FYS

Ideas are dangerous and transformative. Writing, then, is creative work for which we are responsible, accountable. Writing requires our constant care and integrity. —Karen Tei Yamashita

Requirements & Policies

  • Attendance: Attendance is mandatory. Unexcused absence and lack of participation will adversely affect your final grade. Please arrive on time, or ideally a little early to settle in. Late arrivals are distracting and disruptive, and will accumulate as absence. Please notify me prior to class with a legitimate explanation if you will not be present or will be late. In the case of absence, you are still responsible for finding out and making up what you missed, and for turning in assigned work. You should not attend class when ill or symptomatic. In the event that I become ill and unable to teach a class in person, and if I am able to teach remotely, I will send you a Zoom link for the class. If we fall behind on our course schedule, we will adjust or catch up.
  • Participation: Because this course relies on the lively exchange of ideas, full participation is expected in our discussions. You are invited to explore ideas and think aloud without risk of judgment. Come to class ready to listen carefully, propose thoughtful questions, share responses to readings, and add to the contributions of your peers. You may also be asked to lead discussions. If speaking in class causes anxiety, please come see me and we’ll work through strategies. Each discussion offers an opportunity to work through and refine our ideas as they push against the ideas of others, to learn from different perspectives and insights, to understand complexity, to question our basic assumptions and habits of thinking, and to recognize that the discomfort of having our ideas challenged is often productive and useful…in an intellectual community, we take each other’s ideas seriously, and our disagreements are a thus a sign of respect and of a healthy learning community as we recognize where other positions may be coming from.
  • Blog:  Our WordPress website will host the syllabus, course materials, assignments, related links, updates, etc. You will also be asked to share and turn in writing here, which will not be evaluated but will be noted.
  • Readings: All assigned reading is required prior to the corresponding class. Always bring physical reading materials to class with you or I will mark you as unprepared. As you read and re-read texts, highlight notable passages, annotate with comments, observations, ideas, questions.
  • Reading Responses: Frequent reading responses on our blog will allow you to focus on specific aspects of the work under discussion in exploratory low-stakes ways, and to prepare for discussion. Please never summarize or generalize. Note that I always value quality over quantity. Some written work will be shared (and workshopped) with the whole class.
  • Film Responses: You will be required to independently view films on your own time. For each film, you are required to contribute a brief response on the blog.
  • Weekly Takeaways: We often find ourselves thinking about ideas from class discussions hours or days later. Before the week ends (by every Friday, 5pm), share 1 thought/question that has resonated for you under that week’s blog post (created by me) entitled Takeaways.
  • Communications Policy: Students should allow a 24-hr response time to emails. I rarely respond to emails over the weekend. Questions about papers either 24 hours before the due date or 24 hours after received feedback will not be addressed. I cannot read multiple drafts of your essays in entirety beyond the 1st draft and revision, but I can respond to all related questions. Generally speaking, if you have an issue or question that I cannot address in a sentence or two, I’d much prefer to discuss it during office hours, but please do not wait until the last minute. Logistical queries and requests for minor clarifications are welcome if the answers cannot be found by first reading the syllabus closely. Remember etiquette: please address emails with a salutation (such as “Dear Professor Cassarino”) and sign off appropriately; if someone takes time to craft a substantive email reply, it is polite to acknowledge this message with a brief note of thanks. Keep in mind that I always prefer honesty and directness.
  • Accommodations: If you have a disability and/or need accommodations in this course, please contact the Office of Disability Studies in College Hall 104 at ods@smith.edu (or call 413-585-2071) as soon as possible to ensure we can implement accommodations in a timely manner. Students are encouraged to contact me as early in the semester as possible to ensure accommodations are implemented.  All discussions will remain confidential. Please also let me know if something is going on with you that is affecting your ability to do your academic work, and I will try to direct you to the right resources. The number for the Smith College Counseling Service is: 413-585-2840. See also Smith Crisis Resources.
  • Office Hours & Conferences: Every week I will be available for drop-in visits so that we may get to know one another and build our partnership; feel free to share any ideas, thoughts, or concerns about the class as they emerge. You will also meet with me regularly to discuss essay ideas and drafts, and anything else relevant along the way. These mandatory conferences can be extremely beneficial to your brainstorming and revision process, but only if you are prepared for them, and only if you take responsibility for directing them.
  • Writing Assistance: If you need extra support from someone other than me at any stage of the writing process, you may benefit from contacting a tutor in the Jacobson Center for Writing, Teaching, & Learning.
  • Academic Integrity: Trust your own mind – your ideas matter. As an academic community devoted to the life of the mind, Smith requires of every student complete intellectual honesty in the preparation and submission of all academic work. Details of the Honor Code can be found here. The accepted citation style guide in literary study is The MLA Handbook for Writers of Research Papers, which gives models of proper citation. The originality of your work is essential. Any work that is not your own, and which you have not properly cited/acknowledged or brought to my attention, will receive a failing grade. If you have any questions, don’t hesitate to contact me. All ideas, thoughts, information that you derive from any sources (published or unpublished, scholarly or student work, on the internet or otherwise) must be appropriately acknowledged. Part of critical reading is deciphering internet junk. Plagiarism violates the Honor Code and will be penalized. Instances of all kinds of plagiarism, mild to heavy, unintentional or otherwise, will be reported to the Academic Honor Board. I will discuss in class the appropriate methods of scholarly citation and acknowledgement, and will also be happy to go over them individually. In addition, it is an Honor Code violation for students to record or share any recording from the classes without the express permission of the professor and the other students. The privacy of the instructor and students is crucial. It is also illegal under Massachusetts law to record any conversation without the knowledge or permission of all those present.
  • A Note about Respect: I expect you to listen carefully, respond thoughtfully, and challenge each other respectfully. I value honesty in our communications, timeliness to class, open-mindedness in moments of discomfort, attention to detail, and commitment to pushing your own boundaries. I have no tolerance for lame excuses. Remember to cultivate curiosity and respect — people come to this course with different backgrounds and levels of knowledge; each of us has a lot to offer and a lot to learn, including your professor.
  • A Note about Technology: Discussion is impossible to follow if you are digitally distracted. For this reason, I require that you leave laptops, iPads, iPhones, Apple watches, and all other devices at home, and keep cellphones silenced and out of sight from the moment you enter the classroom until the moment you exit. No exceptions. In exchange, I offer you my own undivided attention.
  • A Note about Joyful Learning: My hope is that every student has the best learning experience possible in our classroom; please me know right away what we can do to maximize your learning potential, participation, and general access in this course. I am available to meet with you in person or to discuss matters via email.
  • A Note about Flexibility: Expect change. I will freely adapt the syllabus and modify assignments as we proceed throughout the semester.

