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Politics of Love and Hate – January 4, 2023 Version
WGS434 H5S: Special Topics in Women & Gender Studies
The Politics of Love and Hate
Winter 2023 (S)
Monday 11:00 AM - 1:00 PM Location: MN2210
Course Instructor: Dr. Elizabeth Davis
Office Hours: After class and by appointment
Office: Zoom/MN 4289
Email: ea.davis@mail.utoronto.ca
(Please include the course code in the subject line of all emails.)
Texts:
I recommend that you purchase or otherwise obtain the following text as soon as possible:
Duras, Marguerite. The Lover. Translated by Barbara Bray. The original French version was published in 1984, and the English translation by Bray first appeared in 1985. There are many different editions of this translated book, and any of them is fine for this course. (If you are able, you are also welcome to read it in the original French.) This is the version I will be using: https://www.amazon.ca/Lover-Marguerite-Duras/dp/0375700528
All other texts are available via University of Toronto Libraries (UTL) with the exception of a few texts that are posted on Quercus. If the file is not found on Quercus, that means you can find it via UTL. Course Description
Love and hate have become commonsense ways of thinking about the politics of racism and sexism. But what are the implications of thinking about prejudice and violence as “hate” and understanding “love” as the remedy for injustice? What do love and hate have to tell us about race, gender, sexuality, power, and prejudice? What does the rhetoric of love and hate obscure?
Martin Luther King Jr. (1957) famously portrayed anti-racist “love” as the solution to racist “hate.” Yet Franz Fanon (2008 [1952]) claimed that “an individual who loves Blacks is as ‘sick’ as someone who abhors them.” Meanwhile, Simone de Beauvoir (2011 [1949]) noted that “circumstances invite woman more than man to turn toward self and dedicate her love to herself.” Indeed, heteronormative femininity is produced, in part, through the construction of woman as love object, and yet, misogyny—or hatred of women—is seen as fundamental to sexism. What is at stake in how patriarchal heterosexuality functions to produce women as objects of love, and men as desiring subjects? Why is love (as well as sentiment, sexuality, and the body) seen as the purview of women? Love explicitly and implicitly underwrites a host of political concepts from nationalism and the family, to identity and solidarity, and it is complexly interwoven with gender. Hate is an equally salient political emotion. Yet, despite the common association of racism with hatred and anti-racism with love, various black studies scholars have long argued that the idealized love and hate binary fails to accurately portray the emotional or psychic politics of racism.
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Politics of Love and Hate – January 4, 2023 Version
What then is the relationship between love and hate? And how does the experience and rhetoric of emotion impact political life? This course examines the multifaceted ways that love and hate are not just personal emotional states, but also rhetorical devices used in the reproduction of social structures of inequality, as well as embodied experiences that inform identities, solidarities, and ideologies. This course will explore the politics of love and hate drawing on feminist philosophy, sociology, history, literature, and poetry; queer theory; sexuality studies; affect theory; decolonial/postcolonial studies; and black studies.
Course Objectives
Critically analyze the political meanings and rhetoric of love, intimacy, sexuality, and emotion in relation to gender and racial formation, colonialism, and capitalism
Apply interdisciplinary critical theory from feminist, queer, black and anti/de-colonial studies to one’s lived experience
Analyze the relationship between emotion, subject formation, and politics; explore how individual and collective identities are produced and mediated through emotional and affective structures and norms
Explore how cultural texts reproduce emotional norms and ideological formations
Read and write creatively and analytically about the politics of emotion
Summary of Assignments
Assignment
Due Weight
9 Weekly Reading Responses & Collective Close Reading Preparation
Weekly
36%
Short Paper on Marguerite Duras’s The Lover (25%) Mar 6
20%
Final Paper Abstract & Artifact Presentation & Post
5%
Quercus Post of Abstract & Artifact
Apr 2
In-class presentation (4-5 minutes max)
Apr 3
Final Paper
Apr 6
29%
Attendance and Participation
10%
*
*
*
Schedule of Readings
January 9 (Week 1): Introduction: Love, What is it Good for?
