Spring 2013 / WRTG 3020- 083 RACE, CLASS, AND GENDER
Program for Writing & Rhetoric - University of Colorado, Boulder
2-315PM Muenzinger E114
Instructor: Dr. Olivia Chadha / olivia.chadha@colorado.edu
Office: ENVD 1B70, Environmental Design Building / Office Hours: Wed 1-4PM
Course Description
This course is designed to develop your critical thinking and analytical skills and teach you how to
communicate and display in writing the quality of your critical thinking on complex issues. The course focuses
on the intricacies of close critical reading, and closely examines various models of academic and civic
discourses around issues of race, class and gender. The roles that race, class and gender play in the production
of academic and civic discourse are investigated and interrogated. This advanced writing course reinforces,
deepens and extends the content of the lower division courses. By reading and analyzing different types of
texts you will learn more sophisticated ways of communicating knowledge, particularly how audience, purpose,
and context (rhetorical situation) in a text intersects with one another to make meaning. The course readings
consist of writings that appeal to several different discourse communities and in working with them we learn
how writers adapt content and style conventions, such as tone, genre, vocabulary, and organization to respond
to the different audiences and rhetorical situations.
Required Items
Race, Class, and Gender an Anthology ed. Margaret L Anderson & Patricia Hill Collins (digital/online version) used
copies from Amazon are fine as well (required)
Writer’s Help Online Resource (encouraged but not required, can be purchased @ www.writershelp.com)
One composition notebook
Pens, pencils
Access to CULearn for submitting essay drafts and to access additional articles
Colorado Commission of Higher Education Criteria
This Upper-Level Writing and Rhetoric seminar satisfies the upper-division requirement in the College of Arts
and Sciences by extending rhetorical knowledge and writing skill within academic and civic communities. This
course is part of the statewide “Guaranteed Transfer” pathway of courses (GT CO3).
Core and Criteria:
In this course, we will develop your understanding of the power of rhetoric. Being aware of rhetoric is
empowering as we are constantly faced with opportunities to interpret texts/communication at every turn.
Rhetoric has played a central role in the formation, expansion, and development of our identities.
Writing is not a product but a process. In this course you will draft compositions and works and revise, peerreview, and discuss them at length in order to improve upon them. You will be expected to reference a writing
handbook, online dictionary, research through Norlin Library and EBSCO.
Critical reading and thinking are essential elements within this and any other writing course. You will be
expected to read with a keen eye to rhetorical elements, authorial intent, and political implications. In order to
do so you will read carefully take notes and be ready to discuss the reading assignments in class each class
session. You will be expected to understand and utilize conventions of writing and rhetoric within your work.
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Rhetorical Knowledge: Rhetoric is the art of persuasion. The course uses a text that will establish the theoretical
underpinnings of race, class and gender issues. In examining these reading through rhetorical perspectives you
will learn to analyze and synthesize the rhetorical skills and strategies of these writers through concepts such as
voice, tone, and structure. In addition to the readings, students will offer rhetorical analyses of documentaries
that focus on class in the USA and the role our media plays in constructing masculinity. At the same time, you
will be asked to situate your own writing as it applies to multiple audiences from your immediate academic
discourse community to the larger civic discourse communities.
Writing Process: To hone and develop your writing skill this course provides you with multiple opportunities to
understand writing from an audience or reader perspective by emphasizing revision as the most important
component of the writing process. We will explore writing as a process—learning about and benefiting from
invention, discovery, drafting, revising and editing—in order to improve our own writing and further develop
our own understanding of the world around us and our place in it. The drafting process on your papers will
vary from one to three and the revision process involves in-class peer-critique workshops, small group
workshops, responding to my written feedback on some, but not all, your drafts and one-on-one conferences.
As a writing workshop, the course allows you to gain insights on your own writing from your peers. Your ability
to response to audience feedback will greatly determine your own understanding of context, purpose and
audience and develop your skills in critiquing your own writing and the work of others.
