Assignments

Here’s a breakdown of assignments and how they’re evaluated. As assignments are discussed in more detail, make sure to check here for links to supplementary materials like expectations and grading rubrics.

Grading Breakdown
Participation                                                15% (150 points)
Concept Analysis                                        20% (200)
Engaging Assignments                               25% (250)
OpEd Piece                                                  15%  (150)
Campus-Community Connection Project     5%  (50)
Final Project                                                20% (200)

Participation (15%)
Your participation grade will include pop quizzes, your contribution to class discussion, homework, and attendance. Attendance: You are required to attend all class meetings and will be held accountable for the material covered during each class whether you’ve attended or not. If you miss class, check in with your classmates—please don’t email your instructor and expect her to fill you in. (That’s suuuuper annoying.) Absences: Each unexcused absence after the third will cause your course grade to drop one grade level (i.e. A becomes A-, B+ becomes B, etc.). If you know you will be missing class, please contact your instructor as soon as possible. (Btw, this doesn’t mean you have an excused absence; it just means you’re being professional and courteous.) Tardiness: if you are late three times, I will consider than an absence; if you are more than 10 minutes late, I will consider that an absence. So be on time, please. Class participation: This is a discussion-centered course; we’re going to do a LOT of talking. The more voices we hear, the more perspectives we process, the more we learn. Asking questions, offering comments, and respectfully challenging your classmates and I are the best ways to make this happen. With this in mind, your job is to come to class having read the assigned text(s) and/or completed the assignments, but also having prepared yourself to discuss the materials. To help you do this, consider reading actively. Jot down your thoughts as you read, then bring them to class with you. Above all, be prepared to take both what you do understand and what you don’t understand about an issue, text, or piece of writing and get them out into the open—be prepared to talk!

*Two notes regarding circumstances that may alter your attendance and class participation. First, if you are involved in university athletics and will be unable to attend one or more class meetings, you must inform me at least a week in advance (do not rely on your athletic adviser to do this!). Alternative assignments will be developed, in consultation with the student-athlete, on an individual basis. Second, if you have been diagnosed with a learning disability that may affect your participation in this course, please feel free to let me know so that we can work together to gather effective resources.

Concept Analyses (20%)—“What’s Sex Got to Do With…?”
Over the course of the semester you are required to complete a series of posts involving our course blog category: “What’s Sex Got to do with…_____?” This category is for posting images, memes, links, news items, Buzzfeed quizzes, or anything else that you feel speaks to issues related to the politics of sex, sexuality, discrimination, and/or our readings and class discussion. It could also include anything that you believe especially deserves a feminist, Marxist, social constructivist and/or queer analysis. Entries filed under this category should be entries that invite us to apply the critical skills we are learning to popular culture/current events or that inform us about ideas/topics/images that are important for raising critical awareness of sex and society. Each post should be about 500 words (or, roughly, a page and a half double-spaced). Here’s a checklist to help you keep track of your posts: wgs-160-assignments-checklist And here’s the grading rubric and instructions: wgs-160-concept-analysis-rubric 

In your final (6th) Concept Analysis post, you are asked to extend the length to 500 words, and to address the question: for you, which is the most important or influential concept to understanding the relationship between sex and society that we covered in the class and why?

All post and comments must be submitted for publication no later than 11:59pm on the last day of class, Wednesday, December 3rd. Late posts and comments will not be accepted.

Engaging Assignments (25%)
You will be asked to submit a series of 900-word responses, in which you engage with a specific topic related to a course reading assignment, film, or discussion surrounding an assignment. These posts are more formal in nature than the Concept Analysis posts, as are the requirements. Here’s a checklist to help you keep track of your posts: wgs-160-assignments-checklist And here’s the grading rubric and instructions: wgs-160-engaging-assignments-rubric All post and comments must be submitted for publication no later than 11:59pm on the last day of class, Wednesday, December 3rd. Late posts and comments will not be accepted.

Campus-Community Connections (5%)
By November I ask that you select a relevant campus or community resource and post a profile of the organization, including an interview with someone involved in the organization. Options include working with on-campus center such as the Office for LGBTQI Life and the Black Cultural Center, or off-campus organizations such as the Sexual Assault Center or PFLAG Nashville. You can find the assignment prompt and grading rubric here: wgs 160 connections project

Op-ed Piece (15%)
An op-ed (short for “opposite the editorial page”, not “opinion editorial”) is a piece typically published by newspapers, magazines, and the like which expresses the opinions of a named author usually affiliated with the publication’s editorial board. You will submit in hard copy your own op-ed piece—from a list of possible topics or you may select your own, as long as it addresses VU culture. Feel free to click here for more info on what op-ed pieces are all about. Here’s the assignment prompt: op ed assignment. And click here to sign up for a one-to-one conference time.

Final Project (20%)
You will work in groups to produce a final project. The topics are varied, and I encourage you to follow your interests—more to come as the semester progresses. Each final project will include 1) a one-page proposal due on 11/17, a written component, group presentation (to be delivered on one of the last two classes of the term), and group evaluation form. Here’s the assignment prompt for the final-project-and-presentation and here is the group evaluation form.

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