Required reading:
Erich Fromm (2006 [1956]) “The Theory of Love” Excerpt from Part I “Love, the Answer to the Problem of Human Existence” in The Art of Loving
Introduction by Peter 2/14
Politics of Love and Hate – January 4, 2023 Version
D. Kramer. New York: Harper Perennial (pp. 7-35).
January 16 (Week 2): The Political Rhetoric of Love and Hate Required reading:
Sara Ahmed (2014 [2004]) “Chapter 2: The Organisation of Hate” in Cultural Politics of Emotion
, Second Edition. Edinburgh: Edinburgh University Press (pp. 42-61). Pansy Duncan “The Uses of Hate: On Hate as a Political Category” M/C Journal of Media and Culture
. Available from: https://web.archive.org/web/20220926152327/https://journal.media-culture.org.au/
index.php/mcjournal/article/view/1194
and/or PDF on Quercus.
***Reading Response 1 due: 1-page reading response on Ahmed and/or Duncan.
Additional recommended reading:
bell hooks (2001) All About Love: New Visions.
New York:
Harper Collins. January 23 (Week 3): Love, Hate, and Race in the Cultural Imaginary – Part I: “Guess Who’s Coming to Dinner?”
Required reading and viewing:
King, Jr., Martin Luther. 1957. “The Power of Non-Violence.” Available from: teachingamericanhistory.org https://webs.wofford.edu/whisnantdm/Sixties/Civil-Rights/The%20Power_Non-
violence.pdf
King, Jr., Martin Luther. 1962-1963. “Draft of Chapter IV, ‘Love in Action.’” Available from: The Martin Luther King, Jr. Research and Education Institute, Stanford University. https://kinginstitute.stanford.edu/king-papers/documents/draft-chapter-iv-love-action
King, Jr., Martin Luther. ~1952. “Loving Your Enemies.” Available from: The Martin Luther King, Jr. Research and Education Institute, Stanford University. https://kinginstitute.stanford.edu/king-papers/documents/loving-your-enemies
King, Jr., Martin Luther. 1960. “Pilgrimage to Nonviolence.” Available from: The Martin
Luther King, Jr. Research and Education Institute, Stanford University. https://kinginstitute.stanford.edu/king-papers/documents/pilgrimage-nonviolence
Watch:
Kramer, Stanley, director. 1967. Guess Who’s Coming to Dinner
. Columbia Pictures Industries Inc.
1 hour 48 minutes. Available to stream from UTL:
3/14
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Politics of Love and Hate – January 4, 2023 Version
https://librarysearch.library.utoronto.ca/discovery/fulldisplay?
docid=alma991106293624906196&context=L&vid=01UTORONTO_INST:UTORONTO&lang
=en&search_scope=UTL_AND_CI&adaptor=Local%20Search
%20Engine&tab=Everything&query=any,contains,guess%20who%27s%20coming%20to
%20dinner&facet=rtype,include,videos&offset=0
***Reading Response 2 due. 1.5 pages total
1-page reading response on Kramer and/or King
+ .5 page Collective Close “Reading” Preparation: Select a short section of the film which you find significant. Make note of the timestamp so we can watch this scene together in-
class. Discuss the scene and why you find it significant/interesting/relevant to course themes (.5 pages). January 30 (Week 4): Love, Hate, and Race in the Cultural Imaginary – Part II: Love Sick/ Sick Love
Fanon, Franz. 2008 [1952]. Black Skin, White Masks
. New York: Grove Press. Introduction (pp. xi-xvii); Chapter 2: “The Woman of Color and the White Man” (pp. 24-
44); Chapter 3: “The Man of Color and the White Woman” (pp. 45-63). Link to this translation/edition (though you can read a different edition/translation if you prefer):
https://librarysearch.library.utoronto.ca/discovery/fulldisplay?
docid=alma991106249879406196&context=L&vid=01UTORONTO_INST:UTORONTO&lang
=en&search_scope=UTL_AND_CI&adaptor=Local%20Search
%20Engine&tab=Everything&query=any,contains,black%20skin%20white%20masks&offset=0
***Reading Response 3 due. 1-page reading response on Fanon. February 6 (Week 5): Love and the Feminine – Part I: The Object In/Of Love
Required reading:
de Beauvoir, Simone. 2011 [1949]. “The Woman in Love” in The Second Sex. Trans.
Constance Borde and Sheila Malovany-Chevallier. Vintage Books. Chapter 12. (pp. 683-708). PDF on Quercus.
Jackson, Stevi. 1993. “Love and Romance as Objects of Feminist Knowledge” in Making Connections: Women’s Studies, Women’s Movements, Women’s Lives edited by Mary Kennedy, Cathy Lubelska, and Val Walsh. London: Taylor & Francis. Chapter 4 (pp. 38-49). *** Reading Response 4 due. 1.5 pages total
1-page reading response on de Beauvoir’s “The Woman in Love.”
