Draft: Subject to Change

Marble sepulchral relief of two women. Represented from the chest up, both turn their heads towards each other and clasp their right hands in the gesture of ancient Roman married couples. Inscribed with the

names of Fonteia Eleusis and Fonteia Helena, both freedwomen of Gaia Fonteia. Roman, 1st century BCE. British Museum 1973,0109.1.

UWS 21BSex, Gender, and Sexuality in the Ancient World

Meeting Time: Monday and Wednesday 12:00-12:50 PM. We do not meet Thursdays.Instructor: Ms. Sari Fein

Office Hours: Monday and Wednesday 11 AM-12 PM and by appointmentEmail: sfein@brandeis.edu

Office: Rabb 213

Introduction:

This course introduces students to the power of writing as a means of communication and a process of thinking and understanding. The topic of this course is sex, gender, and sexuality in the ancient world. As students complete a series of writing assignments, they will engage in a process of reading, drafting, reviewing, and revising, working in peer groups and individually with their instructors.What did it mean to be sexual in the ancient world? How did the answer differ if you were a wealthy Roman man, an enslaved Christian woman, or a married Jewish couple? In this course, we will explore the variety of sexualities, genders, and sexual expressions that existed in ancient Judaism, Christianity, and Greece and Rome. We will critically analyze how sex, gender, and sexuality intersected with other identities, such as religion, ethnicity, and legal status by examining diverse sources, including text, art, and archaeology.

Required Course Texts (available in the bookstore)

Write Now! (A collection of papers written in last year’s UWS classes)

Additional readings will be available in the course pack (available for purchase from me). Designated as [CP].

Recommended

The Elements of Style, by William J. Strunk, Jr. and E.B. White

They Say, I Say: The Moves that Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein

Course Requirements

Essay 1: Close Reading Essay. In this essay, you will analyze how Lucian depicts the relationship between sex, gender, and sexuality in the second-century CE “Dialogues of the Courtesans (V)”. Essay 2: Lens Essay. In this essay, you will analyze two chapters from the biblical book of Genesis through the lens of intersectionality, and make a claim about how intersectionality helps to shape your understanding of Genesis.Essay 3: Research Paper. In this paper, you will select a primary text from ancient Christianity and make an argument about it based on our study of sex, gender, and sexuality in the ancient world.Portfolio: At the end of the semester you will assemble all of your work (including pre-draft assignments, rough drafts, final drafts, and peer review sheets) in an electronic folder and email it to me, together with a letter describing how your understanding of yourself as a writer has changed over the course of the semester. This means that you need to save electronically all your writing from the semester.

Drafting:Four steps lead up to the final draft of each essay:

Pre-draft assignments. Each essay will be preceded by two or three pre-draft assignments—short pieces of writing designed to help you develop ideas. These assignments will receive either a check or a note telling you to redo the work and will count as part of your overall grade. You can re-submit any work until the end of the unit.

First drafts. You are required to turn in a first draft of each essay. These drafts are important opportunities for you to receive feedback from me and your classmates in peer review. I do not expect these drafts to be polished, but I do expect them to be complete—otherwise we cannot give you useful advice.

Peer Review. After the first draft of each essay is due you will form a group with two of your classmates and read each other’s drafts. In class, you will give your partners feedback. I will collect your peer review letters and they

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will count as part of your grade. These activities increase your sense of audience awareness and give you an opportunity to reflect on the concepts we have discussed in class.

Conferences. Each student will have three twenty-minute conferences with me over the course of the semester, one to discuss each first draft. Attendance is required; missing a conference is the equivalent of missing a class. Sign-up sheets will be distributed in class.

Class participation: Your consistent participation in class sessions constitutes a significant portion of your grade and is the most critical component of a successful course. Class participation includes:

Your prompt, prepared, alert, consistent attendance The completion of reading assignments by the dates listed in the syllabus Your thoughtful contributions to class discussions

Writing Center: The University Writing Center, located in Goldfarb 232 on the Goldfarb mezzanine of the library, provides free one-on-one help with your essays. You are strongly encouraged to take advantage of this service. Writing Center tutors are well trained and will work with you in 45 minute sessions that you can schedule online: (http://www.brandeis.edu/writingprogram/writingcenter/register.html ). Students who take advantage of this service will receive a form during their tutorial that will entitle them to a 24-hour extension on the final draft of their essay. Essays will be due electronically by 11:59 PM on the following day (i.e. if an assignment is due Monday at 11:59 PM, with the extension it will be due on Tuesday at 11:59 PM, regardless of when the student went to the writing center). Only one extension is allowed per essay.

