaine Showalter.
Glenn, Wendy J. “Consider the Source: Feminism and Point of View in Karen Hesse’s
Stowaway and Witness.” The Alan Review 30.2 (2003): 30-34.
Heilbrun,
Carolyn G. “One.” Writing A Woman’s
Life.
33-47.
Mathews, Carolyn L. “Gender and
Bulletin 40.2 (1990): 27-33.
McRobbie,
Angela. “Settling Accounts with Subculture: A Feminist Critique.” Feminism and
Youth
Culture.
Mitchell, Diana. “Approaching Race and Gender Issues in the Context of the Language Arts
Classroom.” English Journal 85.8 (1996): 77-81.
Morris, Pam. Literature and Feminism.
Orenstein, Peggy. School Girls: Young Women, Self-Esteem, and the Confidence Gap. New
Pipher,
Mary. Reviving
Ophelia: Saving the Selves of Adolescent
Girls.
994.
Rich, Adrienne. “‘When We Dead Awaken’: Writing as Re-Vision.” Arts of the Possible. New
Showalter, Elaine. “Feminist Criticism in the
Wilderness.” The New Feminist
Criticism:
Essays
on Women, Literature and Theory.
Ed. Elaine Showalter.
---. “Toward a Feminist
Poetics.” The New Feminist
Criticism: Essays on Women, Literature
and
Theory. Ed. Elaine
Showalter.
Slack, Delane Bender. “Why Do We Need to Genderize? Women’s Literature in High School.”
English Journal 88.3 (1999): 91-95.
Smaltz, Kathy R. “Critical Approaches to Literature: Sharing Our ‘Answer Key’ With Student
Readers.” Virginia English Bulletin 53.1 (2003): 54-56.
Sprague, Marsha M. and Lori Risher. “Using Fantasy Literature to Explore Gender and Issues.”
The Alan Review 29.2 (2002): 39-42.
Whaley,
Journal 74.3 (1985): 62.
Annotation #1
Whaley,
Journal 74.3 (1985): 62.
Thesis and Assumptions: Whaley who is a high school teacher who believes a women’s literature course should be offered in high school to “provide participants with models of women from a wide spectrum of society who have struggled to free themselves from traditional roles and who have come to recognize that the modern woman must merge her inner and outer selves in order to become wholly human” (62, par.1). The course would look at women writers from 1840s to 1980s. To refute the argument that it is a sexist course, she says the goal of feminism is to eliminate unfair barriers for both sexes (62, par.3). The ultimate goal should be to “eliminate the need for women’s literature and/or women’s studies courses” (par 3). Whaley briefly mentions further rationale by quoting Adrienne Rich from a book On Lies, Secrets and Silence: Selected Prose 1966-1978 which I need to check out. “Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your brains and instincts; hence, grappling with hard work” (Rich).
Evidence: Whaley uses her insight as a high school teacher as well as notes from Adrienne Rich.
Assessment and Usefulness: I like the Rich quote. If I were to use it in my thesis I may apply it to the fact that part of growing students’ minds is to let them actually use their minds. Adolescent girls may be able to use their brains more freely in a women’s literature course where they don’t feel like they have to side with the patriarchal view. If you can’t have a female lit class then be sure to include women’s literature as part of the curriculum included as an equal to the works by male authors. I also like the idea that feminism isn’t a way to “male bash” but as a way to break down the barriers. We want our students to feel equally important, not oppressed. They have enough to deal with already! I like that Whaley sees this course as a conscious raising experience including the use of current media treatment of women’s issues. It is important to tie this into the students’ “real world” and get them thinking about the bigger picture.
Annotation #2
Sprague, Marsha M. and Lori Risher. “Using Fantasy Literature
to Explore Gender and Issues.”
The Alan Review 29.2 (2002): 39-42.
Thesis, Assumptions, and Argument: Sprague and Risher talk about the importance of addressing gender issues especially for adolescent girls in school. “Girls entering adolescence experience a diminishing sense of who they are and what they can do. This is largely the result of messages that they receive from adults, from the media, and from their peers” (qtd. Piper 39). AAUW commissioned a report that shows the relationships of loss of self-esteem and the decline in academic achievement (qtd. AAUW 39). Specific suggestions were given for ways that schools could assist girls in overcoming their challenges like creating mentoring programs, fostering opportunities for girls to assume leadership positions, making gender equity a school priority and building identity development into the school curriculum, having opportunities for girls and boys to explore and discuss gender issues (39). This last suggestion was most interesting to teachers to build identity development into the school curriculum. It is difficult to develop courses specifically to address gender issues but educators can use literature as a way. “One way is through the reading of literature which introduces girls to strong female characters, ones who are able to maintain their true voices, despite challenges” (39). They offer a source: Odean’s Great Books for Girls for help in locating novels such as those. The article then focuses on how to use fantasy literature since many early adolescent boys and girls enjoy it.