Major Assignments

  • Essay 1 (4-5 pages)
  • Essay 2 (5-7 pages)
  • Essay 3 (7-10 pages)
  • Final Creative Project
  • Final Self-Reflection

——You will write three formal essays, plus revisions. Prompts may be provided in advance, though you may be free to create your own prompts with my approval. One of these essays will require outside critical research beyond the primary text. Papers will be peer-reviewed and occasionally workshopped. It is important that you proofread all work thoroughly; excessive errors in grammar, syntax, formatting, and spelling will negatively affect your grade. I may ask you to resubmit any piece that seems rushed or careless. Incomplete drafts will not be accepted; drafts must represent serious effort if you are to benefit from conferences, peer review, and workshops.

Essay Guidelines: typed, double-spaced, 1-in margins (left-justified), 12-pt Times/Garamond, title (center), page #s (lower right), header with name/date/draft # (upper left); adherent to MLA format for citations. Each draft must include a WRITER’S MEMO — a brief note of self-evaluation explaining: (1) what you are trying to accomplish in the essay; (2) what you think works well in the draft; (3) elements that, you believe, need work. This can only help us as we work out, in conference, what you need to do next. Each revision must include a WRITER’S MEMO, a brief note of self-evaluation explaining: (1) what you have done to address the issues you raised in your note to me regarding your draft, as well as any other considerations that have occurred to you since, (2) what you have done to address my overall comments on your draft; (3) grade proposal with reasoning; consider how the essay is improved, and, if you wish, you may also discuss what you think might still need work in the paper and in your writing.

Peer Review: Each of you will be assigned to be a reader for someone else in the class for each major assignment. You will fill out a peer review form and write a letter to your partner, which you will email and cc. to me by each unit deadline.

Emailed Work: Essays will be due on non-class days. Since you will be required to email essays, your email subject must indicate the assignment name (ie. Essay 1, Draft 1), your attachment must be a Google doc or Word doc, with the document file name as your first & last name and assignment name (ie. Stacie Cassarino, Essay 1, Draft 1). No pdfs will be accepted. Late papers will not be accepted without my prior approval. Please communicate any challenges. If you feel you must request an extension, do so in advance of the due date.

Additional Assignments: There will be many informal low-stakes assignments, short pieces on a variety of topics. Creative assignments may include personal narrative, short fiction, poetry, podcast, video essay, digital story, performance, oral presentation, etc.

Grade Breakdown: The final grade for the course will depend 60% on the papers, 15% on the final project, 10% on the low-stakes writing, and 15% on class participation and attendance. You will be given credit for improvement over the course of the semester. Please see the tab for my grading rubric, which will also aid your own self-assessment.  I am looking for your willingness to challenge yourself, to push boundaries, to take risks. Grading will focus on the presentation of your work (evidence of care, facility of writing, effort and improvement, empathy as readers, imaginative reach of your writing). The meaningfulness of the work to you must be evident.

Required Texts

  • Gloria Anzaldua: Borderlands/La Frontera
  • Alison Bechdel: Fun Home
  • Justin Torres: We the Animals
  • James Baldwin: Giovanni’s Room
  • Claudia Rankine: Citizen
  • All other readings will be linked on website

*Please obtain the editions available at the College Bookstore or same editions elsewhere.