GradesClose reading essay: 20%Lens essay: 25%Research paper: 35%Class participation and professionalism (includes research presentations): 10%Portfolio (includes LATTE posts, pre-drafts, and peer reviews): 10%Occasionally, extra credit may be offered. Note that I consider extra credit holistically, at the end of the semester.

FormattingAll essays will be submitted to me, and your peers, electronically. Essays must use 1-inch margins and 12 point Times New Roman font. Essays must have a title and be double-spaced. Most assignments will be submitted online via LATTE.

Late Work, Extensions and Minimum Page RequirementsI am usually willing to offer extensions, given legitimate reasons. If a catastrophe happens and you are afraid your work will not be completed in time, contact me more than 24 hours before the due date and arrange for an extension. Otherwise, late work, including first drafts, will be penalized by a third of a grade per day (B+BB- and so

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on) on the final essay. If an essay is due electronically at 11:59 PM and you submit it at midnight, it is late. In addition, final essays that do not meet minimum page/word count requirements will be penalized by a third of a grade for each page that the essay falls short.

AttendanceMissing classes is strongly discouraged. You are allowed three absences. For each additional absence your final grade will be penalized by a third of a grade. Seven or more absences will result in a failing grade. Please contact me in the event of an emergency.

ElectronicsLaptops and cell phones are not allowed in this class unless you require special accommodations.

Academic HonestyYou are expected to be honest in all of your academic work. The University policy on academic honesty is distributed annually in section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Potential sanctions include failure in the course and suspension from the University. If you have any questions about my expectations, please ask.

AccommodationsIf you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you In-Class, please see me right away.

UWS Outcomes

Critical Thinking, Reading, and Writing

Use writing and discussion to work through and interpret complex ideas from readings and other texts (e.g., visual, musical, verbal)

Critically analyze your own and others' choices regarding language and form (e.g., in student texts or formally published texts)

Engage in multiple modes of inquiry using text (e.g., field research, library-based inquiry, web searching)

Incorporate significant research (as above) into writing that engages a question and/or topic and uses it as a central theme for a substantive, research-based paper

Use writing to support interpretations of text, and understand that there are multiple interpretations of text

Consider and express the relationship of your own ideas to the ideas of others

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Processes

Use written, visual, and/or experience-based texts as tools to develop ideas for writing

Understand that writing takes place through recurring processes of invention, revision, and editing

Develop successful, flexible strategies for your own writing through the processes of invention, revision, and editing

Experience and understand the collaborative and social aspects of writing processes

Learn to critique your own and others' work Be reflective about your writing processes

Knowledge of Conventions

Understand the conventions of particular genres of writing Use conventions associated with a range of dialects, particularly standardized

written English (but not necessarily limited to it) Recognize and address patterns in your writing that unintentionally diverge from

patterns expected by their audience/s Practice using academic citational systems (Chicago Manual of Style) for

documenting work

Four-Credit Course

Success in this 4 credit hour course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, essays, discussion sections, preparation for exams, etc.).  

SCHEDULE OF CLASSES

Unit 1: Close ReadingGreco-Roman Religion

Week 1

Wed. Aug. 29 In-Class: Introductions, syllabus and course policies

Thurs. Aug. 30 Read: “Gender, Sex, and Sexuality” in Introduction to Sociology (until “Theoretical perspectives on Gender,” option to skim the remainder)https://opentextbc.ca/introductiontosociology/chapter/chapter12-gender-sex-and-sexuality/Write: What surprised or challenged your thinking in this reading? What questions do you have after reading it? Cite at least one piece of evidence from the reading in your response. Post on LATTE by 5:00 PM on Tuesday, 9/4 (min. 250 words).

