Categories
Women and gender studies

Your main goal is to use these readings and other texts to make an argument abou

Your main goal is to use these readings and other texts to make an argument about the prison industrial complex (PIC) and its relationship to gender, health, and the environment, as well as other foundational concepts we focused on in the first module of the class, particularly environmental justice, dis/ability, racism, and nation.
If you find it helpful to focus your essay around a specific question, focus it around this:
How does thinking about the prison industrial complex and/or people in prisons change or expand your understanding of the concepts we have been talking about this semester?
Assignment Purpose: To deepen your understanding of the subject by providing a structure for you think through a major concept and key pieces of evidence. The important part here is demonstrating the serious thinking and the struggle to learn something, using course reading as your essential building blocks.
Requirements:
For this assignment, you are required to draw directly and substantially from 3-5 assigned chapters, articles, or documentaries from this module of the class.
The essay should be a minimum of 1,000 words but no longer than 1,500 words.
This should be a final publish of your work, meaning that you have read through the finished essay at least once and:
corrected any grammatical or typographical errors to the absolute best of your ability,
ensured that the introduction and conclusion belong to the same paper and make the same point (sometimes our intentions drift as we get writing),
and made sure each part of the essay makes sense and contributes to the whole.
You must cite any sources you consult (including those used for class), and properly quote anything you use in your essay. You should have a bibliography. If you got the idea to connect 2 concepts from something you read, you must give the author credit by citing them. These citations should be formatted according to Chicago style requirements.
GRADING CRITERIA
Clear thesis statement
Can you tell what the thesis of the paper is? Is the thesis statement in the appropriate place in the paper? Does the paper actually do what the thesis statement says it will? Is the thesis statement debatable?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFlow between introduction, body, and conclusion
Does each paragraph have a topic statement? Does each paragraph flow from the previous (i.e. did you experience any paragraphs as a jolt to your reading)? Is each paragraph less than a page long? Does the paper have a conclusion? Does the conclusion build on the body of the paper?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFew grammatical errors and typos
Did you identify many misspellings or grammatical problems?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCitation format
Does the paper use in-text (author year) citation? Does the paper have a references list? Does each citation contain all of the important information? Is the information in the correct order and format?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeLength and other assignment requirements
Is the paper the minimum length required? Is the paper formatted in a readable way?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCritical Analysis
Does the paper make an argument beyond directly restating the readings? Does the paper demonstrate that the author has learned or developed their analysis of the topic through the writing and reading process? Are there interesting points? Did the paper make you consider or think about something differently?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeAppropriate use of examples from readings/movies/texts
Does the paper use examples from the required number of readings or texts? Apply them correctly? Apply them consistently? Are there places where this paper could make use of specific concepts we have covered but does not?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFocus on topic question
Is the paper primarily about the module topic?
Strong
OK
Weak