+ .5 page Collective Close Reading Preparation. de Beauvoir’s text contains numerous scholarly references and literary allusions that will be unfamiliar for us contemporary readers. 4/14
Politics of Love and Hate – January 4, 2023 Version
Choose one which you find interesting and conduct summary research on it with an aim to illuminate some aspect of the text that you find puzzling or interesting. Write about half a page about your findings and be sure to cite/link any references if necessary. In class, we will pool our
research about the text to conduct a collective close reading. February 13 (Week 6): Love and the Feminine – Part II: How to Love your Country Required reading:
Landes, Joan B. 2001. Visualizing the Nation: Gender, Representation, and Revolution in
Eighteenth-Century France
. Ithaca: Cornell University Press. Introduction (pp. 1-23); Chapter 4: “Possessing La Patrie
: Nationalism and Sexuality in Revolutionary Culture” (pp. 135-168).
***Reading Response 5 due. 1-page reading response on Landes. Feb 20: No Class. Reading Week. I recommend that you use this time to read Marguerite Duras’s
novel The Lover and begin your paper due March 6
th
. Extensions for this assignment will only be
given if there are extenuating circumstances and they must be requested in advance. February 27 (Week 7): Love and the Feminine - Part III: The Conventional, the Sentimental, the Feminist
Required reading:
Berlant, Lauren. 2008. The Female Complaint: The Unfinished Business of Sentimentality
in American Culture
. Durham: Duke University Press. Introduction: “Intimacy, Publicity,
and Femininity” (pp. 1-32).
Parkins, Ilya. 2022. “Feminist Sentimentalism? Ambivalent Feeling in Inclusive Digital Wedding Media.” Cultural Studies.
DOI: 10.1080/09502386.2022.2039257 (pp. 237-
259).
Additional recommended reading:
Ann Cvetkovich (1992) “Introduction: The Politics of Affect” and “Chapter 1: Marketing Affect: The Nineteenth-Century Sensation Novel” in Mixed Feelings: Feminism, Mass Culture, and Victorian Sensationalism. New Brunswick, N.J.: Rutgers University Press.
Sue Campbell (1994) “Being Dismissed: The Politics of Emotional Expression” Hypatia
Vol. 9, No. 3 (Summer, 1994), pp. 46-65.
***Reading Response 6 due. 1-page reading response on Berlant. March 6 (Week 8): Colonial Intimacies - Part I: The Lover
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Politics of Love and Hate – January 4, 2023 Version
Required reading:
Duras, Marguerite. 1998 [1984]. The Lover. Translated by Barbara Bray. Introduction by Maxine Hong Kingston. New York: Pantheon Books. ***Short Paper on Duras’s The Lover
due at the beginning of class.
Extensions will only be made for extenuating circumstances, if requested in advance. March 13 (Week 9): Colonial Intimacies – Part II: Carnal Knowledge
Required reading:
Stoler, Ann. 2010 [2002]. Carnal Knowledge and Imperial Power: Race and the Intimate
in Colonial Rule.
Berkeley: University of California Press. Chapters TBA.
Additional recommended reading:
Lowe, Lisa. 2015. The Intimacies of Four Continents
. Durham: Duke University Press. See especially the Introduction. ***Reading Response 7 due. 1-page reading response on Stoler.
March 20 (Week 10): Modern Love – Part I: “...then ya shouldda put a ring on it”
Required reading:
Illouz, Eva. 1997. Consuming the Romantic Utopia: Love and the Cultural Contradictions of Capitalism
. Excerpt from Introduction: “Introduction to the Sociology of Love” (pp. 1- 11; you can stop at “Overview” section); “Chapter 1: Constructing the Romantic Utopia” (pp. 25-47); “Chapter 2: Trouble in Utopia” (pp. 48-78). ***Reading Response 8 due. 1-page reading response on Illouz.
March 27 (Week 11): Modern Love – Part II: From Romance to Intimacy? Required reading:
Shumway, David. 2003. Modern Love: Romance, Intimacy, and the Marriage Crisis
. New York: NYU Press. Introduction “A Brief History of Love” (pp. 1-28); Chapter 5: “Talking Cures: The Discourse of Intimacy” (pp. 133-156). ***Reading Response 9 due. 1-page reading response on Shumway. Note: pay special attention to Shumway’s methodology and how he explains “discourse.”
