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WGST 200: Spring 2021 Zeiner-Carmichael

General Education Cumulative Essay (Signature Assignment) Due: via Dropbox on Oaks. Monday, April 26th, 11:30 pm (or earlier) Points: 50 points (see rubric below)

WGST 200 counts towards general education Humanities credit. As such, all students must complete a Signature Assignment (Gen Ed analytical essay) that meets Student Learning Outcomes for Gen Ed and WGS as described below: General Education Student Learning outcomes for Humanities* 1. Students analyze how ideas are represented, interpreted, or valued in various expressions of human culture. 2. Students examine relevant primary source materials as understood by the humanities area under study [WGS, in this case] and interpret the material in writing assignments. WGST 200 Student Learning outcomes* 1. Students demonstrate critical thinking skills about gender in contemporary cultures and societies. 2. Students demonstrate an understanding of the role of intersectionality in examining an issue in contemporary cultures and societies. *These learning outcomes will be assessed via an analytical essay assignment worth 50 points (10% of your final grade). It will be due Monday, April 26th, in Oaks Dropbox (by 11:30 pm). This deadline is firm.

Analytical Essay Assignment: Students will write a 1,000-1,200 word essay exploring a contemporary social justice issue related to women’s and gender studies from an intersectional perspective, and will analyze this issue via at least two primary sources that are recognized as relevant by the discipline. Based on your analysis of the primary source, you will need to discuss how this social justice issue is represented or valued in our culture. Requirements: (see grading rubric below for more details on required content) 1. Students must identify a key social justice issue relevant to WGS. Examples of social

justice issues could be the wage gap, intimate partner violence, sexual assault, sexual harassment, abortion restrictions, coerced sterilization, health disparities, human trafficking, intersex rights, etc. The thesis statement should clearly identify the social justice issue and the purpose of the paper.

2. Students must integrate at least two different areas of intersectionality (e.g., sexism, racism, heterosexism, ableism) in their discussion.

3. Students must engage with the primary source(s) chosen in contributing to an

understanding of the issue, identifying both strengths and limitations of the way this source represents your social justice issue. You may use any sources from class readings, lectures, video clips, etc. In addition, you need to incorporate at least one primary source beyond those assigned for the course.

Signature Assignment, Grading Rubric

50 points total Excellent 9-10 Good 6-8 Poor 0-5 Explanation of Social Justice Issue (thesis statement & issue description) 10 points

Clearly identifies a social justice issue. Develops in depth and comprehensive analysis of the issue.

Identifies a social justice issue. Develops some analysis of the issue, but important aspects are missing.

Vaguely identifies a social justice issue (or the issue is not social justice related). Minimally analyzes the issue.

Understanding of differences across social categories. 10 points

Demonstrates strong grasp of intersectionality.

Demonstrates good understanding of intersectionality.

Demonstrates weak understanding of intersectionality.

Interpretation of Evidence (primary source) 10 points

Engages information from source(s) with enough interpretation to develop a comprehensive analysis.

Engages information from source(s) with some interpretation but not enough to develop a coherent analysis.

Engages information from source(s) without any interpretation.

Evaluation of Evidence (primary source) 10 points

Evaluates appropriate source(s) critically with attention to how the source contributes to understanding the issue.

Evaluates appropriate source(s), but not in- depth; provides some discussion of how the source(s) contributes to understanding.

Does not provide an evaluation of source(s); does not discuss how the source(s) contributes to understanding; or evaluates an inappropriate source(s).

Possible changes or recommendations for future actions. 10 points

Provides thoughtful discussion on meaningful actions or possible change to address the issue.

Provides partial discussion of possible change or actions to address the issue.

Does not address possible change or actions to address the issue, or does so minimally.