Categories
Women and gender studies

Discussion Post 1: This week’s discussion is a more open in that I’m asking you

Discussion Post 1:
This week’s discussion is a more open in that I’m asking you to reflect on the production and performance of your own life. In your discussion forum post:
1. Consider how gender plays out in your life. When you wake up in the morning, are there things—mundane, ordinary, unremarkable—that you do even before you start the day that are shaped by gender? What about other times during the day? Describe or name a few.
1a. Now step back. How does this cluster of questions assume a cis-gendered (or cis-supremacy) perspective? Or does it? Does it presume a clear attachment to gender that may destabilized by starting from a position that values non-binary and non-conforming embodiment? Explain where or if you can, even in brief.
2. Using the critiques from the readings or drawing from our examples through the lesson, explain how one of these things—an act, a practice, a performance—is enforced? Who enforces it? Does the enforcement come from different places. Is the practice or act itself oppressive, constraining, or confining? Are you punished for not performing appropriately according to a gender order? How do you know? How is this knowledge made knowable and perceptible to you?
3. Can you hack or deprogram or challenge or resist or undermine this gender imperative whether in terms of how you name the thing, act it out, or communicate it? How would you do this in practical terms?? Would you want challenge it or undermine it? If yes or no, why? What are the risks?
And a follow-up…
4. [If you’re interested] Can you discuss how you encounter and negotiate diverse masculinities in sports? What do you think of gender and sports, whether team or individual? Have sports hindered, harmed or enabled you? Have different conceptions of gender and masculinities especially affected how, if, or why you’ve played sports? Elaborate as you need or want.
Discussion Post 2:
The Discussion Post is due by the end of Day 5. If you’re the Facilitator for the Discussion Forum this lesson, make sure to check in regularly on the Forum and submit your final post by Day 7.
In your discussion forum post, you’re being asked to broadly contextualize the concerns and ideas from the lesson in relation to an issue, example, or object around you. This is a fairly open task, so I’m happy to see how you opt to run with it.
Choose any social issue from your own life or search for a social issue. If you want, you can look at the offerings in the Week 10 Neil Show and Share or consider the examples noted throughout the lesson. If you want to pick something beyond the lesson focus or the course, that’s fine.
Briefly summarize the event, issue, or concern. Provide links to the source if needed. Outline the social communities and groups directly affected by this issue.
Apply a critical trans politics framework, including possible alliances, allegiances and solidarity, responses to discourses of subjection and practices of normalization, relationship to the state and government and capital, etc. To do this, you need to have a grasp of what Spade means wrt to the concept. In effect, you should think more so about wider social and cultural changes or transformations that emerge beyond narrow rights- or legislation-based guarantees (i.e., the beyond the contract of the state/government and subject).
At the least, try to flesh out some ideas from the lesson by focusing on the questions of normal life, life chances, subjection, and problem of legalizing forms of life. Who is served by ‘the norm’ and normalcy? Who isn’t? Who secures this ‘normal’? How do we change it? Do we change it?

Categories
Women and gender studies

Your main goal is to use these readings and other texts to make an argument abou

Your main goal is to use these readings and other texts to make an argument about the prison industrial complex (PIC) and its relationship to gender, health, and the environment, as well as other foundational concepts we focused on in the first module of the class, particularly environmental justice, dis/ability, racism, and nation.
If you find it helpful to focus your essay around a specific question, focus it around this:
How does thinking about the prison industrial complex and/or people in prisons change or expand your understanding of the concepts we have been talking about this semester?
Assignment Purpose: To deepen your understanding of the subject by providing a structure for you think through a major concept and key pieces of evidence. The important part here is demonstrating the serious thinking and the struggle to learn something, using course reading as your essential building blocks.
Requirements:
For this assignment, you are required to draw directly and substantially from 3-5 assigned chapters, articles, or documentaries from this module of the class.
The essay should be a minimum of 1,000 words but no longer than 1,500 words.
This should be a final draft of your work, meaning that you have read through the finished essay at least once and:
corrected any grammatical or typographical errors to the absolute best of your ability,
ensured that the introduction and conclusion belong to the same paper and make the same point (sometimes our intentions drift as we get writing),
and made sure each part of the essay makes sense and contributes to the whole.
You must cite any sources you consult (including those used for class), and properly quote anything you use in your essay. You should have a bibliography. If you got the idea to connect 2 concepts from something you read, you must give the author credit by citing them. These citations should be formatted according to Chicago style requirements.
GRADING CRITERIA
Clear thesis statement
Can you tell what the thesis of the paper is? Is the thesis statement in the appropriate place in the paper? Does the paper actually do what the thesis statement says it will? Is the thesis statement debatable?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFlow between introduction, body, and conclusion
Does each paragraph have a topic statement? Does each paragraph flow from the previous (i.e. did you experience any paragraphs as a jolt to your reading)? Is each paragraph less than a page long? Does the paper have a conclusion? Does the conclusion build on the body of the paper?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFew grammatical errors and typos
Did you identify many misspellings or grammatical problems?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCitation format
Does the paper use in-text (author year) citation? Does the paper have a references list? Does each citation contain all of the important information? Is the information in the correct order and format?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeLength and other assignment requirements
Is the paper the minimum length required? Is the paper formatted in a readable way?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeCritical Analysis
Does the paper make an argument beyond directly restating the readings? Does the paper demonstrate that the author has learned or developed their analysis of the topic through the writing and reading process? Are there interesting points? Did the paper make you consider or think about something differently?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeAppropriate use of examples from readings/movies/texts
Does the paper use examples from the required number of readings or texts? Apply them correctly? Apply them consistently? Are there places where this paper could make use of specific concepts we have covered but does not?
Strong
OK
Weak
This criterion is linked to a Learning OutcomeFocus on topic question
Is the paper primarily about the module topic?
Strong
OK
Weak

