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Women Studies/AES 322, Spring 2006 |
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Exams & Papers Critical Reading Exercise: DUE Wednesday, April 19Students will create a two-column outline of an assigned reading. For this exercise, focus on one section of either: 1) Evelynn Hammonds's "Black (W)holes and the Geometry of Black Female Sexuality" (i.e. "The Problematic of Silence") OR 2) Julie Matthaei's "Why Feminist, Marxist, and Anti-Racist Economists Should Be Feminist-Marxist-Anti-Racist Economists" (i.e. "Why Feminist and Anti-Racist Economists Should Be Marxists"). In the first column, you will identify the author's thesis and supporting arguments. Use full sentences rather than just bullet points. You may quote (with page attribution) from the article, but use your own words to restate the author's arguments. In the second column, you will identify the evidence the author provides to support her thesis and corollary arguments and articulate how it relates to race, class, and gender. On a second page, you will write a one-paragraph response to the reading, in which you can consider this article in relation to other readings and reflect upon on it using some of the guideline questions for reading provided in the syllabus. Formatting guidelines: 0.75-inch margins, 12 point Times font, single-space, black ink. [Download Critical Reading Exercise Template/Word .doc file.] Midterm
Exam: Students will take one in-class exam during the first 45
minutes of class on Monday, April
24. The exam will include definitions and short essay
questions. Portfolio Page 1—Project Description: DUE by Monday, May 1 Portfolio Page 2—Initial Analysis DUE by Wednesday, May 17 Portfolio Page 3—Response to 2 other projects DUE by Monday, May 29 (The portfolio page templates will be distributed in advance so that you can work ahead if so desired.) Final Paper DUE on Monday, June 5 Over the course of the quarter, you will gather ideas and materials for your final project. This assignment is intended to give you a concrete and localized topic through which to focus your thinking about the issues of race, class, and gender raised by this course. It is also intended to spark you to utilize creativity and critical rigor in presenting an argument related to these complex issues. You will use an online portfolio to record stages in the development of your project and share your project with others in the class. The portfolio will culminate in a final eight-page paper. ON-LINE PORTFOLIO TOOL: Login and access your Portfolio workspace. I have distributed to all class members an invited portfolio. For more information, check the Using Portfolio page. You have three options to consider as you develop your ideas for the final project. (If you have trouble getting started, check out the Final Project Research Tips page.) Option 1: Visual History/Analysis Choose a Seattle-based image that is of particular interest to you, such as a historical or journalistic photograph, a mural, or a political poster. A basic criterion for your choice is: 1) this image compels, puzzles, disturbs, or moves you; and 2) it leads you to explore the complex and changing dynamics of race, class, and gender in Seattle. In other words, it should be an image that you want to spend time investigating and that has multiple layers of meaning you can explore in relation to our course topics. Once you have chosen an image, you will investigate its historical, social, and political contexts. Some lines of inquiry to explore include: Who created the image? For what audience? How has the image been displayed or circulated? Has the image been used in ways that differ from its original purpose? How do different stories or captions associated with the image affect interpretations of it? What does the image communicate about race, class, and/or gender? Option 2: Oral History Choose as a subject someone with a background different enough from your own that their life history will provoke you to see things from another perspective. A basic criterion for your choice is that you think this person’s oral history will contribute to our understanding about the complex and changing dynamics of race, class, and gender in Seattle. Once you have identified a person and confirmed that they are willing to collaborate with you, you will conduct an oral history interview. After recording the interview, you will write up polished notes and/or transcribe the recorded interview. Then, working from the transcribed interview, you will provide social, historical context for it and analyze the narrative for what it communicates about race, class, and/or gender. Option 3: Service Learning Participant-Observation/Reflection Service learning provides students a unique opportunity to connect coursework with life experience through public service. Offered as an integral part of many University of Washington courses, service learning provides students an opportunity to experience theories traditionally studied within classrooms come to life, through serving with community-based organizations. Choosing to engage in service learning is a way to demonstrate your commitment to your community and your ability to link your academic studies to practical, real-world experiences. Students who chose the service learning option will write a final paper reflecting upon the experience that makes links to course topics and readings. [Download UW Service Learning Overview handout] The Carlson Leadership and Public Service Center, located in 120 Mary Gates Hall, facilitates contacts with community-based organizations and will help you to coordinate your service learning opportunity. How Do I Sign Up? A list of organizations and service learning positions matched with this course will be presented during the first week of classes. These listings are also available on the website www.depts.washington.edu/leader under Spring, 2006 by clicking on the course title. You will register for your service learning opportunity through this website at the end of the first week of the quarter. Registration will open at 8:00 AM on Thursday, March 30th and close at 8:00 AM on Monday, April 3rd. Who can I talk to at the Carlson Center? Carlson Center staff will be available between the hours of 9:00 am-4:00 pm Monday-Friday during the first and second week of the quarter. Jamie Lee, Student Engagement Coordinator, will be available to talk to students all day Friday, March 31st. Throughout the quarter, Jamie can be reached at advocate@u.washington.edu. Mark your calendars today for fun, engaging reflection workshops mid-way through the quarter. Join Jamie on May 2, 2:30-4pm or May 3, 4:30-6pm in MGH 258. Need writing help? UW Writing Centers & Resources Download Writing Pointers Handout Strunk & White's The Elements of Style (On-line version) Style
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Contact the instructor at: swelland@u.washington.edu
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