Assignments

  • Class Participation—Because this course is a speaking intensive seminar, students are required 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 meet prepared to meet with me in class on Friday prior to their facilitation to discuss their plans. Grades will be based on the following criteria:
    • Meets with me to discuss their facilitation plans on Friday prior to their facilitation.
    • Has a working facilitation plan to present at Friday’s meeting.
    • Responds to feedback and makes appropriate changes prior to their facilitation.
    • On the first day of their facilitation, lay out their classroom activities for the week.
    • Generates discussion questions that address larger themes within the reading(s) to promote debate and conversation. (NOTE: Avoid questions that can be answered with a “yes” or a “no.”)
    • Writes questions that address particular details within the reading(s) that facilitators believe to be significant.
    • 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 reading 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. For each workshop day, students will add a plot point to the class map (see Schedule for specific deadlines). Each map point must include the following:
    • Title (including the student’s name)
    • Unique pin
    • An image
    • Summary of the news item
    • Bibliographic citation at the bottom using Chicago Manual of Style

Every couple of weeks, a select number of students will informally present their work up to that time on the class map. 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 (news articles must be published during the semester).
    • Speaks loudly and coherently.
    • Uses suitable posture and gestures.
    • Answers questions competently.

At the end of the semester, students will give a 5-minute, formal presentation on their contribution to the class map. Presentations will 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 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.

Final grades for the map project will be based on the quality of each map point, participation in workshops, and the final presentation.

  • 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.