Writing Conventions: In this course you will read essays that cross genre conventions and disciplines, from
scholarly articles to more a more accessible civic minded. These writing will act as models in helping you
recognize textual features and document design such as tone, structure, specialized vocabulary, proper
documentation, and grammar as persuasive tools in your own writing compositions as you approach the
different writing assignments.
Effective Communication Strategies: Assignments in the course build upon each other in a progression that moves
you through the different forms of voice--from an autoethnography, to a visual analysis/review of a
documentary, to creating an annotated bibliography from your own your research on an issue, to a cultural
myth mapping essay. Each stage requires a more sophisticated awareness and ability to respond to the different
audiences in academic disciplines and civic discourses.
Course Goals
The purpose of this course is to develop your writer's voice and close critical reading while writing papers in a
language that is acceptable in an academic environment. This means that you will be exploring and developing
yourself as a thinker and writer in relation to the communities you participate in. The crucial issue for you as a
developing writer is the negotiation, exploration and synthesis of the space between your own personal voice
and the on-going discourses within academic and civic communities. As a class we will engage with a disparate
community of writers whose texts require you to question personal and social assumptions and focus on how
writing influences our understanding of how knowledge is created, shaped and interpreted. In creating our own
community we will approach discussions and writing with the assumptions that we are all members of a
multicultural and interdisciplinary intellectual community.
This upper division course concentrates on teaching you to use research to closely examine the dialogue on an
issue, and then to do scholarly research in order to respond to the multiple forms of writing required at the
university, including reviews, summaries, analysis and argumentation
Over the course of the semester your writing will move from personal narrative to persuasion and analysis. You
will acquire a level of expertise on an issue through library research and draw on this research when writing
your final paper. I strongly recommend you use my office hours throughout the course of the semester as well
as availing of the free tutoring services offered at the Writing Center (see below).
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Student Obligations:
Engage in Writing Process: When you write you create a product, yes, but writing necessitates multiple smaller
processes including outlining, inquiry, revising, and peer-review. It is essential that students are willing to
produce and improve upon their work. Peer-review will be utilized in order to improve essays.
Critical Thinking: In this class we will read, discuss, and analyze in order to come to larger understanding of
social, environmental and political movements. We will work on discussing and arguing with a focus on
productivity and broadening our perspectives on various controversial subject matters. It is crucial that you
reevaluate your assumptions regarding your political, sociological views in order to understand where emotions
enter your perspective and logic subsides.
Attendance: The best way to insure your success in this course is to be here. The course will include in-class
workshops, daily writing exercises, and discussions that will be impossible to make up if missed. Therefore, it is
important that you are in class, on time, and prepared every day. If you miss more than four classes, your
final course grade will drop a half a letter grade for each additional absence (i.e. if you receive a B- and
have four absences you will receive a C+, etc.). Repeated lateness will count as absence as will leaving early.
If you miss a class, please email one of your peers in order to find out what you missed.
Preparation: Being prepared for class means that you have done the assigned readings, have brought the book or
the article to class and have thought about them so that you are ready to contribute to discussion and class
activities. All writing assignments should be typed, double spaced in 12pt Times New Roman font and
formatted according to MLA standards. Writing assignments must be printed out before class for workshop.
Deadlines: You have a schedule that stipulates homework and assignment deadlines. You must complete all of
the formal writing assignments to pass the course. No late assignments are accepted. However, if a paper is
turned in late it will go down a letter grade for each class day it is late. No emailed assignments are accepted
unless arrangements have been made previously. Please do let me know if you are experiencing difficulty with
the course or outside circumstances are hindering your work. I am happy to work with you, but can only do so
when you communicate with me. We will attempt to use the online CULearn site for uploading various drafts
instead of turning physical copies in to me. If you are having trouble with an assignment, see me ahead of time
to work through the difficulties. If extreme circumstances exist that prevent you from meeting deadlines or
other obligations, talk to me ASAP and we can make appropriate arrangements. It’s best always to be
communicative with me regarding your situation.