Evidence: The authors use much research from reputable sources to support the argument that adolescent girls are having difficult times and that schools often don’t help in this area. They offer sources that I can research further like AAUW, Gilligan, Odean, and Pipher.
Assessment and Usefulness: This article is useful in that it leads me to other sources to research. I feel like it just skims the surface on the need to address adolescent girl issues in the school environment. Once I know what the issues are and why it is important to consider them in the school, I can see how literature can help address those issues.
Annotation #3
Slack, Delane Bender.
“Why Do We Need to Genderize? Women’s Literature in High
School.”
English Journal 88.3 (1999): 91-95.
Thesis, Assumptions, and Arguments: Slack is a secondary English teacher who was given the opportunity to create an elective English class. Her principal suggested a women’s literature class, which Slack was more than enthused about. She “wanted to give her female students female role models and celebrate accomplished women writers (92)”. When she presented her suggested curriculum to her department the men objected. First they said it would only be fair then to offer a men’s literature course. She said this would imply that all things are equal which has not been the case since the beginning of time. Girls’ struggles growing up are much more difficult than boys. In a survey “95% of boys could not find one advantage of being female” (qtd. Sadker 92). Slack believes this is all the more reason to study women’s literature. Second objection: few boys will want to sign up for course. Slack says, “as teachers and parents we need to raise and appreciate women […]. We are doing our male students a great disservice by allowing male dominated texts and ideas to pervade our classrooms” (92). Those texts no longer accurately reflect what is happening in society today. 3rd objection: a women’s literature course will service only 50% of population. If more females take the class it gives them an opportunity to speak. “Women talk less in mixed groups and are interrupted more often” (qtd. Sadkers 93). 4th objection: we shouldn’t give students a choice between American literature and women’s literature. Women’s literature allows for a way for students to learn about a history they haven’t heard about. “Each time a girl opens a book and reads a womanless history, she learns she is worth less” (qutd. Sadkers 93). 5th objection: why not integrate more female authors/protagonists into the current curriculum? I do not understand her argument here. Something about sacrificing the male dominated classic literature meets resistance from parents and administrators. The course was included in the choices offered to juniors and seniors: American literature, British literature, multi-cultural and women’s literature. Students needed to choose 2. The English department agreed, however the board declined women’s literature as part of the choices without one board member ever reading the course curriculum or giving any rationale” (94). I can’t believe it!!!! Slack says that it was just another bad message sent to “young women who have already been bombarded with the message that they are second-class citizens” (94). I couldn’t agree more. This article is making me mad! Slack says their English department is still moving forward without the women’s course by bringing in speakers on gender in curriculum, sensitivity training, staff required readings, self-defense classes, and revamping their curriculum. They will start by creating a gender balance in their selections of text. They are going to resubmit the proposal for a women’s course next Spring. For her part Slack is redesigning what she does in the classroom like studying nonsexist language, class discussions, journal prompts, new novels, more female authors and analyzing her own instruction to avoid gender bias.
Evidence: Slack draws her evidence from personal experience and studies and books written about boys and girls and men and women in the classroom and society.
Assessment and Usefulness: I know I got mad reading this article but I felt better at the end when I learned that Slack was moving forward and she and her English department were making changes. In my paper if I argue for the need to have a women’s literature course this article is useful in presenting arguments for and against. Or if I argue that we need to adjust the curriculum in an American, British, or World Lit. class I can show how others approach it not only with literature selections but also with the way teachers teach.
Annotation #4
Mitchell, Diana. “Approaching
Race and Gender Issues in the Context of the Language Arts
Classroom.” English Journal 85.8 (1996): 77-81.
Thesis, Assumptions, and Argument: For years teachers have focused discussions of literature around elements of plot, setting, theme, and character. When dealing with characterization, teachers may struggle with how gender and race are portrayed. This article offers many possibilities to integrate race and gender issues into the English language arts class. These issues must not be ignored for “if students are never encouraged to question the assumptions behind gender and race portrayals, the danger seems to be that students will accept the portrayal of characters as the way people really are” (77). Suggested ideas: sentence starters, “Being a female means…” or “The good thing about being a female is…” and have opposite sexes answer it. This shows ways males and females view each other and themselves. Other things like character descriptions, personal narratives, surveys, collages, and children’s books are activities that can be done before students look at the portrayal of gender and race in literature. Mitchell then offers some questions to consider in discussions of race and gender in literature. She then list activities to further engage students in the issues.
Evidence: I think Mitchell uses her experience as a tenured teacher to claim that teachers are worried to approach the issues of race and gender in the classroom. Mitchell sees it as important for the students’ futures. I don’t know if Mitchell came up with all of these teaching ideas herself or collaborated with other teachers. She has authored a textbook I have for one of my education classes so she should be a reputable source.