Categories
Women and gender studies

Discussion Post 1: This week’s discussion is a more open in that I’m asking you

Discussion Post 1:
This week’s discussion is a more open in that I’m asking you to reflect on the production and performance of your own life. In your discussion forum post:
1. Consider how gender plays out in your life. When you wake up in the morning, are there things—mundane, ordinary, unremarkable—that you do even before you start the day that are shaped by gender? What about other times during the day? Describe or name a few.
1a. Now step back. How does this cluster of questions assume a cis-gendered (or cis-supremacy) perspective? Or does it? Does it presume a clear attachment to gender that may destabilized by starting from a position that values non-binary and non-conforming embodiment? Explain where or if you can, even in brief.
2. Using the critiques from the readings or drawing from our examples through the lesson, explain how one of these things—an act, a practice, a performance—is enforced? Who enforces it? Does the enforcement come from different places. Is the practice or act itself oppressive, constraining, or confining? Are you punished for not performing appropriately according to a gender order? How do you know? How is this knowledge made knowable and perceptible to you?
3. Can you hack or deprogram or challenge or resist or undermine this gender imperative whether in terms of how you name the thing, act it out, or communicate it? How would you do this in practical terms?? Would you want challenge it or undermine it? If yes or no, why? What are the risks?
And a follow-up…
4. [If you’re interested] Can you discuss how you encounter and negotiate diverse masculinities in sports? What do you think of gender and sports, whether team or individual? Have sports hindered, harmed or enabled you? Have different conceptions of gender and masculinities especially affected how, if, or why you’ve played sports? Elaborate as you need or want.
Discussion Post 2:
The Discussion Post is due by the end of Day 5. If you’re the Facilitator for the Discussion Forum this lesson, make sure to check in regularly on the Forum and submit your final post by Day 7.
In your discussion forum post, you’re being asked to broadly contextualize the concerns and ideas from the lesson in relation to an issue, example, or object around you. This is a fairly open task, so I’m happy to see how you opt to run with it.
Choose any social issue from your own life or search for a social issue. If you want, you can look at the offerings in the Week 10 Neil Show and Share or consider the examples noted throughout the lesson. If you want to pick something beyond the lesson focus or the course, that’s fine.
Briefly summarize the event, issue, or concern. Provide links to the source if needed. Outline the social communities and groups directly affected by this issue.
Apply a critical trans politics framework, including possible alliances, allegiances and solidarity, responses to discourses of subjection and practices of normalization, relationship to the state and government and capital, etc. To do this, you need to have a grasp of what Spade means wrt to the concept. In effect, you should think more so about wider social and cultural changes or transformations that emerge beyond narrow rights- or legislation-based guarantees (i.e., the beyond the contract of the state/government and subject).
At the least, try to flesh out some ideas from the lesson by focusing on the questions of normal life, life chances, subjection, and problem of legalizing forms of life. Who is served by ‘the norm’ and normalcy? Who isn’t? Who secures this ‘normal’? How do we change it? Do we change it?

Categories
Women and gender studies

The first 400 words will be about “read chapter nine of In Gendered Voices Femin

The first 400 words will be about “read chapter nine of In Gendered Voices Feminist Visions, and answer the prompt: Why are individuals in the U.S. most vulnerable to exploitation and trafficking?” The second 400 words will be about “read chapter ten of In Gendered Voices Feminist Visions, and answer the prompt: “What are the reasons that sexual assault survivors who are college students don’t report to their campuses?”

Categories
Women and gender studies

The first 400 words will be about “read chapter nine of In Gendered Voices Femin

The first 400 words will be about “read chapter nine of In Gendered Voices Feminist Visions, and answer the prompt: Why are individuals in the U.S. most vulnerable to exploitation and trafficking?” The second 400 words will be about “read chapter ten of In Gendered Voices Feminist Visions, and answer the prompt: “What are the reasons that sexual assault survivors who are college students don’t report to their campuses?”