Assignments and Grading
Formal Writing
You will write four formal papers in this class. These papers will become increasingly sophisticated and greater
in length. We will discuss each paper assignment as it approaches, and we will devote considerable class time to
generating ideas and responding to each other’s' writing. The four formal papers will include: autoethnography
(7-10 pages), a visual rhetorical analysis of a film and its ideas (5-8 pages), a critical analysis of an argument (6-9
pages), and the cultural myth project (10-15 pages). There will be a final portfolio of work that will include a
reflective essay (2-3 pages), two expanded free-writes (2-3 pages) and other elements.
Autoethnography: For this assignment, you will focus on yourself and your experiences and connect selfobservations and self-reflection to a broader cultural, political, and/or sociological meaning(s). I would
like you to study a subject in your personal culture whether your choose gender, ethnicity, class or any other
element of personhood that you feel you can tell that will produce a story that goes beyond you and connects
with a larger body of work, a discourse, and/or a population. The final essay will run 7-10 pages in length.
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Visual Rhetorical Analysis: For this assignment you will analyze an argument within the film XYZ. Choose a
photograph to analyze and craft an essay about how it works rhetorically. Research will be conducted in order
to position the photo in an historical context. Choosing a photograph that has both political heft and illustrates
a deep connection to cultural identity in America. Browse the web, periodicals, books, and find a topic that
interests you personally. The final project will be 5-8 pages in length with a works cited page.
Critical Analysis of an Argument: For this assignment, you will choose one aspect of the creation of the
American identity to explore and craft a thoughtful argument about how it developed. Some topics you may
consider are consumerism, capitalism, marketing, the digital identity, or perhaps an historical argument about a
particular location within America and how that area developed its culture. The final project should have at least
four sources, and should run about 6-9 complete pages.
Cultural Myth Project: You will spend time considering how stereotypes are created, how they are
disseminated, and how they shape and influence our culture. This project is a researched project with an
arguable thesis that traces the origins of a stereotype attached to a group to which you belong. We will spend a
great deal of time considering the various groups to which you are connected and you will conduct a historical
essay tracing the origins, reasons, and relation to reality connected to that particular stereotype. In the end, you
will find deeper meaning in how various ideas come about, and how they influence culture and community. The
final piece should run 10-15 pages.
Final Reflective Essay and Portfolio: Although you’ll write short reflective responses about your writing
throughout the semester, at the end of the semester I will ask you to take a deep breath, step back, and survey
what you’ve done over the semester. You’ll choose some of the pieces that were most useful for you and write a
brief essay in which you present an argument for how you’ve met the course objectives. In this essay, your
writing will be your evidence, so you’ll need to point to specific passages and features of your writing to support
your argument.
Informal Writing: Each week you will type a one page rhetorical or theoretical response to one or more of the
readings. There will be a total of twelve one-page responses. Remember, late responses will not be accepted.
Responses will be due every Thursday.
In Class Writing: All classes will begin with a free-write exercise that will be prompted by a question, thought or
image to get comfortable with the writing process.
Presentations: In order to fully understand a text, it is important to be able to critically read an article and present
it to the class. Every student will sign up to present one article to the class during the semester. You will prepare
a five to ten minute discussion about the article beginning with a summary of the text, background on the
author, discussion of the article’s main argument, rhetorical appeals, the article’s audience, and finally end the
presentation with two discussion questions that you will pose to the class. Your final researched paper will
also be presented to the class in much the same manner. Many students opt to construct a PowerPoint
presentation, which is acceptable, and works quite well for the presentation assignments. If you are interested in
making one, and don’t have experience with PP, feel free to ask me during office hours. You can use your
laptop or check one out from Norlin. If you do have a Mac, make certain you check out the proper equipment
for the video connection (a “dongle”) in the classroom from Norlin or the reception desk in the UMC.