The First-Year Seminar

First Year Seminars are designed to introduce students to college level work: writing, intellectual discussion and interaction. They are also designed to foster a sense of community and connection, both among students, and between students and faculty, and hence are limited to 16 students. Many are interdisciplinary in methodology or focus, and aim to introduce incoming students to the resources of Smith College, such as the Library, Art Museum, Botanical Gardens, Special Collections, etc. In addition to the concepts and critical thinking we will develop through reading and discussion, this course is also designed to develop other skills central to students’ work at the college level. Four key components of this course are: (i) reading closely with critical analytical skills; (ii) writing analytical papers; (iii) speaking confidently and clearly in public; (iv) doing research in the library and working responsibly with sources.

  • This is primarily a literature course, and therefore much of our work will be devoted to developing the skills of literary analysis, such as careful and accurate close reading. That means slow, attentive reading and re-reading, thinking and critical analysis, scrutinizing words, tone, images, style, going past surface or obvious meanings to develop less obvious (but persuasive) interpretations that are supported by evidence from the text. Though we will read a variety of literary texts, these skills are key to any kind of reading that you will do, from newspapers to ads and other media, and hence to your ability to read insightfully and attentively in a variety of fields. A basic tenet of a Smith College education is that “thinking and writing are inextricably linked” since writing helps us think more clearly and pushes our thinking beyond what comes easily. Muddled, unclear writing is often a sign of muddled or insufficient thinking. Speaking clearly, effectively and persuasively, communicating our ideas effectively are fundamental skills both in college and beyond. This course will provide several opportunities for developing these skills, including reading aloud, class discussions, small group work, and oral presentations. Much college work involves the use of other sources and library research. We will spend part of one class session with a research librarian, and students may undertake small research projects. We will also spend time in class discussing proper methods of citation, quotation, paraphrase, etc.

Learning Goals:

  • Learning to read literature slowly, closely, carefully, informed by historical context
  • Engaging in critical and nuanced thinking
  • Understanding the significance of identities (race, gender, ethnicity) as categories of analysis
  • Understanding intersectionality—how categories of social identity such as gender are always intersected by, or mutually constituted by, many others, such as race, class, nationality, sexuality, etc.
  • Learning to write precise, clearly reasoned, well-organized analytical papers with a strong, cohesive argument built on well-selected evidence and analysis of evidence
  • Learning to speak confidently and effectively in public
  • Learning to use library resources, do research, and cite sources with integrity
  • Being introduced to some of the resources of Smith College (e.g. the Art Museum, the Botanical Gardens, the Library) and the art of close looking
  • Identifying what constitutes your own sense of joyful learning

Inclusivity Statement

  • I understand that students represent a rich variety of backgrounds and perspectives and my FYS is committed to providing an atmosphere for learning that respects diversity. While working together to build this community I ask all students to:
    • Share their unique experiences, values, and beliefs
    • Be open to the views of others
    • Honor the uniqueness of their peers/colleagues
    • Appreciate the opportunity that we have to learn from each other in this community
    • Value each other’s opinions and communicate in a respectful manner
    • Keep discussions confidential
    • Use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the Smith community

And finally . . . It is my hope that as a collaborative, engaged learning community we agree to intentionally create and cultivate a safe and respectful learning environment in which each individual is welcomed, respected, and heard. Within our shared learning space, please be willing to engage in difficult discussions with care and a deep respect for each other. This course will include content that makes for challenging or sensitive reading and discussions. As readers and writers, we will carry into our classroom space distinct sensitivities and vulnerabilities, and our aim will be to develop objectivity as we navigate and broaden our engagement with the creative process, while also deepening our sense of insight and empathy. We’ll share these guidelines as a common baseline for class discussions, and revisit or modify as needed throughout the semester. 

  1. Allow everyone a chance to speak.
  2. Listen respectfully and actively.
  3. Criticize ideas, not individuals.
  4. Commit to learning, not debating.
  5. Avoid blame, speculation, inflammatory language.
  6. Avoid assumptions about others, especially based on their perceived social group.
  7. Rather than directing your comments to your professor, remember that you are part of an engaged room. Before you speak, take a moment to reflect on comments by peers, and when you are done speaking, look for the next person who may want to contribute, then “toss” the conversation off to them. 
  8. Lean into discomfort.
  9. Cultivate presence
  10. Maintain transparency, vulnerability, accountability. (Oops moments are inevitable, just remember to acknowledge hurtful words, biases, mistakes, and to offer apologies.)
  11. Step up / Step back: lean into growth edges to contribute if you tend to be more introverted, share opportunities of space for others by remaining silent if you tend to be more talkative. You are encouraged to engage and permitted to pass.
  12. Cultivate gratitude wherever/whenever possible.
  13. Appreciate silences as moments of meaning-making, reflection, and presence. Here’s the quote I shared from Jenny Odell’s How to Do Nothing, quoting Gilles Deleuze in Negotiations: We’re riddled with pointless talk, insane quantities of words and images. Stupidity’s never blind or mute. So it’s not a problem of getting people to express themselves but of providing little gaps of solitude and silence in which they might eventually find something to say. Repressive forces don’t stop people expressing themselves but rather force them to express themselves; what a relief to have nothing to say, the right to say nothing, because only then is there a chance of framing the rare, and even rarer, thing that might be worth saying.