{"id":867,"date":"2022-12-24T22:16:25","date_gmt":"2022-12-24T22:16:25","guid":{"rendered":"https:\/\/www.ajdrake.com\/education\/?page_id=867"},"modified":"2023-03-29T08:08:48","modified_gmt":"2023-03-29T15:08:48","slug":"e492-modern-critical-theory-presentations-csuf-fall-2015","status":"publish","type":"page","link":"https:\/\/www.ajdrake.com\/academic\/e492-modern-critical-theory-presentations-csuf-fall-2015\/","title":{"rendered":"E492 Modern Critical Theory Presentations, Fall 2015"},"content":{"rendered":"\n

PRESENTATIONS FOR E492 MODERN CRITICAL THEORY<\/strong>
CSU FULLERTON, FALL 2015<\/strong><\/h2>\n\n\n\n

EMAIL<\/a> | SYLLABUS<\/a> | POLICIES<\/a> | QUESTIONS<\/a> | PRESENTATIONS<\/a> | JOURNALS<\/a> | PAPER<\/a> | FINAL<\/a><\/strong><\/p>\n\n\n\n

Most sessions will feature one or more student presentations that will give you a chance to hear different perspectives on the course readings, and I will also post the written versions students send me to a special blog so those interested can review them. Your presentations will also help me determine the direction my own comments, encouraging me to respond to your ideas rather than lecture continuously. See the syllabus for the presentation requirement\u2019s value as a percentage of the course grade.<\/p>\n\n\n\n

1. On the first day of class, look over the authors or texts on our syllabus and then, next to your name on the roll sheet I will pass around, suggest several authors or texts that you might like to present on. I\u2019ll try to give you the choices you have made, to the extent that the schedule permits. Depending on class size, each student will give two or three presentations. Be aware that if you choose only very popular authors or texts (Jane Austen, Hamlet,<\/em> etc.), I may need to schedule you for something different.<\/p>\n\n\n\n

2. Within a few days, check the schedule on this page to see when and on which authors and questions you are slated to present. I will complete the schedule by choosing specific question\/s to be addressed from among the full sets. You can access all author questions using the links below or by visiting the Questons Page. (They are also available from the syllabus and journals pages.)<\/p>\n\n\n\n

3. Insightful responses are better than \u201canswers\u201d. I encourage you in advance to develop your remarks so that they go beyond the question at its simplest. The office hour (or email consultation for second and subsequent presentations, if any) and \u201cadvance final draft\u201d requirement is 30% of your grade for the presentation.<\/p>\n\n\n\n

4. It\u2019s easy to do well if you prepare in advance and make a good effort, and your colleagues will be supportive. Completing the in-class component is 70% of the grade for each presentation.<\/p>\n\n\n\n

5. Please check the schedule below on this page to verify the current status of your in-class presentation and blog entry. Within a few days after you\u2019ve completed both, next to your name should appear the notation (Presentation completed). If you see other notations as indicated below in \u201cHow I Evaluate Presentations,\u201d please contact me by email.<\/p>\n\n\n\n

HOW I EVALUATE PRESENTATIONS<\/strong><\/h2>\n\n\n\n

I will judge presentations on the following grounds: did the student 1) meet with me or email me a timely advance final draft so that I can offer advice and determine the course of my own comments? and 2) seem to have put genuine effort into preparing rather than treating the presentation as a barren \u201canswer\u201d to a stale question. Students who do those two things will receive an \u201cA\u201d for the presentations requirement. I am not going to grade presentations so much on in-class factors as on how well students prepare and (again, if necessary<\/em>) follow up. I will indicate whether students have completed the requirements: (Presentation completed), (Presented in Class but no written version), (Missed Presentation), (Rescheduled Presentation).<\/p>\n\n\n\n