Assessment and Usefulness: I like this article for my paper as well as for my own personal use as a future teacher. Mitchell’s ideas will support ways that teachers can teach about women’s issues in literature taught in the English language arts classroom. I can cite some of her ideas to show how easy and engaging it can be. Hopefully with other sources I find I can use information that supports the need for the teaching of gender issues in the English language arts classroom.
Annotation #5
Mathews, Carolyn L. “Gender and
Bulletin 40.2 (1990): 27-33.
Thesis, Assumptions, and Argument: In her article Dr. Mathews looks at how differences in gender affect our reading. She conducted an informal study of four journals (2 by women and 2 by men) responding to the reading of Beloved. She “is not surprised when some of the responses of each reader grow out of their own experiences, some of which are gender-related” (28). She notices that the male readers comment on the experiences of the male characters but not so much the female characters. One of the men discusses the female characters mostly in question form. The two female writers however drew inferences about male characters. They were able to see themselves in both male/female roles. She quotes Judith Fetterly from The Resisting Reader, “because our literary canon is dominated by the male voice, the female reader is taught ‘to think as men, to identify with a male point of view, and to accept as normal and legitimate a male system of values’” (29). Also female readers are more flexible than men and are able to “evaluate characters and events with critical detachment” (qtd. Flyn 29). Mathews also notes that male readers tend to make judgments about a work whereas women are often receptive to texts and don’t pass judgment before trying to understand them (31). Mathews reflects on how her ability to identify with the male point of view has enriched her reading. She talks about Showalter’s essay “Feminist Criticism in the Wilderness” and how Showalter suggest that the male culture has been accessible to men but not the other way around (31). For Mathews reading Beloved gave her a better understanding of the African-American woman. She is able to tie in the value of this to the value that male readers may see in women’s literature. “By adding to our English curriculum works that reflect experiences outside the dominant, white, patriarchal culture and by encouraging students to delay judgment and read for understanding this experience that may be outside their own, we move them toward positive change” (31). She agrees that teachers need to take responsibility in choosing literature for the curriculum.
Evidence: Mathews evidence is drawn from her personal observations in her reading style and those of her peers. Her informal study proved that men and women read and respond differently to literature. She draws upon the knowledge of Flynn and Showalter to examine how and why men and women read differently.
Assessment and Usefulness: This article is useful to my research in that it looks at how men and women read and I think it can apply to young men and women. In a class with boys and girls literature discussions can vary based on reader response. The boy’s reader response may be more judgmental and close-minded than the girls. In knowing this a teacher can try to open up the understanding of the text to the male readers. Also it is important to discuss the different characters and how they are portrayed. Such class discussions can help all students to be less judgmental and more open-minded about texts and hopefully in the world in which they live.
Annotation # 6
Smaltz, Kathy R. “Critical Approaches to Literature: Sharing Our ‘Answer Key’ With Student
Readers.” Virginia English Bulletin 53.1 (2003): 54-56.
Thesis, Assumptions, and Argument: Smaltz argues that using critical approaches in the English classroom is beneficial for students as well as teachers. She says that the earlier this is started in school, the better. She questions, “why we keep all secrets hidden in our teacher’s manual? Why hide the key to a richer literary experience? Why not entrust these wonders to our students? Why not ask them to look for these aspects while they read and write about literature, instead of just quizzing them to see IF they read?” (54). When she implemented these approaches in her high school English classes her students began to look for points of interest to them, not just what they were told to look for in the way of themes, characterizations, and symbolism. Students chose their own approach, including feminist. “Several girls really engaged in the literature of women’s roles – something they had never consciously thought of before” (55). Students reading response logs became richer and more complex. Smaltz eased in to the uses of the approaches so as not to overwhelm her students. Like they may watch a film and analyze it. She also used classic fairytales like Cinderella to analyze with a feminist approach. Smaltz says it helps to have a structured framework for students with a story whose plot and characters are understandable to all (55). Also it is important to do one approach at a time every few weeks.
Evidence: Smaltz draws upon her experience as a college student learning about critical approaches for the first time and how that made her feel in comparison to her peers who were already aware and using the approaches. She uses her experience as a high school English teacher as proof that using critical approaches in the classroom improves students’ writing and thinking about literature. They didn’t have to wait until college to find this out.
Assessment and Usefulness: Although this article barley touches upon feminism, it does prove that using various critical approaches in the classroom can improve students thinking about literature. I can use this argument that if a teacher were to select a book and discuss the character portrayals including women, then students may choose to do a feminist critique to explore the character. Understanding and practicing feminist critique can help girls and boys explore literature and open up their minds to new ideas.
Annotation #7
Glenn, Wendy J. “Consider the
Source: Feminism and Point of View in
Karen Hesse’s
Stowaway and Witness.” The Alan Review 30.2 (2003): 30-34.
