ENGLISH 2NH3 Narratives of Health (C01)
Academic Year: Fall 2019
Instructor: Dr. Sarah Brophy
Office: Chester New Hall 331
Phone: 905-525-9140 x 22243
Office Hours: Thursdays by appointment
- Course Objectives
- Textbooks, Materials & Fees
- Method of Assessment
- Policy on Missed Work, Extensions, and Late Penalties
- Additional Policies and Statements
- Topics and Readings
- Other Course Information
Course Description: What can stories and images of embodied life teach us about how to care for ourselves and for others? Located at specific intersections of citizenship, community, family, the individual "bodymind," and the environment, narratives of health, or of the search or demand for it, have the power to shape how we respond to some of the most pressing social justice issues of our time.
In this course, students will be guided to read deeply and to think imaginatively and critically about how health/wellness, disability, illness, trauma, care, kinship, medicine, and healing are envisioned in contemporary culture, in dialogue with studies in decolonization, resistance, migration, race, Indigeneity, and gender/sexuality. Media modes students will study include graphic narrative, literary fiction, film, personal and theoretical essays, photography, and digital storytelling. Considerable emphasis will be placed on creative and collaborative learning methods, and on the development of students’ critical reading, thinking, and writing skills.
- to familiarize you with narratives of health across a wide range of genres, media modes, and cultural and geographical locations
- to foster reflective, critical, and creative engagement with ideas of “health,” “wellness,” and “disability”
- to introduce key concepts in the interdisciplinary fields of critical disability studies and the health humanities, and to equip you to skillfully and insightfully bring important terms and intellectual frameworks into conversation with cultural texts
- to enhance your capacities to think creatively, share ideas, and learn collaboratively with peers, through participatory in-class activities
- to develop your critical reading, thinking, and writing skills, through a variety of shorter and longer writing assignments
- to engage you in the process of co-creating an equitable and inclusive learning environment, with ongoing attention to accessibility, decolonization, and honoring multiple ways of knowing
- to encourage you to make connections between narratives of health, media, popular culture, history, your own lives, and the communities and the world that we inhabit
Textbooks, Materials & Fees:
Bui, Thi. The Best We Could Do: An Illustrated Memoir. Abrams ComicArts, 2018.
Fung, Richard. Sea in the Blood, Video Data Bank, 2000.*
Leavitt, Sarah. Tangles: A Story about Alzheimer’s, My Mother and Me. Freehand Books, 2010.
Lindberg, Tracey. Birdie: A Novel. HarperCollins, 2015.
Peele, Jordan, dir. Get Out. Universal Pictures, 2017.*
Articles, interviews, videos, etc. as indicated in the week-by-week schedule below. Links and/or PDFs
are posted on Avenue to Learn.
*film on reserve at Mills Library (inquire at main circulation desk)
Recommended Reference Texts:
Adams, Rachel, Benjamin Reiss, and David Serlin, eds. Keywords for Disability Studies. New York
University Press, 2015. (On reserve at Mills Library; selected keyword essays available online)
A good dictionary. Note that the Oxford Dictionary is part of the Oxford Online Reference Suite, which
is available to you at no additional cost through Mills Library.
Method of Assessment:
See Avenue to Learn for detailed guidelines, topics, grading criteria, and examples of past student writing. You are asked to format your work in accordance with MLA style guidelines, version 7 or 8.
Thinking Pieces (select 3 of 8 opportunities over the semester; see weekly schedule for dates 20%
and A2L for writing prompts).
3 Thinking Pieces @ 300 words x 5% each. Upload to A2L by 11:59 pm on the date
indicated. You must submit 2 of your 3 required Thinking Pieces by the fifth opportunity,
on October 24. At the end of the semester, your best Thinking Piece will be reweighted
to make it worth 10%.
Contributions to Class Lecture Notes Archive (2 uploads x 2.5% each, pass/fail) 5%
Must be uploaded within 24 hours after the lecture. Visit A2L to sign up for
two dates and to see notetaking tips.