MISSED PRESENTATIONS \/ RESCHEDULING PRESENTATIONS<\/strong><\/h2>\n\n\n\n

If you find that you will be unable to make it to class for one of your scheduled presentations, please let me know in advance if possible. So long as you have provided me with a timely advance draft of your remarks (I usually print them out and bring them to class), I will read the presentation for you and give you partial credit for the \u201cin-class\u201d portion of the presentation grade. If you haven\u2019t provided me with a final advance draft, I will not read it in class. In such cases, rescheduling on a new author or text may be possible at my discretion and if the schedule allows.<\/p>\n\n\n\n

PRESENTATIONS \/ SESSION SCHEDULE<\/strong><\/h2>\n\n\n\n

Below is a list containing three things for each session: the authors\/texts we will discuss, an indication regarding the study question or range of question choices for each presenter, the presenters\u2019 names, and (after the presentation has been given or missed) the status of the presentation. The author\/text hyperlinks below will take you to the relevant study questions pages — they are the same pages from which you choose questions for your journal sets.<\/p>\n\n\n\n

PRESENTATIONS BEGIN DURING WEEK 5<\/strong><\/h2>\n\n\n\n

WEEK 5<\/strong><\/h2>\n\n\n\n

M. 09\/21. Friedrich Nietzsche. \u201cOn Truth and Lying in a Non-Moral Sense\u201d (764-74).<\/p>\n\n\n\n

Nietzsche. Any Question relevant to the first third of \u201cOn Truth and Lying in a Non-Moral Sense\u201d (764-74).<\/p>\n\n\n\n

W. 09\/23. Sigmund Freud. From The Interpretation of Dreams,<\/em> Chapters V-VI (814-24).<\/p>\n\n\n\n

Freud. STUDENT NAME. Any Question relevant to the first third of The Interpretation of Dreams,<\/em> Chapters V-VI (814-24).<\/p>\n\n\n\n

Freud. STUDENT NAME. Any Question relevant to the second third of The Interpretation of Dreams,<\/em> Chapters V-VI (814-24).<\/p>\n\n\n\n

JOURNAL SET 1 DUE BY EMAIL MONDAY 09\/28.<\/strong> (Reminder: this set includes Plato through and including Freud. Please expect an email from me verifying receipt of this and subsequent journal sets.)<\/p>\n\n\n\n

WEEK 6<\/strong><\/h2>\n\n\n\n

M. 09\/28. Ferdinand de Saussure. From Course in General Linguistics<\/em> (850-66).<\/p>\n\n\n\n

De Saussure. STUDENT NAME. Any Question relevant to the first half of Course in General Linguistics<\/em> (850-66).<\/p>\n\n\n\n

De Saussure. STUDENT NAME. Any Question relevant to the second half of Course in General Linguistics<\/em> (850-66).<\/p>\n\n\n\n

W. 09\/30. T.S. Eliot and Cleanth Brooks. Eliot\u2019s \u201cTradition and the Individual Talent\u201d (955-61) and, from Brooks\u2019 The Well Wrought Urn,<\/em>: \u201cThe Heresy of Paraphrase\u201d (1217-29).<\/p>\n\n\n\n

Eliot. STUDENT NAME. Any Question relevant to the second half of \u201cTradition and the Individual Talent\u201d (955-61).<\/p>\n\n\n\n

Brooks. PRESENTER OPEN. Any Question relevant to The Well Wrought Urn,<\/em>: \u201cThe Heresy of Paraphrase\u201d (1217-29).<\/p>\n\n\n\n

WEEK 7<\/strong><\/h2>\n\n\n\n

M. 10\/05. Max Horkheimer and Theodor Adorno. From Dialectic of Enlightenment<\/em> (1110-27).<\/p>\n\n\n\n

Horkheimer and Adorno. STUDENT NAME. Any Question relevant to Dialectic of Enlightenment<\/em> (1110-27).<\/p>\n\n\n\n

W. 10\/07. Walter Benjamin. \u201cThe Work of Art in the Age of Its Technological Reproducibility\u201d (1051-71).<\/p>\n\n\n\n