Workshops: Each paper you write will be drafted in stages. When you write a complete rough draft we will
discuss them at length in workshop sessions in class with your peers. During the workshop you will exchange
papers with other students in class who will read and offer suggestions. I will also offer suggestions on most
stages of the drafting process. Workshop participation is directly related to your participation grade. I will make
note of the work you bring in for workshop and the condition (a complete draft, incomplete draft, etc.).
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Writing Process: In this class the writing process will be broken down into stages. All of which will be
discussed at length.
1.
Summary or Introduction
2.
Draft 1
3.
Draft 2
4.
Final Draft
Conferences: During the course of the semester, I ask that you come to my office hours to discuss your work at
least one time during the semester.
Writing Center: All students are invited to bring their writing to the Writing Center in Norlin Library for
feedback and advice. Students are welcome to bring writing from any discipline at any stage of the writing
process. Fifty-minute consultations with experienced writing consultants are available by appointment at no
charge to CU students. Because the Writing Center is a very popular campus resource, please plan to make
reservations at least one week in advance. Reservations can be made through the Writing Center website or in
person. Goals of the WC: improve your planning, logic, and organization, refine your clarity, style, citation, and
grammar, prevent procrastination and writing anxiety. Find more information
at: http://www.colorado.edu/pwr/writingcenter.html
Grading Distribution:
All final drafts of papers will receive a letter grade that will be calculated into your final grade. Rough drafts will
receive checks but no letter grade, but you must complete the rough drafts and summaries (or introductions) in
order to be permitted to continue to a final draft stage. The editorial comments will also change as the semester
proceeds. The first paper will receive a great deal of comments throughout. The second paper will be peerreviewed and you are welcome to bring the paper into my office hours for additional comments. The final
paper will only receive a grade.
Paper 1: 100
Paper 2: 150
Paper 3: 200
Paper 4: 250
Reflection portfolio: 100
Presentation: 50 x 2
Participation: 100
Total: 1000 Points
Academic Honesty
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic
integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic
dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be
reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty member
and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other
information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at
http://honorcode.colorado.edu
Safe Zone
To ensure a safe and respectful environment for our work, NO discriminatory comments based on ethnicity,
gender, religion, class, sexual orientation, affiliations, or culture will be tolerated. If you ever feel uncomfortable
with any of the discussions feel free to contact me. Also, if you require any additional accommodations for any
reasons please come and see me during the first week of class or email me so that I can assist you. Students and
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faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere
to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially
important with respect to individuals and topics dealing with differences of race, culture, religion, politics,
sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to
the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name
or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate
changes to my records. See policies at
http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
Disability If you qualify for accommodations because of a disability, please submit to your professor a letter
from Disability Services in a timely manner (for exam accommodations provide your letter at least one week
prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based
on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu.
If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at Disability
Services website (http://disabilityservices.colorado.edu/) and discuss your needs with your professor.
Religious Holidays. Campus policy regarding religious observances requires that faculty make every effort to
deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled
exams, assignments or required attendance. In this class, if you plan on being absent due to a holiday, please let
me know a week in advance so I can give you the assignments ahead of time, as you will be required to
complete the assignments ahead of time. See full details at http://www.colorado.edu/policies/fac_relig.html
A comprehensive calendar of the religious holidays most commonly observed by CU-Boulder students is at
http://www.interfaithcalendar.org/
Discrimination & Harassment. The University of Colorado Boulder (CU-Boulder) is committed to
maintaining a positive learning, working, and living environment. The University of Colorado does not
discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or
veteran status in admission and access to, and treatment and employment in, its educational programs and
activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or
harassment based upon Protected Classes or related retaliation against or by any employee or student. For
purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy,
age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status.
Individuals who believe they have been discriminated against should contact the Office of Discrimination and
Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550. Information
about the ODH, the above referenced policies, and the campus resources available to assist individuals
regarding discrimination or harassment can be obtained at http://hr.colorado.edu/dh/
Classroom Behavior: Students and faculty each have responsibility for maintaining an appropriate learning
environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional
courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences
of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and
gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the
student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun.