Event Reflection Essay (750 words) on a health-related campus or community event. 10 %
Due as a hard-copy at the start of class on Tuesday, November 5.
(N.B. We will provide you with detailed feedback on this short essay. This will allow
us to identify aspects of your writing, analysis, and argumentation that may need
work and to support you in crafting and revising a strong final course paper.)
Longer Essay (1500 words) engaging closely with selected course material and concepts. 30%
A menu of eligible topics will be distributed, and there will be opportunities within
these to build upon your Thinking Pieces, where relevant, or alternatively to move in a
fresh direction. Due as a hard-copy at the start of class on Tuesday, December 3.
Final Exam (2 hours) 35%
Scheduled by the Office of the Registrar
BONUS ASSIGNMENT: You are invited to participate in a publishing partnership between English 2NH3 and The Muse, McMaster's Health Humanities blog and magazine. Send one of your best quality short assignments (i.e. a Thinking Piece or Event Reflection Essay) via email to firstname.lastname@example.org by November 15 to be considered for possible publication, copying Dr. Brophy on your message. Submissions are eligible for 3 bonus marks to be added to your final grade for the course, after we confirm the quality and timeliness of your submission in consultation with the Editors of The Muse. Please feel welcome to approach Dr. Brophy if you have any questions about this bonus assignment!
Policy on Missed Work, Extensions, and Late Penalties:
Attendance, Preparation, and Participation: Thoughtful, empathetic, and respectful participation in lectures, during active learning session, and on A2L is expected, as is an ongoing commitment to sustaining an equitable and inclusive learning environment, free from harassment and discrimination. Students are also expected to: attend class regularly; engage with the course materials and concepts from week-to-week; participate in an informed and collaborative manner in a variety of in-class learning exercises; and catch up on any missed readings/screenings and classes. Keep in mind that ALL lectures, in-class active learning exercises, and guest speaker appearances are integral to the course, and that topics and ideas covered in these different formats will appear on the final exam. If you miss a class, be sure to catch up by asking one of your peers to share notes with you, or by referring to the archive of notes that we’ll be building collectively on A2L. Dr. Brophy’s PowerPoint slides will be posted on Avenue after each unit of study; keep in mind that the slides offer outlines only and should not be considered a substitute for complete lecture notes.
Assignment Policy: The Thinking Pieces are a form of ongoing assessment designed for flexibility. You may choose the dates for your Thinking Pieces; however, you must submit 2 out of 3 of your Thinking Pieces by the fifth opportunity, on October 24. Thinking Pieces more than 50 words over the limit will be subject to deductions of a ½ mark (on a scale of 5) per 50 words over the limit. Given the multiple opportunities that are built into this structure, late Thinking Pieces will NOT be accepted.
Late essays will be penalized one grade per day late up to 7 days. For example, a B+ paper handed in two days late would be lowered to a B-. Saturday and Sunday are included in the calculation of days late. After seven days the grade is zero. Essays more than 100 words over the assigned limit will be subject to similar deductions (deduction of one letter grade per 100 words over the limit).
Students must go through the appropriate channels (i.e. filing an MSAF or contacting your Faculty Office, and consulting with Dr. Brophy) before any deadline extensions or alternate examination arrangements can be considered. Students are expected to retain copies of all work submitted for the course.
NO lecture note uploads will be accepted unless you have signed up for the date in advance (see A2L for sign-up sheet) and none will be counted after December 4th.
Exceptions to the above may be made for students with SAS accommodations in consultation with Dr. Brophy: please feel welcome to get in touch with me to discuss as needed.
Please Note the Following Policies and Statements:
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at www.mcmaster.ca/academicintegrity
The following illustrates only three forms of academic dishonesty:
- Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
- Improper collaboration in group work.
- Copying or using unauthorized aids in tests and examinations.
Email correspondence policy
It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student. Instructors will delete emails that do not originate from a McMaster email account.
Modification of course outlines
The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.