Benjamin. STUDENT NAME. Any Question relevant to \u201cThe Work of Art in the Age of Its Technological Reproducibility\u201d (1051-71).<\/p>\n\n\n\n

WEEK 8<\/strong><\/h2>\n\n\n\n

M. 10\/12. W.E.B. DuBois and Langston Hughes. DuBois\u2019 \u201cCriteria of Negro Art\u201d (870-77) and Hughes\u2019 \u201cThe Negro Artist and the Racial Mountain\u201d (1192-96).<\/p>\n\n\n\n

Du Bois. STUDENT NAME. Any Question relevant to \u201cCriteria of Negro Art\u201d (870-77).<\/p>\n\n\n\n

Hughes. STUDENT NAME. Any Question relevant to \u201cThe Negro Artist and the Racial Mountain\u201d (1192-96).<\/p>\n\n\n\n

W. 10\/14. Frantz Fanon and Henry Louis Gates, Jr. From Fanon\u2019s The Wretched of the Earth:<\/em> \u201cOn National Culture\u201d (1440-46). Gates\u2019 \u201cTalking Black: Critical Signs of the Times\u201d (2430-38).<\/p>\n\n\n\n

Fanon. STUDENT NAME. Any Question relevant to The Wretched of the Earth:<\/em> \u201cOn National Culture\u201d (1440-46).<\/p>\n\n\n\n

Gates Jr. u>STUDENT NAME. Any Question relevant to Gates\u2019 \u201cTalking Black: Critical Signs of the Times\u201d (2430-38).<\/p>\n\n\n\n

JOURNAL SET 2 DUE BY EMAIL MONDAY 10\/19<\/strong>. (De Saussure through and including Henry Louis Gates, Jr.)<\/p>\n\n\n\n

WEEK 9<\/strong><\/h2>\n\n\n\n

M. 10\/19. Simone de Beauvoir. From The Second Sex<\/em> (1265-73).<\/p>\n\n\n\n

De Beauvoir. STUDENT NAME. Any Question relevant to the first half of The Second Sex<\/em> (1265-73).<\/p>\n\n\n\n

De Beauvoir. STUDENT NAME. Any Question relevant to the second half of The Second Sex<\/em> (1265-73).<\/p>\n\n\n\n

W. 10\/21. Sandra M. Gilbert and Susan Gubar. From The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination:<\/em> from Chapter 2: \u201cInfection in the Sentence \u2026\u201d (1926-37).<\/p>\n\n\n\n

Gilbert and Gubar)). STUDENT NAME. Any Question relevant to the first half of The Madwoman in the Attic \u2026<\/em> (1926-37).<\/p>\n\n\n\n

Gilbert and Gubar. STUDENT NAME. Any Question relevant to the second half of The Madwoman in the Attic \u2026<\/em> (1926-37).<\/p>\n\n\n\n

WEEK 10<\/strong><\/h2>\n\n\n\n

M. 10\/26. Roland Barthes. From Mythologies:<\/em> \u201cPhotography and Electoral Appeal\u201d (1320-21). Read also \u201cThe Death of the Author\u201d (1322-26) and \u201cFrom Work to Text\u201d (1326-31).<\/p>\n\n\n\n

Barthes. STUDENT NAME. Any Question relevant to Mythologies:<\/em> \u201cPhotography and Electoral Appeal\u201d (1320-21).<\/p>\n\n\n\n

Barthes. STUDENT NAME. Any Question relevant to \u201cThe Death of the Author\u201d (1322-26).<\/p>\n\n\n\n

W. 10\/28. Michel Foucault. \u201cWhat is an Author?\u201d (1475-90). The following is not assigned, but read if your time permits: from Discipline and Punish: The Birth of the Prison<\/em> \u201c The Carceral \u201c (1490-1502).<\/p>\n\n\n\n

Foucault. STUDENT NAME. Any Question relevant to the first third of \u201cWhat is an Author?\u201d (1475-90).<\/p>\n\n\n\n