Please advise me of this preference early in the semester so that I may make appropriate changes to my records.
See policies at http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code Faculty and students
should be aware of the campus ‘Classroom Behavior’ policy at
http://www.colorado.edu/policies/classbehavior.html as well as faculty rights and responsibilities listed at
http://www.colorado.edu/FacultyGovernance/policies/Professional_Rights_and_Duties.pdf
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Syllabus. By reading this syllabus, you, the student, recognize and agree with the details of this course. I like to
think of the syllabus as a contract; therefore, if you need clarification please ask me in the beginning of the
semester.
Schedule of Readings and Assignments
Week 1
T 1/15: Introduction to course and to each other, how to be a critical reader, approaches to essay 1,
Autoethnography, self-interview exercise
Th 1/17: Discuss readings, autoethnography summary due bring hard copy to workshop, upload to D2L
Discuss: Tan and Alexie essays
__________________________________________________
Week 2
T 1/22: Autoethnography draft one due for workshop, upload before class, discuss workshop rubric
Discuss: Part I: “Why Race, Class, and Gender Still Matter” & “Missing People” Arturo Madrid
Th 1/24: Discuss readings and arrangement of paper, outline in-class
Discuss: “Chappals and Gym Shorts” by Almas Sayeed & “From a Native Daughter” by Haunani-Kay Trask
___________________________________________________
Week 3
T 1/29: Autoethnography draft 2 due in class, bring hardcopy (no upload) peer workshop discuss
readings
Discuss: “Label Us Angry” by Jeremiah Torres” & “A Different Mirror” by Ronald T. Takaki
Th 1/31: Discuss the reading assignments, revision process, and an open forum regarding the autoethnography
with in-class writing
Discuss: “White Privilege” by Peggy McIntosh & “Race, Poverty, and Disability” by Block, Balzazar, and Keys
__________________________________________________
Week 4
T 2/5: Revision techniques, discuss reading
Discuss: Part II “Systems of Power and Inequality” by Anderson & Collins
Th 2/7: Autoethnography final draft due, upload to D2L by 5PM, discuss goals of Paper 2 Visual
Rhetorical Analysis, view part I of film
Discuss: “Seeing More than Black and White” by Elizabeth Martinez & “Color-Blind Privilege” by Charles
Gallagher
__________________________________________________
Week 5
T 2/12: View part II of film, bring your initial analysis of film on Thursday
Discuss: “What White Supremacists Taught a Jewish Scholar About Identity” by Abby Ferber & “The
Contested Meanings of “Asian American” by Nazli Kibria
Th 2/14: Short analysis/summary of Paper 2 due, workshop in class upload to D2L before class,
discuss visual rhetoric further, in-class writing exercise with Duke University *Ad Access Ads
Discuss: “Race as Class” by Herbert Gans & “Shadowy Lines That Still Divide” by Scott & Leonhardt
__________________________________________________
Week 6
T 2/19: Analysis paper draft one due, upload to D2L before class, workshop in class
Discuss: “Is Capitalism Gendered and Racialized?” by Joan Acker & “Health and Wealth” by Jacobs and
Morone
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Th 2/21: Diversity Conference: Dynamics of Inclusion: 8-noon in British Studies Room, Norlin Library
Discuss online: “Sub-Prime as a Black Catastrophe” by Oliver and Shapiro & “Lifting as We Climb”
__________________________________________________
Week 7
T 2/26: Analysis draft 2 due for peer review in class (no upload)
Discuss: “Becoming Entrepreneurs” by Adia Harvey & “The Well-Coiffed Man” by Kristen Barber
Th 2/28: Online Class: Dr. C at Conference through the weekend
Discuss online: “Sex and Gender Through the Prism of Difference” by Zinn, Sotelo, and Messner & “The