Categories
Women and gender studies

Choose one of the following for the assignment that is due on october 19th:

Getting Started: Your first task is to choose an article from the list below. You’ll have read this as part of the work of the class, but for the assignment, you should return to it and read it article actively. Skim the article to see how it is organized, identify your expectations, reflect on what you already know about the topic. As you read, note key terms, use a dictionary to look up words you don’t recognize, and think about the way the author is trying to reach you as a reader.
Writing a Structured Summary: The goal of this portion of the assignment is to develop reading and comprehension skills that will prepare you for using source materials in advanced academic writing. Sometimes described as a “rhetorical précis” (pronounced pray-see), the summary has only four sentences, each of which has a specific role. See the attached guidelines for more detail on the four sentence precis. It’s really important that you follow this step precisely!
Reflection: The goal of this portion of the assignment is to reflect on how the essay that you have selected relates to larger themes of the course. You should discuss one or two ideas that you found especially interesting (or challenging, or troubling, or exciting) in the selected reading. Your grade on this portion of the assignment will reflect the level of engagement and understanding demonstrated in your writing.
List of articles from which you may select:
choose ONE of the following for the assignment that is due on October 19th:
-Leslie Feinberg, “To be or not to be” (Module TWO)
-Kim Andersen, “Constructions of a Negative Identity” (Module THREE)
-Carol Christ, “Why women, men, and other living things still need the goddess” (Module FIVE)
-Emily Martin, “The egg and the sperm” (Module SIX)

Categories
Women and gender studies

If not, why did she conform?

1) Katherina chose to rebel against between custom/family on the question of marriage. Was she showing her character & heroism in choosing or mostly protesting the favoritism shown her sister? Why? 2) Was Katherina ‘broken’ by Petruchio? If so, why? If not, why did she conform? 3) What is your opinion on Katherina’s final speech to her sister? Why?

Categories
Women and gender studies

Because we have been exiled to the house of our husbands, it is easy to forget the special quality of the female genealogy; we might even come to deny it.

This project aims to explore some aspect of our real or imagined ‘mother line.’ Writing a 2 to 3 page reflection paper and creating a 3 minute video presentation on one’s maternal lineage is one way that we will begin to think creatively and critically about our motherline.
In this project, you do not need to do any additional research. If you want to do additional research, you are welcome to do so.
Moving beyond a history that often begins and ends with the story of our fathers, the mother line muse places women’s stories and women’s history at the center of the analysis. In Sexes and Genealogies, French feminist psychoanalysis Luce Irigaray writes that knowledge of women’s genealogy allows us to maintain a healthy sense of identity.
Irigaray explains:
“Each of us has a female family tree: we have a mother, a maternal grandmother and great-grandmothers, we have daughters. Because we have been exiled to the house of our husbands, it is easy to forget the special quality of the female genealogy; we might even come to deny it. Let us try to situate ourselves within that female genealogy so that we can win and hold on to our identity. Let us not forget moreover, that we already have a history that certain women, despite all the cultural obstacles, have made their mark upon history and all too often have been forgotten by us.”
How do we begin this project?
In this project, you will start with a story, ritual, tradition, practice, or memory that is related to the power, culture, tradition, or voices that have been carried through, forgotten, reimagined, sustained, and even rejected within one’s maternal ancestry.
The starting place will vary.
Begin by answering these questions:
Who do you want to talk about? Whose story will you tell? What happened? Where? When? Why? What stories are waiting to be told? Is there a theme that is surfacing that connects to some of the themes that we have already explored in this class? Hint: look back at the readings from Week 4 for inspiration and ideas.
What will the paper look like?
In your 2 to 3 page reflection paper, you can begin to answer the above questions above. OR, you can get creative! Perhaps you can write an imagined diary entry from a maternal ancestor to you. Maybe you can write a short story. The possibilities are endless! And yes, if you want to do some research for this paper, you can do so (but it is not required).