April 3 (Week 12): Beyond, Beneath, or Beside “Love”: The Erotic and the Poetic Required Reading:
6/14
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Politics of Love and Hate – January 4, 2023 Version
Lorde, Audre. 1984. “Uses of the Erotic: The Erotic as Power”; “Poetry is not a Luxury”;
“Scratching the Surface: Some Notes on Barriers to Women and Loving” in Sister/Outsider: Essays and Speeches.
Dionne Brand (2002) Map to the Door of No Return: Notes to Belonging.
Excerpt.
Quercus Discussion Board. (Everyone’s work will be posted on Quercus at least 24 hours
before class—read through in advance of our final class!)
***Final Paper Abstract & Artifact Presentation. Abstracts & Artifacts must be posted on Quercus 24 hours before class (April 2
nd
at 11:00 AM). During class you will briefly present your
project. *
* *
Description of Assignments
9 Weekly Reading Responses & Collective Close Reading Preparation (1-1.5 pages each, 4% each, 36% of final grade):
Due weekly as indicated in syllabus. Late responses will not be accepted and will receive 0 credit. See Schedule of Readings for specific instructions for each week.
Weekly reading responses are critical summaries and
interpretations of the weekly reading. About half (and no more than half!) of the response should be a concise and precise
summary and the other half should home in on a particular aspect of the reading that interests you. Unpack this specific quote, theme, or question. When there are multiple readings/authors/chapters for a week, responses need only address one reading or chapter. However, your response should convey holistic understanding of the week’s readings. Note that some weeks you are required to respond to a specific text or to complete an additional (.5 page) Collective Close Reading Preparation. These weeks are indicated in the Schedule of Readings. 1-1.5 page(s) single spaced, Times New Roman font size 12, .75-1” margins. Chicago citation style. Responses must be printed out and handed in during class.
Responses will not be accepted via Quercus except with explicit permission from the instructor due to extenuating circumstances. You do not need to include a bibliography for these responses, but you do
need to
use proper citation formatting. Grading Criteria/Scale: A (3.5pts); B (3pts); C (2.5); or 0. A = Concise, focused, well-written summary and response. The response not only clearly conveys that you have read the text closely, but that you have thoughtfully tried to unpack its 7/14
Politics of Love and Hate – January 4, 2023 Version
significance, and have carefully edited your work. Grammatical, spelling, and citation errors are very minimal or nonexistent. B = The response is clear and mostly well-written but does not fully meet the standard for an A because, for example, it leans too much on summary without offering critical interpretation; it does not clearly display careful and close
reading of the text; or, the content of the response is solid but a lack of attention has been paid to editing your work (unclear sentences, grammatical and spelling errors, citation errors, etc). C = Effort was made to summarize and engage with the text but there are significant shortcomings such as misrepresentation of the authors work (i.e., clear inaccuracies), or, the response is superficial in the sense that it does not convey an effort to thoughtfully engage with the significance of the text. Extreme errors in the mechanics of writing (e.g., numerous incomplete sentences, spelling, grammar, citation errors) will at best receive this grade. Anything less than the standards of C (above) will receive no credit.
Short Paper on The Lover –
20% of final grade.
Due in class March 6
th
(11:00 AM)
4-page analysis of the relationship between love and power in Marguerite Duras’s novel The Lover
. Your paper must not merely summarize but must interpret and analyze the text of The Lover
. The way that you analyze the book, the themes you focus on, and the thesis you develop are up to you. Use textual evidence from the novel to illustrate (argue) your analysis. You may also use other sources from the syllabus (or your own research). However, this assignment is primarily an exercise in close reading and textual analysis, so do not rely too heavily on sources other than The Lover
itself. 4 pages. Double spaced. Times New Roman font size 12, .75-1” margins. Chicago citation style. Submit on Quercus. Questions to Consider:
What emotions or feelings are evoked from reading this text? Who are the characters in this book? What are their relationships? Map out the relationships of love and the power relationships
among the characters. What do you find? How does Duras’s novel represent colonialism? What kinds of relations does colonialism produce (according to the novel)? How does class, empire, gender, race, and sexuality shape the lives of the characters? What is love, and what does it have to do with colonialism (class, race, gender, empire), according to the The Lover
? Are there other concepts or readings from the course that help you to understand this novel? What is Marguerite Duras’s conception of love? Do you “agree” with her conception of love? Does she even present you with something to agree or disagree with? What are the implications? What are connections to other course readings and themes? What is the significance of her perspective, and of yours? Grading Criteria:
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Politics of Love and Hate – January 4, 2023 Version
Essays will be evaluated based on creativity, coherence, thoughtfulness, and appropriate use of textual evidence. Thoughtfulness refers to the level of attention and care taken in close reading and evaluation of the text—
how you make complex ideas salient to the reader. Creativity refers to taking risks and playing with complex ideas, rather than “staying safe” by simply repeating information that is either obvious or comes from other thinkers (and is therefore already “verified” knowledge). Standard essay evaluation criteria will apply (clarity and concision of language, appropriateness of structure, and the mechanics of writing and citation). Remember, this is a short paper, so every sentence counts!