Myth of the Latin Woman” by Judith Ortiz Cofer
___________________________________________________
Week 8
T 3/5: Paper 2, Final Draft Due today, upload to D2L. Introduction to project 3: argument analysis
annotated bibliography
Discuss: “The Culture of Black Feminity and School Success” by O’Connor, Lewis, Mueller & “The First
Americans” by Matthew Snipp
Th 3/7: Library Visit to conduct research
Discuss: “Is this a White Country, or What?” by Rubin & “Optional Ethnicities” by Mary Waters
___________________________________________________
Week 9
T 3/12: Bring abstract for annotated bibliography to class for workshop, upload to D2L
Discuss: “A Dream Deferred: Undocumented Students at CUNY” by Munoz & “Prisons for Our Bodies,
Closets for Our Minds” by Collins
Th 3/14: Discuss readings
Discuss: “The Invention of Heterosexuality” by Jonathan Katz & “An Intersectional Analysis of ‘Sixpacks’,
‘Midriffs’ and ‘Hot Lesbians’ in Advertising by Rosalind Gill
___________________________________________________
Week 10
T 3/18: Draft one, annotated bibliography due, upload to D2L, in class workshop
Discuss: “Darker Shades of Queer: Race and Sexuality at the Margins” by Chong-Suk Han & “Selling Sex for
Visas” by Denise Brenan
Th 3/20: further library research / handout Paper 4 Myth Mapping and in-class discussion, return
from break with your topic in-hand
Discuss: Part III “The Structure of Social Institutions” Anderson & Collins & “Race, Class, Gender, and
Women’s Works” by Amott & Matthaei
____________________________________________________
Week 11: SPRING BREAK: MARCH 25-29 – annotated bib due 3/25 on D2L
____________________________________________________
Week 12
T 4/2: Discuss Paper 4: Myth-Mapping Project, begin work in class today
Discuss: “Are Emily and Greg More Employable than Lakish and Jamal?” by Bertrand & Mullainathan &
“Gender Matters” Weissinger
Th 4/4: Summary of Paper 4 project due in class today
Discuss: “Our Mother’s Grief” by Bonnie Dill & “Rethinking Families and Community” by Naomi Gerstel
____________________________________________________
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Week 13
T 4/9: Annotated bibliography for Paper 4 due (at least three entries), discuss readings
Discuss: “Straight is to Gay as Family is to No Family” by Kath Weston & “Navigating Interracial Borders” by
Erica Childs
Th 4/11: Draft 1 of Paper 4 due for workshop in class today, workshop and upload to D2L, discuss
readings
Discuss: “Families on the Frontier” by Pierrette Sotelo & “White Flight in Networked Publics?” by Danah
Boyd
____________________________________________________
Week 14
T 4/16: Draft 2, Paper 4 due today, workshop in-class
Discuss: “The Bachelor” by Rachel Dubrofsky & “Crimes Against Humanity” by Ward Churchill
Th 4/18: Go to Library as a class for research time
Discuss: “Media Magic” by Gregory Mantsios & “Gladiators, Gazelles, and Groupies” by Julianne Malveaux
____________________________________________________
Week 15
T 4/23: Revision/ FCQs, final presentations
Discuss: “Across the Great Divide” by Barbara Jensen & “Interpreting and Experiencing Anti-Queer
Violence” by Doug Meyer
Th 4/25: Last words on revision, final presentations
Part IV “Pulling it All Together” Anderson & Collins & “Sustainable Food and Privilege” by Janani
Balasubramanian
____________________________________________________
Week 16
T 4/30: Final presentations
Th 5/2: Final Presentations and Myth Mapping paper & final revision portfolio due today in class,
please treat this class as a final exam, as there are no late assignments and your portfolio must be
turned in to me in this class and no other time. I will gladly accept early portfolios.
*There is one thing that is certain about life: change. Therefore, I reserve the right to alter assignments and
deadlines for your benefit.
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