McMaster Student Absence Form (MSAF)
In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at mcmaster.ca/msaf/. If you have any questions about the MSAF, please contact your Associate Dean's office.
Academic Accommodation of Students with Disabilities
Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail email@example.com. For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.
Academic Accommodation for Religious, Indigenous and Spiritual Observances
Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.
Topics and Readings:
Dr. Sarah Brophy (Fall 2019)
- The readings/screening listed here are required, except where I have noted “recommended” in parentheses
- All articles are available on A2L (see the “Content” tab for PDFs of book chapters and “Links” for online sources).
- Two films, Sea in the Blood and Get Out, are on reserve for our course at Mills Library; we will screen Sea in the Blood during class time, but you’re asked to view Get Out on your own.
- Please feel welcome to approach me, Dr. Brophy, if you have any questions or need support to access the materials.
PART 1: What is Health? A Critical Introduction
Tues. Sept 3: Welcome and Orientation to the Course
Eli Clare, from Brilliant Imperfection (“A Note on Reading this Book: Thinking about Trigger Warnings”)
[2 pp.] (recommended)
Tanya Titchkosky, from The Question of Access (Introduction: “Access as an Act of Perception”) [10 pp.]
Thurs. Sept 5:
Jonathan Metzl, “Why Against Health?” [11 pp.]
Kathleen Lebesco, “Fat Panic and the New Morality” [10 pp.]
Lennard Davis, “Normality, Power, and Culture” [14 pp.]
Nirmala Erevelles, “Race” (from Keywords for Disability Studies) [2.5 pp]
Tues Sept 10:
Robert McRuer interview, “What is Crip Theory?” (video) [3 min]
Michael Gill and Nirmala Erevelles, “The Absent Presence of Elsie Lacks: Hauntings at the
Intersection of Race, Class, Gender, and Disability” [14 pp.]
Thurs Sept 12:
Reena Shadaan, “‘I Know about My Own Body… They Lied’: Environmental Justice, and the
Contestation of Knowledge Claims in Institute, WV, and Old Bhopal, India.” [9 pp.]
Dawn Martin-Hill speaks with Piya Chattopadhyay, “Why so few people on Six Nations Reserve
have clean running water, unlike their neighbours” (CBC radio interview) [18 minutes]
Johanna Hedva, “Sick Woman Theory” [5,291 words]
Eli Clare, from Brilliant Imperfection (“Writing a Mosaic,” “A Note on Reading this Book: Thinking about
Trigger Warnings,” “White Pines,” “Ideology of Cure,” “Twitches and Tremors”) [20 pp.]
*First Thinking Piece opportunity via A2L
PART 2: Relational Storytelling: Narrative, Representation, Media
Tues Sept 17:
Danielle Peers, “Interrogating Disability: The De-composition of a Recovering Paralympian” [13
Stella Bolaki, from Illness as Many Narratives (Introduction) [25 pp.] (recommended)
Thurs Sept 19:
William Carlos Williams, “The Use of Force” [5 pp.]
In-class screening of Abraham Verghese, “A Doctor’s Touch” (Ted Talk) [18 min]
Anne Boyer, “Data’s Work is Never Done” [1, 167 words]
Johanna Hedva, “Letter to a Young Doctor: A Document of Emergency” [13 pp.]
*Second Thinking Piece opportunity via A2L
Tues Sept 24:
Leslie Marmon Silko, “Lullaby” [8 pp.]
Thurs Sept 26:
Silko, “Lullaby” (cont’d)
Qwo-Li Driskill, “Theatre as Suture” (12 pp.)
@whatbringsushere (public Instagram account), an NFB project by Katherena Vermette & Alicia Smith
Emily Doucet, “Indigenous Activists Speak in New Instagram Documentary” [2,183 words]
*Third Thinking Piece opportunity via A2L
Tues Oct 1:
Sarah Leavitt, Tangles: A Story about Alzheimer’s, My Mother, and Me [132 pp. Tip: read the first 50-75
pages before this class meeting]
Amelia DeFalco, “Graphic Somatography: Life Writing, Comics, and the Ethics of Care” [17 pp.]