Foucault. STUDENT NAME. Any Question relevant to the second third of \u201cWhat is an Author?\u201d (1475-90).<\/p>\n\n\n\n

Foucault. STUDENT NAME. Any Question relevant to the final third of \u201cWhat is an Author?\u201d (1475-90).<\/p>\n\n\n\n

WEEK 11<\/strong><\/h2>\n\n\n\n

M. 11\/02. Claude L\u00e9vi-Strauss. From Tristes Tropiques<\/em> (1273-86).<\/p>\n\n\n\n

L\u00e9vi-Strauss. STUDENT NAME. Any Question relevant to Tristes Tropiques<\/em> (1273-86).<\/p>\n\n\n\n

W. 11\/04. Jacques Derrida. From Of Grammatology:<\/em> \u201cExergue\u201d and \u201cThe Exorbitant. Question of Method\u201d (1688-97).<\/p>\n\n\n\n

Derrida. STUDENT NAME. Any Question relevant to Of Grammatology:<\/em> \u201cExergue\u201d and \u201cThe Exorbitant. Question of Method\u201d (1688-97).<\/p>\n\n\n\n

WEEK 12<\/strong><\/h2>\n\n\n\n

M. 11\/09. Pierre Bourdieu. From Distinction: a Social Critique of the Judgement of Taste:<\/em> \u201cIntroduction\u201d (1664-70) and from Rules of Art: Genesis and Structure of the Literary Field:<\/em> Part I, from Chapter 2 and Part III, from Chapter 1 (1664-80).<\/p>\n\n\n\n

Bourdieu. STUDENT NAME. Any Question relevant to Distinction: a Social Critique of the Judgement of Taste:<\/em> \u201cIntroduction\u201d (1664-70).<\/p>\n\n\n\n

Bourdieu. STUDENT NAME. Any Question relevant to Rules of Art: Genesis and Structure of the Literary Field\u2026<\/em> (1664-80).<\/p>\n\n\n\n

W. 11\/11. Veterans Day Holiday, No Classes.<\/p>\n\n\n\n

JOURNAL SET 3 DUE BY EMAIL MONDAY 11\/16<\/strong>. (Simone de Beauvoir through and including Pierre Bourdieu.)<\/p>\n\n\n\n

PARAGRAPH DESCRIBING TOPIC AND ARGUMENT FOR PAPER DUE BY EMAIL FRIDAY 11\/20; SEE INSTRUCTIONS.<\/strong><\/p>\n\n\n\n

WEEK 13<\/strong><\/h2>\n\n\n\n

M. 11\/16. Zehou Li. From Four Essays on Aesthetics: Toward a Global View:<\/em> Chapter 8. The Stratification of Form and Primitive Sedimentation\u201d (1748-60).<\/p>\n\n\n\n

Li Zehou. STUDENT NAME. Any Question relevant to the first half of Four Essays on Aesthetics \u2026<\/em> (1748-60).<\/p>\n\n\n\n

Li Zehou. STUDENT NAME. Any Question relevant to the second half of Four Essays on Aesthetics \u2026<\/em> (1748-60).<\/p>\n\n\n\n

W. 11\/18. Bruno Latour. \u201cWhy Has Critique Run out of Steam? From Matters of Fact to Matters of Concern\u201d (2282-2302).<\/p>\n\n\n\n

Latour. STUDENT NAME. Any Question relevant to \u201cWhy Has Critique Run out of Steam? From Matters of Fact to Matters of Concern\u201d.<\/p>\n\n\n\n

Latour. STUDENT NAME. Any Question relevant to the second half of \u201cWhy Has Critique Run out of Steam? From Matters of Fact to Matters of Concern.\u201d<\/p>\n\n\n\n