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In-Class: Foundational terms and ideas, close reading assignment sequence, close reading vocabulary

Week 2

Mon. Sept. 3 LABOR DAY—NO CLASS

Wed. Sept. 5 Read: Explore http://exhibits.hsl.virginia.edu/antiqua/ and be prepared to share a summary of one section. Be sure to read “Homer to Hippocrates” in depth.Write: NoneIn Class: Elements of the Academic Essay, Element 1: Thesis; Intro to ancient Greece and Rome

Thurs. Sept. 6 BRANDEIS MONDAY—NO CLASS

Week 3

Close Reading pre-draft 1.1 due by 11:59 PM on Sunday Sept. 9

Mon. Sept. 10 NO CLASS—ROSH HASHANAH

Wed. Sept. 12 Read: “Medicine: The ‘Proof’ of Anatomy,” by Lesley Dean-Jones [CP]Write: What connections (or comparisons) can you make between the ancient Greek and Roman view of the body and our understanding of the body today? Post on LATTE by 5:00 PM on Tues. Sept. 11 (min. 250 words).In-Class: Element 2: motivating moves/motive

Week 4

Close Reading pre-draft 1.2 due to LATTE forum by 5:00 PM on Sunday Sept. 16.Respond to your peers’ pre-drafts on LATTE by 5:00 PM on Tuesday Sept. 18.

Mon. Sept. 17 Read: Close reading essay TBA from Write Now!Write: Mark up essay according to guidelines on worksheetIn-Class: Elements 3 and 4: Evidence and Analysis, grading rubric

Wed. Sept. 19 NO CLASS—YOM KIPPUR

Week 5

***CONFERENCES ON WEDNESDAY (9/26) THROUGH FRIDAY (9/28)***

Mon. Sept. 24 NO CLASS—SUKKOT

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Tues. Sept. 25 BRANDEIS MONDAYRead: NoneWrite: Close reading first draft due on LATTE and to your peers by 5:00 PM

In Class: Elements 6 and 7: Structure and Stitching; representations of sex in classical art

Wed. Sept. 26 Read: Your peers’ essaysWrite: NoneIn Class: Introductions and Conclusions (Element 10: Orienting)Peer Review Workshop—bring laptops

Peer review letters and comments on their essays due by 5:00 PM on Thursday, 9/27. Email your peers their letters and essays AND also post the peer letters to LATTE.

Week 6

Mon. Oct. 1 NO CLASS—SHMINI ATZERET

Wed. Oct. 3 Read: NoneWrite: Revision of Essay #1 with cover letter due electronically by 11:59 PM on Wed. 10/3In-Class: Element 12: Style workshop: passive voice, omitting needless words, Strengthening our Sentences (SOS)

Unit 2: How to Work with a Text as a LensThe Hebrew Bible and Ancient Judaism

Week 6

Mon. Oct. 8 Read: Gen. 1-3 (www.biblegateway.com; you may read any translation; if you have time, compare a few different translations and see what you notice)“Eve and Adam: Genesis 2 and 3 Reread,” by Phyllis Trible [CP]Write: NoneIn-Class: Reflect on close reading essay; lens assignment sequence, what is a lens

Wed. Oct. 10 Read: “Male and Female God Created Them: Parashat Bereshit (Gen. 1:1-6:8),” Margaret Wenig [CP]Write: What are the different ways Gen. 1-3 can be read? Which reading is most convincing to you, and why? Engage with both Trible and Wenig in your response. Post on LATTE by 5:00 PM on Tues. Oct. 9 (min. 250 words).In-Class: Practicing with a lens; sexual diversity in the Hebrew Bible

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Week 7Mon. Oct. 15 Read: Lens (“Mapping the Margins,” by Kimberle Crenshaw, introduction

and conclusion (optional: all); content warning: rape) [CP]Write: Pre-draft 2.1 (submit on LATTE by class time and bring a hard copy to class)In-Class: Review 2.1, sharpening the lens

Wed. Oct. 17 Read: “She Shall not Go Free as Male Slaves Do: Developing Views about Slavery and Gender in the Hebrew Bible,” by David P. Wright [CP]Write: NoneIn-Class: Element 3: Claim and evidence

Week 8

Pre-draft 2.2 due Oct. 21 at 11:59 PM on LATTE

Mon. Oct. 22 Read: Primary Text (Genesis 16 and 21:8-21) [CP]Write: NoneIn-Class: Element 4: Evidence and analysis

Wed. Oct. 24 Read: Write Now! Lens Essay TBAWrite: Summarize the argument and comment on the ways that the writer integrates the primary and lens texts for the Write Now essay. Cite at least one piece of evidence with a page number. Post on LATTE by 5 PM on Tuesday, Oct. 23 (min. 250 words). In-Class: Write Now! analysis; building paragraphs upon each other/the anti-walk-through

