Program in Comparative Literature

Amy Vidor


M.A in History and Literature (Columbia University), B.A.s in French, English (University of Southern California)

Doctoral Candidate, Mellon Engaged Scholar Fellow
Amy Vidor

Contact

Interests


Human rights; Memory, trauma, and gender studies; twentieth-century intellectual history; francophone and anglophone literature

Courses


FR 601C • Beginning French

36575 • Fall 2017
Meets MWF 8:00AM-9:00AM PAR 105

Beginning French. An intensive beginning course with an emphasis
on basic skills: listening, speaking, reading, and writing. Six
lecture hours a week for one semester. Only one of the following may
be counted: French 601C, 604, 506. Only one of the following may be
counted: French 601C, 604, 507, 508K.

RHE 309K • Rhet Of Women In Dystopia

44100 • Spring 2017
Meets TTH 12:30PM-2:00PM FAC 10

“Reality, however utopian, is something from which people feel the need of taking pretty frequent holidays.”

Aldous HuxleyBrave New World

What do the Hunger Games’s Katniss Everdeen and Divergent’s Tris Prior have in common? These films and many other literary works have succeeded because of a winning combination of strong leading women placed in chaotic alternate realities. To understand the success of such dystopias, we’ll study the genre within the context of its literary history as well as contemporary politics. We'll discuss women’s roles in the genre and how they have been manipulated to address particular audiences.  In class, we’ll define the term “utopia,” while exploring its evolution as a literary genre beginning with the story of Adam and Eve in Genesis.  Next we will define “dystopia” and learn how this genre participates in and differentiates from the tradition of utopia.  For example, we may compare how women’s positions change from the utopianBook of the City of Ladies by Christine de Pizanto the dystopian film V for Vendetta

Because this course carries the Writing Flag, expect to write regularly during the semester, complete substantial writing projects in addition to short blog posts, and receive feedback from the instructor to help improve writing skills. We will also have the opportunity to revise major assignments, and will be asked to read and discuss their peers’ work.  Together, we will look at women’s roles in four categories: wife, mother/daughter, sexual object, and independent agent.  Throughout the course students will be asked to consider if dystopias empower women through close reading of different mediums such as novels and films.  Eventually, students will write their own film review of a contemporary dystopia while reflecting upon these questions.

 

Assignments

  • Paper 1 Draft (+ Peer Review)                                                     
  • Paper 1 Revision                  
  • Paper 2 Draft (+ Peer Review)                                            
  • Paper 2 Revision                                    
  • Paper 3 (+ Peer Review)        
  • Paper 3 Revision
  • Dystopia Assignment
  • Short writing assignments (a combination of in-class reading responses that involve text annotation utilizing Hypothesis and homework blog posts)

 

 Grades

In this course I will be employing the Learning Record. The following are the standard Learning Record expectations and grade breakdowns.

  • A—Represents outstanding participation in all course activities; all assigned work completed, with very high quality in all work produced for the course. Evidence of significant development across the six dimensions of learning. The Learning Record at this level demonstrates activity that goes significantly beyond the required course work in one or more course strands.
  • B—Represents excellent participation in all course activities; all assigned work completed, with consistently high quality in course work. Evidence of marked development across the six dimensions of learning.
  • C—Represents good participation in all course activities; all assigned work completed, with generally good quality overall in course work. Evidence of some development across the six dimensions of learning.
  • D—Represents uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Evidence of development across the six dimensions of learning is partial or unclear.
  • F—Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Evidence of development is not available.

 

We will assess across six dimensions of learning:

  • Confidence and independence
  • Skills and strategies
  • Knowledge and understanding
  • Use of prior and emerging experience
  • Reflection
  • Collaboration

 

Required texts:

  • Rewriting: How To Do Things with Texts, Joseph Harris
  • The Little Longhorn Handbook. Norton, 2014.

RHE 309K • Rhet Of Women In Dystopia

43996 • Fall 2016
Meets MW 10:00AM-11:30AM PAR 104

“Reality, however utopian, is something from which people feel the need of taking pretty frequent holidays.”

- Aldous Huxley, Brave New World

What do the Hunger Games’s Katniss Everdeen and Divergent’s Tris Prior have in common? These films and many other literary works have succeeded because of a winning combination of strong leading women placed in chaotic alternate realities. To understand the success of such dystopias, we’ll study the genre within the context of its literary history as well as contemporary politics. We'll discuss women’s roles in the genre and how they have been manipulated to address particular audiences.  In class, we’ll define the term “utopia,” while exploring its evolution as a literary genre beginning with the story of Adam and Eve in Genesis.  Next we will define “dystopia” and learn how this genre participates in and differentiates from the tradition of utopia.  For example, we may compare how women’s positions change from the utopian Book of the City of Ladies by Christine de Pizanto the dystopian film V for Vendetta

Because this course carries the Writing Flag, expect to write regularly during the semester, complete substantial writing projects in addition to short blog posts, and receive feedback from the instructor to help improve writing skills. We will also have the opportunity to revise major assignments, and will be asked to read and discuss their peers’ work.  Together, we will look at women’s roles in four categories: wife, mother/daughter, sexual object, and independent agent.  Throughout the course students will be asked to consider if dystopias empower women through close reading of different mediums such as novels and films.  Eventually, students will write their own film review of a contemporary dystopia while reflecting upon these questions.

 

Assignments

  • Paper 1 Draft (+ Peer Review)                                                     
  • Paper 1 Revision                  
  • Paper 2 Draft (+ Peer Review)                                            
  • Paper 2 Revision                                    
  • Paper 3 (+ Peer Review)        
  • Paper 3 Revision
  • Dystopia Assignment
  • Short writing assignments (a combination of in-class reading responses that involve text annotation utilizing Hypothesis and homework blog posts)

 

 Grades

In this course I will be employing the Learning Record. The following are the standard Learning Record expectations and grade breakdowns.

  • A—Represents outstanding participation in all course activities; all assigned work completed, with very high quality in all work produced for the course. Evidence of significant development across the six dimensions of learning. The Learning Record at this level demonstrates activity that goes significantly beyond the required course work in one or more course strands.
  • B—Represents excellent participation in all course activities; all assigned work completed, with consistently high quality in course work. Evidence of marked development across the six dimensions of learning.
  • C—Represents good participation in all course activities; all assigned work completed, with generally good quality overall in course work. Evidence of some development across the six dimensions of learning.
  • D—Represents uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Evidence of development across the six dimensions of learning is partial or unclear.
  • F—Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Evidence of development is not available.

 

We will assess across six dimensions of learning:

  • Confidence and independence
  • Skills and strategies
  • Knowledge and understanding
  • Use of prior and emerging experience
  • Reflection
  • Collaboration

 

Required texts:

  • Rewriting: How To Do Things with Texts, Joseph Harris
  • The Little Longhorn Handbook. Norton, 2014. 

Curriculum Vitae


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