Assignments

  • Class Participation—Because this course is a speaking intensive seminar, students are expected to contribute to class discussions on a daily basis to receive a passing grade. Grades will be based on whether a student participated and the substance of his/her comments.
  • Classroom Discussion Facilitation—Each student along with a partner(s) will lead class discussion of a reading assignment for two days. Students can lecture, do role-playing, analyze primary documents, or stage a debate. At least one day must be reserved for a general discussion of the text(s).  Students must email me by 5PM the Friday before their assigned facilitation days with specific plans. Grades will be based on the following criteria:
    • Meets the 5PM deadline to submit draft of facilitation plans.
    • Responds to feedback and makes appropriate changes.
    • Lays out classroom activities for the week.
    • Writes questions that address larger themes within the reading(s). (Avoid questions that can be answered with a “yes” or a “no.”)
    • Writes questions that address particular details within the reading(s).
    • Develops a classroom activity that creatively enhances information/knowledge from the text(s).
    • Appropriately handles student participation/lack of participation.
    • Speaks loudly and coherently.
    • Uses suitable posture and gestures.
    • Answers questions competently.

See Schedule and Reading List for the specific readings assignments.

  • Introductory Presentation–During the second week of classes, students will give a five-minute presentation about themselves.  As part of this assignment, students will need to construct a gallery of images (use Powerpoint, Pinterest, class website, etc.).  Grades will be based on the following criteria:
    • Includes at least 5 images.
    • Gives an introduction and conclusion to presentation.
    • Meets the 5-minute criteria.
    • Speaks loudly and coherently.
    • Uses suitable posture and gestures.
    • Answers questions competently.
  • Reflection Blogs—Students will write a one-paragraph (5+ sentences) reflection on the week’s reading assignments. Posts must demonstrate that you have read all assignments. See the Schedule for specific deadlines. No late or incomplete blog posts will be accepted.
  • Gender/Sexuality Map Project—Over the course of the semester, the class will create a genders/sexualities map based on current events.  To do this, students need to be actively watching news broadcasts, following official newsfeeds on social media, and/or reading newspapers. Before our first workshop (see schedule), students must meet with DKC tutors to go over their first plot point on the map.  For each workshop day, one additional plot point must be added to the class’s map by each student; a select number of students will also sign up to discuss their specific map points in class on those days. This will be an informal presentation. Students will be graded on the following criteria:
    • Includes an introduction and conclusion.
    • Describes the news item.
    • Explains why they have chosen this particular news items.
    • Discusses the reputability of the news source. Why is it reputable?  How do you know?
    • Meets the periodization requirements of the assignment.
    • Speaks loudly and coherently.
    • Uses suitable posture and gestures.
    • Answers questions competently.

Students are expected to contribute five map points over the course of the semester, which will be presented at the end of the class. Final grades for the map assignment will be based on the description, including grammar and usage rules, and the correct bibliographic citation using Chicago Manual of Style.  The 5-minute, final presentation will also be graded on the following criteria:

  • Includes an introduction, with an argument/thesis, and conclusion.
  • Gives an overview of their contribution to the map.
  • Highlights specific plot points that relates to gender/sexuality in the United States.
  • Connects current events to reading assignments in the course and major themes in our seminar.
  • Meets the 5-minute criteria.
  • Speaks loudly and coherently.
  • Uses suitable posture and gestures.
  • Answers questions competently.

See the Schedule for specific deadlines.

  • Speaking Center—Because this is a speaking intensive course, students are required to visit the Speaking Center before the last day of classes for any of our speaking-related assignments—introductory presentation, classroom facilitation, informal class discussion, informal presentation, or map presentation (NOTE: visiting the Center after an assignment is completed will not be accepted). Be sure to schedule appointments early!!! The Speaking Center’s schedule fills up fast, especially at the end of the semester. Failure to attend to the Speaking Center reduces your participation grade by a full letter grade.
  • Final Essay—Students will write a 7-to-10-page essay on genders/sexualities in the United States. The essay must incorporate at least five reading assignments to receive a passing grade as well as current events discussed by our class.  The depth of analysis, synthesis of reading assignments, development of a cogent thesis, and overall writing mechanics will impact the grade for this assignment.  The final essay is due during our scheduled exam period. For a specific deadline, see the Schedule.
css.php