Final Paper Abstract & Artifact Presentation & Post - 5% of final grade
Post due on April 2
nd
at 11:00 AM; Presentation on April 3
rd
during class
4-5-minute presentation on your final paper (in progress). This is a short
presentation about your
final paper and you must make sure to stay within strict time limits while still conveying the most important points. Create 1-2 slides (maximum), or post a link to the video, song, film (trailer), etc. to represent your artifacts. Write a 150-250 word abstract for your final paper including a brief bibliography which identifies the key sources you will engage with. (Bibliography is not included in word count.) Post the Abstract and Artifacts on Quercus (note: accessing this material must not require one to download or sign up for an App, so find an appropriate link or upload method.) In class you will have 4-5 minutes to discuss your paper. If you are planning to play a song or video, or to read a text aloud, carefully consider how you use your time (only 1-2 minutes maximum should be spent on the clip/song/reading and the rest of the time is for you to discuss your ideas).
Grading Criteria:
You must complete both the online and in-class portions of the assignment to receive a grade.
The Post and Presentation will be graded based on completeness, thoughtfulness, and clarity. This does not mean that the paper itself needs to be fully written or the subject “mastered” but that you have spent time considering course themes and readings and have come up with a topic (and found artifacts) that interest you and clearly demonstrate engagement with course themes. This assignment is meant to give you an opportunity to share your thinking-in-progress with fellow students and scholars. Have fun!
Final Paper: Analysis of Contemporary Discourses of Love – 29% of final grade
Due April 6th (11:59 PM)
9/14
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This assignment invites you to analyze a cultural artifact or artifacts of your choice to discern how they reflect and/or reproduce a contemporary discourse about love. (As we will discuss in Week 11, “discourse” in this sense does not refer to a dialogue or a prescription, but to a group of related narratives, concepts, and beliefs that are represented in language and cultural products.
A discourse is thus a framework within which we interpret experience.) Your final paper will identify a cultural artifact or artifacts that you think well represents a contemporary discourse of love (and/or related concepts such as hate, intimacy, and romance explored in the course). You will draw on course readings to justify your analysis of cultural objects. Your analysis should include a political dimension in the sense of analyzing the class, gendered, sexual, and or/racial aspects of your chosen topic. 8-10 pages. Double spaced. Times New Roman font size 12, .75-1” margins. Chicago citation style. Submit on Quercus. Additional Info:
Cultural objects/artifacts:
These can be, for example: a film; a song and/or music video; a novel,
self-help book, or set of magazine articles; social media content; a performance or concert; advertisements; an artistic work; etc. If you are having trouble choosing objects of analysis, think
about how you have been taught about love (and hate) through media and other cultural experiences and representations—where did these messages come from, and what did you learn? What was occluded or excluded in what you learned? How did you learn to desire? Sources:
You must meaningfully engage with course readings. Your final paper should demonstrate that you have digested course material and themes and are able to apply them in new contexts to produce an original analysis. I recommend that you use at least 2 sources from the syllabus, but you may use as many as you want. You may also use as many texts from beyond the syllabus as you wish, though none are required (except for your chosen cultural artifacts). Developing a topic:
Here are some questions to consider in relation to your topic for the purposes of brainstorming (don’t think you have to answer all of them): -Is this [object or artifact] about love, intimacy, romance, passion or something else? Which authors on the syllabus would agree with your characterizations?
-What other emotions, concepts, or figures does this representation rely on? And what does it obscure? (e.g., the rhetoric of love and hate? The gendering of emotions? Heteronormativity?) What readings also discuss this?