Thurs. Oct 3:
Leavitt, Tangles (cont’d)
*Fourth Thinking Piece opportunity via A2L
Tues. Oct 8:
Rosemarie Garland-Thomson, from Staring: How We Look (Chapter 8: “Faces”) [21 pp.]
Thurs. Oct 10:
Mia Mingus, “Why Ugliness is Vital in the Age of Social Media” [2,382 words]
Amanda Parris, in conversation with Gloria Swain, “For this Activist, Art is a Lifeline” [1, 289 words]
jes sachse, “Crip the Light Fantastic: Art as Liminal Emancipatory Practice in the 21st Century”
** October 14-18: Reading Week (no classes) **
PART 3: Historicizing Health Activisms: Past, Present, and Future Visions
Tues Oct 22:
Audre Lorde, Introduction to The Cancer Diaries [7 pp.]
Maren Klawiter, from The Biopolitics of Breast Cancer (Introduction: “Mapping the Contours of
Breast Cancer”) [14 pp.]
Thurs Oct 24:
Jo Spence, “Identity and Cultural Production” [6 pp.] & (with Terry Dennett) “The Picture of
Health” (online photo portfolio)
LaToya Ruby Frazier, “The Notion of Family” (online photo portfolio)
In-class screening & discussion of Sea in the Blood, dir. Richard Fung [21 min]
*Fifth Thinking Piece opportunity via A2L. N.B. You must complete at least two of your three Thinking Pieces by this date!
Tues Oct 29:
Sea in the Blood, dir. Fung (cont’d)
Katherine Lawless, “Recirculating Foreign Bodies” [13 pp.]
Thurs Oct 31:
Daniel Heath Justice, “Stories that Wound, Stories that Heal” (from Why Indigenous
Literatures Matter) [32 pp.]
Start Tracey Lindberg, Birdie: A Novel [288 pp. Tip: read the first 50-75 pages before this class meeting]
*Sixth Thinking Piece opportunity via A2L
Tues Nov. 5:
Lindberg, Birdie (cont’d)
REMINDER: Event Report & Reflection Papers (750 words) are due at the start of class today
Thurs Nov. 7:
Lindberg, Birdie (cont’d)
PART 4: Reconsidering Trauma, Healing, and Recovery
Tues. Nov 12:
Get Out, dir. Jordan Peele [1 hr 44 min]
Thurs. Nov 14:
Get Out, dir. Peele (cont’d)
Christina Sharpe, “The Wake” (from In the Wake: On Blackness and Being) [23 pp.]
*Seventh Thinking Piece opportunity via A2L
Tues. Nov 19:
Get Out, dir. Peele (cont’d), plus writing tips and strategies for the Longer Essay
Thurs. Nov 21:
Vinh Nguyen, Thy Phu, and Y-Dang Troeung, “Refugee Compassion and the Politics of
Embodied Storytelling” [4 pp.]
Start Thi Bui, The Best We Could Do [336 pp. Tip: read the first 75-100 pages for this meeting]
*Eighth and Final Thinking Piece opportunity via A2L
Tues. Nov 26:
Bui, The Best We Could Do (cont’d)
Thurs. Nov 28:
Bui, The Best We Could Do (cont’d)
Tues. Dec 3:
Concluding Reflections and Exam Review
REMINDER: Final 1500-word essay due at the start of class today
Other Course Information:
Documentation: Students are required to use MLA format (version 7 or 8) consistently and correctly. See the Purdue Online Writing Lab and/or The First-Year English and Cultural Studies Handbook (both online) for MLA format and examples of how to apply it.
Office Hours and Consultation: I look forward to getting to know you and to supporting your learning this year! Brief, logistical questions may be handled via email; please put the course code 2NH3 in the subject line, and we will do our best to reply within 48 hours. If you wish to discuss course materials and/or your written work in detail, then please feel welcome to make an appointment to meet with me: https://calendly.com/drsarahbrophy/20min