Daily Argument Summaries
Students must come to class with argument summaries for the reading they did every day. These can be handwritten.
For every reading, you should jot down in your notes a summary of the main argument (3-10 sentences), alongside 1-3 key examples, 1 or more key concepts and definitions, and connections to ideas in other readings. Bringing this to class will help you participate in class discussion.
Twice in the semester you will also type up the argument summary, print it, and bring it to class to turn in. Students will choose when to turn in their two argument summaries, and we can always discuss them when you visit office hours. The argument summaries you turn in will be checked but not graded.
Weekly social media sharing
Each week, students will use GroupMe to comment upon the reading and/or share online articles, images, and memes that relate to the topics we are discussing. Both students and I will read these before class, and students are also encouraged to bring them up during class time in terms of how they relate to our readings and discussions. Engaging substantively with something posted by another students counts as much toward participation as making your own post.
Peer comments
Students should each comment at least 6 times (B bundle) on a different student’s blog post, spread throughout the semester. Try to start by making a comment on the blog post that has no comments yet.
Media analysis
Students will complete a 3-5 page (double-spaced in Word, but single-spaced on the blog) essay analyzing a piece of contemporary media (such as a social media meme, print advertisement, or scene of a television program). The essay should evaluate the assumptions about gender, race, and sexuality that ground the source. Due: September 27 by 8pm
Media analysis instructions and rubric
Book review
Students will read and analyze a scholarly monograph on a topic of their choosing from the field of gender and sexuality studies. Papers should be 4-6 double-spaced pages in Word but will be posted single-spaced on the course blog. Students must choose a text not on the syllabus. The book review must identify and explain the (multi)disciplinary methods used in the monograph. Due: November 1
Book review instructions and rubric
From Theory to Praxis—A Deliberation Guide
As a culmination of their research and theorizing for the course, students will draft a Deliberation Guide for having a conversation on a complex topic related to gender and sexuality studies, aiming to facilitate their own deliberation based on the ones we will have during class time. The Guide will specify an on-campus or off-campus group for the conversation, such as an eating house/fraternity group, a co-curricular interest group, church group, or an athletic team. Due: November 21
Theory to praxis Pre-Assignment Instructions for Draft (bring your notes to in-class workshop on November 6)
Theory to praxis final deliberation guide instructions and rubric (due 11/21)
Feminist mix tape
For this assignment, you will submit a song of your choosing to our class Spotify playlist (refer to the instructions you will receive) and upload to the Blog a brief (250-500-word) explanation of how the song relates to feminisms as you have come to understand them through our readings and class discussions. Due: December 17
Self-assessment
Students will turn in a self-assessment of their work for the course at the end of the year, explaining why their work fits into the A, B, or C bundle (see the Grading part for more information on the bundles). Due: December 17
Self-assessment instructions and form