Lens essay draft with cover letter due Sunday, Oct. 28 at 5:00 PM on LATTE and to your peers

Week 9

***CONFERENCES MONDAY (10/29) THROUGH WEDNESDAY (10/31)***

Mon. Oct. 29 Read: Mishnah Bikkurim, 1-4 [CP]“Regulating the Human Body,” by Charlotte Fonrobert [CP]Write: NoneIn-Class: Sex and gender in rabbinic thought

Wed. Oct. 31 Read: Your peers’ essaysWrite: Peer review letters and comments on their essays due by 5:00 PM on Tuesday, 10/30. Email your peers their letters and essays AND also post the peer letters to LATTE.In-Class: Women in the synagogue; peer review workshop

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Unit 3: Research PaperThe New Testament and Ancient ChristianityWeek 10

Revised Draft of Essay #2 with cover letter due ON LATTE by 11:59 PM on Sun., Nov. 4.

Mon. Nov. 5 Read: NoneWrite: NoneIn-Class: Discussion of the Research Paper, Intro to early Christianity

Wed. Nov. 7 Read: Bart Ehrman, “The Oppression of Women in Early Christianity” [CP]Write: Do you think it is possible to speak of one early Christian view on women? Why or why not? What significance does the issue of women’s role in early Christianity have for Christians today? Post on LATTE by 5 PM on Tuesday, Nov. 6 (min. 250 words). In-Class: Element 8: evaluating sources, women in the New Testament

Choose the text you will be analyzing for the research paper and post on LATTE by 5 PM on Fri. Nov. 9.Pre-Draft 3.1 (Research paper plan) due by 11:59 PM on Sun. Nov. 11.

Week 11

Mon. Nov. 12 Read: “Jesus and Suffering,” by Susanna Asikainen [CP]Write: NoneIn-Class: Element 3: Quoting, paraphrasing, and summarizing; Jesus’ masculinity

Wed. Nov. 14 Read: Complete library tutorial on LATTE before classWrite: NoneIn-Class: Library Research workshop

Week 12

Pre-Draft 3.2 (Annotated bibliography) due by 11:59 PM on Sun. Nov. 18

Mon. Nov. 19 Read: Research Essay from Write Now! TBAWrite: Mark up elements of the academic essay in above In-Class: Modeling a research paper, CMS citations and plagiarism

Wed. Nov. 21 NO CLASS—THANKSGIVING

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Week 13

During break: Pre-draft 3.3 (Outline) due by 11:59 PM on Sun. Nov. 25

***CONFERENCES ON MONDAY (11/26) THROUGH WEDNESDAY (11/28)

Mon. Nov. 26 Watch: Mary MagdaleneRead: “How Mary Magdalene Became a Whore,” by Jane Schaberg [CP]Write: BEFORE READING/WATCHING: Brainstorm some things you KNOW about Mary Magdalene. Generate a list of questions you WANT to know. AFTER READING/WATCHING: What did you LEARN from reading/watching? (Keep in mind that the film is not 100% historically accurate. Consider why the filmmakers may have made the choices they did.) Post on LATTE by 5 PM on Sunday, Nov. 25 (min. 250 words). In Class: Element 13: titles, women in the early Church

Wed. Nov. 28 Read: Sources for paperWrite: Draft of research paper In Class: Short presentations on research papers

Draft of research paper due by 11:59 PM on Sun. Dec. 2.

Week 15

Mon. Dec. 3 Read: NoneWrite: NoneIn Class: Short presentations on research papers

Wed. Dec. 5 Read: Your peers’ essaysWrite: Peer review letters and comments on their papers due by 11:59 PM on Tues. Dec. 4. Email your peers their letters and papers and also post the peer letters to LATTE.In Class: Summative writing assessment

Week 16

Mon. Dec. 10 In-Class: Short presentations on research papers~*Semi-annual Christmas party*~

Post TermSun. Dec. 16 Portfolios due electronically by 11:59 PM (must be in one

document/zipped file folder), including: portfolio cover letter, final research cover letter and final research paper. See portfolio handout for order of assignments.*Please complete course evaluations by the deadline!

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