-How is love being communicated in this representation?
-What is being bought or sold through this representation of love (or hate, or romance)? What is being produced and what is being destroyed? -What senses
and emotions are being evoked through this representation? -What kind of emotional or cultural context does this representation presume? Who is the
imaged reader/viewer?
Grading Criteria:
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Politics of Love and Hate – January 4, 2023 Version
Essays will be evaluated based on creativity, coherence, thoughtfulness, and appropriate use of textual evidence. Thoughtfulness refers to the level of attention and care taken in close reading and evaluation of the text—
how you make complex ideas salient to the reader. Creativity refers to taking risks and playing with complex ideas, rather than “staying safe” by simply repeating information that is either obvious or comes from other thinkers (and is therefore already “verified” knowledge). Standard essay evaluation criteria will apply (clarity and concision of language, appropriateness of structure, and the mechanics of writing and citation).
Attendance and Participation – 10% of final grade
This is a seminar. Ongoing attendance and active in-class participation
is required.
Optional: Volunteer Note-taking is one way to boost your participation grade and to help make the class accessible to everyone. Email your detailed class notes to me by the end of the day on which class took place. Notes will be posted (anonymously) on Quercus for all students to access. Note-takers will receive a participation grade boost. Students who are accommodated to access notes may receive the grade boost for accessing notes as well—just send me an email at the end of the semester letting me know if this applies to you. Details discussed in class. Additional Information and Course Policies
Accessibility & Accommodations
I am committed to making this course accessible for all students. Please email me, attend office hours, or otherwise let me know if you have ideas for how to make this course more accessible for yourself and/or others. If you have accommodations, please let me know any concerns you have about meeting course requirements, and we will find a mutually agreeable solution. The UTM statement on accessibility and accommodations (below) provides information on how to access accommodations: “Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or Accessibility Services as soon as possible. Accessibility staff (located in Room 2037, Davis Building) are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. Please call 905-569-4699 or email access.utm@utoronto.ca. The sooner you let us know your needs the quicker we can assist you in
achieving your learning goals in this course.” Assignment Extensions
No extensions will be granted for the weekly reading responses. The point of this assignment is to prepare for class discussion so it must be done in advance. Responses must be handed in 11/14
Politics of Love and Hate – January 4, 2023 Version
during class (hardcopy) unless there are extenuating circumstances. Unsolicited assignments uploaded to Quercus will receive 0 credit. Extensions are strongly discouraged for the Short Paper on Marguerite Duras’s novel The Lover
due March 6
th
. This is because we will be discussing your essays and ideas in class and it is not particularly fair for one to benefit from that conversation without having put in the effort of analysis in advance. I recommend that you start this assignment during reading week. If you need an extension for an assignment, please ask me in advance. Extensions will not be granted on the day an assignment is due or after the assignment due date, and the late penalty will be applied. If you are unable to complete the course work during the term, you can submit a term work extension petition. Through this petition, you are requesting to complete the course work after the original deadline and after any extensions permitted by the instructor.
https://www.utm.utoronto.ca/historical-studies/resources/special-consideration
. The request must be submitted using the online form at: https://utmapp.utm.utoronto.ca/SpecialRequest
The Office of the Registrar has developed a new form called the Verification of Extenuating Circumstances form that may be used by non-medical personnel (religious leaders, police etc.). This form does not replace the Verification of Student Illness or Injury form as the official form required if the reasons for requesting a special exception are related to student illness.
Late Assignments
Weekly Reading Responses will be graded corresponding with the UofT grading schemes of A (excellent), B (Good), C (Adequate). Extensions and accommodations will be granted in advance, but late responses without extensions will not be accepted unless there are extenuating circumstances
. All other assignments submitted late will receive 2% (per day) off the final grade. Religious Observance
“It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of students who observe religious holy days other than those already accommodated by ordinary scheduling and statutory holidays. Students have a responsibility to alert members of the teaching staff in a timely fashion to upcoming religious observances and anticipated absences.