Thesis, Assumptions, and Argument:
Glenn writes about young adult author Karen Hesse
who in many of her novels “through the voice of her female characters suggests
a condemnation of patriarchal values” (30).
However
Evidence: Glen has
experience as a junior and high school teacher and is now an Education
professor. Her experience in the
education field is valuable in seeing the importance of young adult reading.
She seems to be an expert of
Assessment and Usefulness: This is a good source to use if in my
paper I want to offer texts that teachers can use to discuss feminism in
literature.
Annotation #8
McRobbie, Angela. “Settling Accounts with Subculture: A Feminist Critique.” Feminism and
Youth
Culture.
Thesis, Assumptions, and Argument: McRobbie says that rather than dismissing the classics, they should be re-read critically so that questions “examined from a feminist perspective can increase our understanding of masculinity, male culture and sexuality, and their place within class culture” (17). McRobbie does a feminist re-reading of two books, Learning to Labour and Subculture. She says the point is “not to condemn them – they represent the most sophisticated accounts to date of youth culture and style – but to read across them to see what they say (or fail to say) about working-class male sexuality, bravado and the sexual ambiguity of style” (17). McRobbie says writing about subcultures can be complicating. First, “Feminists oppose the same oppressive structures as the radical sociologists and have visions of alternative modes of organizing domestic life […]. Second, to make sense of literature on subculture purely in terms of male left identification with male working-class youth groups would mean devaluing the real political commitment behind the work and ignoring its many theoretical achievements” (20). McRobbie goes on to say other stuff but I do not really understand it!
Evidence: McRobbie seems to be an expert on youth subculture and has cited many works at the end of this essay including feminist works.
Assessment and Usefulness: I had difficulty making sense of this essay, therefore I’m not certain I can use it in my paper. Maybe I can use it to show that we can’t ignore what literature is saying about youth subculture because it is important in understanding girl’s subculture.
Annotation #9
Christenbury, Leila. “Teaching Literature: Theoretical Issues.” Making the Journey. 2nd ed.
Thesis, Assumptions, and Argument: Christenbury advocates using critical approaches in the English language arts classroom. “Looking for oneself in characters is important to all readers, especially young readers” (125). “Our students will often read with an overarching concern in mind: how is this character different from me? How alike? Would I do the same? Think the same?” “For many of our students, the questions of how they are individually relate to the characters peopling the pages is of paramount interest” (125). She says it would be nice if all teachers could combine all the approaches, but it is not possible in most classrooms. “Thus we as teachers need to ask ourselves as teachers: what is served by these approaches?” (128). She talks a lot about reader response criticism. If feminist criticism falls under this then a teacher could use reader response discussions to engage students in the literature.
Evidence: Christenbury is the author of two of my educational textbooks and I have found thus far in my reading that she is knowledgeable and has many valid points. She has been a high school teacher and a professor of English Education. She teaches teaching writing and her experiences with this lead her to support new approaches to discussing and writing about literature.
Assessment and Usefulness: Although this is a short excerpt from the book, it reinforces what other authors like Smaltz have said about using critical approaches. I think in order to use feminist theory in the classroom, you have to be supportive of using all critical approaches. Students may want to discuss other issues like race, social class, etc.
Annotation #10
Heilbrun, Carolyn G. “One.” Writing A Woman’s
Life.
33-47.
Heilbrun’s article is about how women’s writing differs from men’s writing because women have not been exposed the experiences and education that men have received. “What matters is that lives do not serve as models; only stories do that. And it is a hard thing to make up stories to live by. We can only retell and live by the stories we have read or heard. We live our lives through texts” (37). She talks about George Sand’s lifestyle as living as a woman but dressing as a man. She was a great writer but few courses in Victorian literature, Russian literature or American literature mention her (37). “What is most important, the story of her life has not become an available narrative for women to use in making fictions of their lives.” Heilbrun talks about the differences in reading a man’s work and how he can be more creative in writing a story about his life. However a woman is confined by her life. Many women’s stories show women’s conditions but never move them beyond their circumstances (38). She asks how women are to imagine forms and language they have never heard. She advises that women need to work together to advance women’s stories, not work individually. She also talks about this “male language” that women have been subjected to. They need to determine their own.
Evidence: She uses historical and feminist approaches to look at the way women write. She uses her own experience in reading men’s autobiographical novels and women’s novels and what she saw. She seems to have a good knowledge of women’s writing.
Assessment and Usefulness: This is useful to me for how students may be reading a story by a female writer and how the narrative unfolds. This can be used as discussion questions and topics within a classroom when comparing women’s novels and men’s novels. A teacher could compare a modern women’s novel and an earlier, like Victorian novel and discuss the differences they see in the texts. I think it is important to consider not only how students read but also how they may write. This was mentioned in Dr. Mathew’s article as well.