WEEK 14<\/strong><\/h2>\n\n\n\n

M. 11\/23. Fall Recess, No Classes.<\/p>\n\n\n\n

W. 11\/25. Fall Recess, No Classes.<\/p>\n\n\n\n

WEEK 15<\/strong><\/h2>\n\n\n\n

M. 11\/30. J. L. Austin and Judith Butler. Austin\u2019s \u201cPerformative Utterances\u201d (1289-1301). From Butler\u2019s Gender Trouble:<\/em> from \u201cPreface\u201d and Chapter 3: \u201cSubversive Bodily Acts\u201d (2540-53).<\/p>\n\n\n\n

Austin. STUDENT NAME. Any Question relevant to \u201cPerformative Utterances\u201d (1289-1301).<\/p>\n\n\n\n

Butler. STUDENT NAME. Any Question relevant to the first half of Gender Trouble:<\/em> from \u201cPreface\u201d and Chapter 3: \u201cSubversive Bodily Acts\u201d (2540-53).<\/p>\n\n\n\n

Butler. STUDENT NAME. Any Question relevant to the second half of Gender Trouble:<\/em> from \u201cPreface\u201d and Chapter 3: \u201cSubversive Bodily Acts\u201d (2540-53).<\/p>\n\n\n\n

W. 12\/02. Paul Gilroy. From The Black Atlantic: Modernity and Double Consciousness<\/em> (2556-75).<\/p>\n\n\n\n

Gilroy. STUDENT NAME. Any Question relevant to the first half of The Black Atlantic: Modernity and Double Consciousness<\/em> (2556-75).<\/p>\n\n\n\n

Gilroy. STUDENT NAME. Any Question relevant to the second half of The Black Atlantic: Modernity and Double Consciousness<\/em> (2556-75).<\/p>\n\n\n\n

WEEK 16<\/strong><\/h2>\n\n\n\n

M. 12\/07. Ross, Andrew. From \u201cThe Mental Labor Problem\u201d (2578-97).<\/p>\n\n\n\n

Ross. STUDENT NAME. Any Question relevant to \u201cThe Mental Labor Problem\u201d (2578-97).<\/p>\n\n\n\n

W. 12\/09. Michael Hardt and Antonio Negri. From Empire,<\/em> Part 2, Section 4: \u201cSymptoms of Passage\u201d (2621-35).<\/p>\n\n\n\n

Hardt and Negri. STUDENT NAME. Any Question relevant to the first half of Empire,<\/em> Part 2, Section 4: \u201cSymptoms of Passage\u201d (2621-35).<\/p>\n\n\n\n

Hardt and Negri. STUDENT NAME. Any Question relevant to the second half of Empire,<\/em> Part 2, Section 4: \u201cSymptoms of Passage\u201d (2621-35).<\/p>\n\n\n\n

JOURNAL SET 4 DUE BY EMAIL EXAM DAY<\/strong>. (Li Zehou through and including Hardt and Negri.)<\/p>\n\n\n\n

FINALS WEEK<\/strong><\/h2>\n\n\n\n

Final Exam Date Wed. Dec 16, 2:30-4:20 p.m. Due by email by Wednesday, Dec 23: Paper . (I must turn in grades by Jan. 2, 2016.) For your other courses, check CSUF\u2019s Final Exam Schedule.<\/p>\n","protected":false},"excerpt":{"rendered":"

PRESENTATIONS FOR E492 MODERN CRITICAL THEORYCSU FULLERTON, FALL 2015 Most sessions will feature one or more student presentations that will give you a chance to hear different perspectives on the course readings, and I will also post the written versions students send me to a special blog so those interested can review them. Your presentations […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_eb_attr":"","footnotes":""},"wf_page_folders":[47],"class_list":["post-867","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/867","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/comments?post=867"}],"version-history":[{"count":2,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/867\/revisions"}],"predecessor-version":[{"id":4986,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/pages\/867\/revisions\/4986"}],"wp:attachment":[{"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/media?parent=867"}],"wp:term":[{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.ajdrake.com\/academic\/wp-json\/wp\/v2\/wf_page_folders?post=867"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}