Instructors will make every reasonable effort to avoid scheduling tests, examinations or other compulsory activities at these times. If compulsory activities are unavoidable, every reasonable opportunity should be given to these students to make up work that they miss, particularly in courses involving laboratory work. When the scheduling of tests or examinations cannot be avoided, students should be informed of the procedure to be followed to arrange to write at an alternate time. It is important that no University member be seriously disadvantaged 12/14
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Politics of Love and Hate – January 4, 2023 Version
because of her or his religious observation…students have an obligation to alert members of the teaching staff in a timely fashion to upcoming religious observances and anticipated absences. Every effort will be made avoid scheduling tests, examinations or other compulsory activities at these times. http://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/guidelines/
religiousobservances.htm
Equity Statement
The University of Toronto is committed to equity and respect for diversity. All members of the learning environment in this course should strive to create an atmosphere of mutual respect. As a
course instructor, I will neither condone nor tolerate behaviour that undermines the dignity or self-esteem of any individual in this course and wish to be alerted to any attempt to create an intimidating or hostile environment. It is our collective responsibility to create a space that is inclusive and welcomes discussion. Discrimination, harassment and hate speech will not be tolerated. If you have any questions, comments, or concerns you may contact the UTM Equity and Diversity officer at edo.utm@utoronto.ca or the University of Toronto Mississauga Students’
Union Vice President Equity at vpequity@utmsu.ca.
Academic Integrity
I take academic integrity concerns very seriously and I may use the University’s plagiarism detection tool for a review of textual similarity and detection of possible plagiarism for class assignments. Please review the following information closely:
The Code of Behaviour on Academic Matters https://www.utm.utoronto.ca/academic-integrity/code-behaviour-academic-matters
Margaret Proctor’s “How Not To Plagiarize” https://advice.writing.utoronto.ca/using-sources/how-not-to-plagiarize/
Students may be required to submit their course essays to the University’s plagiarism detection tool for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their essays to be included as source documents in the tool’s reference database, where
they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University’s use of this tool are described on the Centre for Teaching Support & Innovation web site (
https://uoft.me/pdt-faq)
.
Academic integrity is essential to the pursuit of learning and scholarship in a university, and to ensuring that a degree from the University of Toronto Mississauga is a strong signal of each student’s individual academic achievement. As a result, UTM treats cases of cheating and plagiarism very seriously. The University of Toronto’s Code of Behaviour on Academic Matters outlines behaviours that constitute academic dishonesty and the process for addressing academic offences. Potential offences include, but are not limited to:: ▪ Accessing unauthorized resources (search engines, chat rooms, Reddit, etc.) for assessments. ▪ Using technological aids (e.g. software) beyond what is listed as permitted in an assessment. ▪ Posting test, essay, or exam 13/14
Politics of Love and Hate – January 4, 2023 Version
questions to message boards or social media. ▪ Creating, accessing, and sharing assessment questions and answers in virtual “course groups.” ▪ Working collaboratively, in-person or online,
with others on assessments that are expected to be completed individually. All suspected cases of
academic dishonesty will be investigated following procedures outlined in the Code of Behaviour on Academic Matters. If you have questions or concerns about what constitutes appropriate academic behaviour or appropriate research and citation methods, you are expected to seek out additional information on academic integrity from your instructor or from other institutional resources. Academic Rights
You, as a student at UTM, have the right to:
-Receive a syllabus by the first day of class.
-Rely upon a syllabus once a course is started. An instructor may only change marks’ assignments by following the University Assessment and Grading Practices Policy provision 1.3.
Refuse to use turnitin.com (you must be offered an alternative form of submission).
-Have access to your instructor for consultation during a course or follow up with the department
chair if the instructor is unavailable.
-Ask the person who marked your term work for a re-evaluation if you feel it was not fairly graded. You have up to one month from the date of return of the item to inquire about the mark. If you are not satisfied with a re-evaluation, you may appeal to the instructor in charge of the course if the instructor did not mark the work. If your work is remarked, you must accept the resulting mark. You may only appeal a mark beyond the instructor if the term work was worth at least 20% of the course mark.
- Receive at least one significant mark (15% for H courses, 25% for Y courses) before the last day you can drop a course for H courses, and the last day of classes in the first week of January for Y courses taught in the Fall/Winter terms.
-Submit handwritten essays so long as they are neatly written.
-Have no assignment worth 100% of your final grade.
-Not have a term test worth 25% or more in the last two weeks of class.
-Retain intellectual property rights to your research.
-Receive all your assignments once graded.
-View your final exams. To see a final exam, you must submit an online Exam Reproduction Request within 6 months of the exam. There is a small non-refundable fee.
-Privacy of your final grades.
-Arrange for representation from Downtown Legal Services (DLS), a representative from the UTM Students’ Union (UTMSU), and/or other forms of support if you are charged with an academic offence.
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