WS 101 M/W- Cora Agatucci

[ Syllabus | Course Plan | Assignments | Student Writing | WS Timelines | Women's History Month |
| WS 101 Links | WS 102 Links-Humanities Topics | WS 102 Women's Arts]

WS 101 Online Assignments
dialogues study guides online student study guides
guest presentation assignments
discussion papers online student discussion paper
final self-reflection

Dialogues Directions vary and will be explained in class (see WS 101 Syllabus and Course Plan). When handouts have been given in class, online versions will also be posted here.

Dialogue #1 - Course Goals & Responses online handout:
1. Briefly introduce yourself.
2. Explain why you elected to take this course, WS 101—beyond satisfying a humanities "B" list requirement or other program requirements. In your explanation, please comment on whether you have studied women and gender before in any of your previous courses at college and/or in your previous education.
3. Read through the WS 101 Syllabus and Course Plan—with special attention to "Key Course Questions and Learning Objectives" (WS 101 Syllabus, pp. 1-3). Then list any of the course questions/objectives that you share and/or find particularly valuable.
4. Also propose any additional course learning goals that you personally would like to achieve this term in WS 101.
5. Describe your learning style: that is, under what conditions and/or with what kind of learning activities and assignments do you feel that you learn most effectively? In your response, you may wish to comment on the teaching styles of instructors that seem to help you learn best, and/or how well you work and learn with other students in large class, teamwork, and/or small group situations.
6. After reading the WS 101 syllabus and course plan, also review the Table of Contents (and perhaps skim the contents) of the WS 101 Packet—with special attention to the list of scheduled WS 101 Speakers and Presentations (packet, p. 1). Consider also Cora’s opening day introduction to the class. Then describe your responses to WS 101 so far. In describing your responses, please:

a. briefly explain why you are responding as you are whenever possible;
b. identify which aspects of the class particularly interest you;
c. pose any questions or sources of curiosity that you may have;
d. raise any concerns and/or objections that you may have;
e. tell Cora anything else that you believe would help us develop a constructive working relationship in WS 101 this term.

Dialogue #2 - Feminist position statement & contextualization exercise: Oral directions will be given in class (see WS 101 Course Plan and/or contact Cora: cagatucci@cocc.edu). For the first part, "Feminist Position Statement," I'd like you to use what you have learned from Cora's presentation "Feminisms Yesterday and Today" and the packet reading assignments to offer your definition of "feminism/feminist" and to speculate on what kinds/elements of the various feminist orientations and theories that you might endorse. For the second part, the "contextualization exercise," (which was partially demonstrated in clas), see Cora.

Internet Explorations (for PC) online handout:
On Netscape, "Home" (on COCC Pioneer computers)= COCC Home Page
URL: http://www.cocc.edu
Exploration #1 – Cora’s WS101 Webpages

1. Click "People"
2. Click "Faculty"
3. Click "Cora Agatucci"
4. Cora’s Home Page – URL: http://www.cocc.edu/cagatucci
5. Scroll up and down the page to see what’s offered.
6. Click "Schedule" (Cora’s current teaching schedule (hyperlinked), office hours, & other commitments)
7. Click "Classes" (Cora’s current term hyperlinked courses: scroll up and down the page for other courses and course related information and links)
8. Click our class to go to its syllabus page. At top of the syllabus page, you will find links to course-related webpages; Visit the Course Plan and other course-related pages linked to the syllabus page. Note: if you click "Cora Agatucci," you will be returned to Cora’s Home Page. You can also click "Back" or "Forward" in the Netscape menu at the top of the computer screen to move back and forth between the previous webpages viewed.
9. Click "WS Links"
10. Explore some of the hyperlinks to websources on women’s and gender studies on the World Wide Web (WWW).
11. Click "WS Timelines":
12. Explore some of the hyperlinks embedded in the WS Timelines.

If you have time here are some more possible explorations:

Looking for online help with writing and research? Go back to Cora’s Classes page and click the link to "Resources for Writers and Researchers": scroll up and down the page and click hyperlinks to visit sites of interest.

Exploration #2: COCC Library Research via Infotrac 2000 Periodical Database

1. Return to any of Cora’s webpages and click the "COCC" icon at the top of the page. This will return you to the COCC Home Page.
2. Click "Library" on the COCC Home Page
3. Scroll down until you find "Search Periodical Databases: and click.
4. Click "Infotrac 2000 Search Bank"
5. Click "Proceed" button.
6. Click "Expanded Academic ASAP 1995" (Jan 1998 with access to 1980-1993)
7. Think of a subject that you would like to research.
8. Click "Subject Guide" (or you can click the "key word" option if you want to view only periodical articles that have that key word in them.
9. Type in the Subject that you want to search (e.g., "Chinese film") and press the "Enter" key on your keyboard.
10. Scroll down the list of articles contained in the Infotrac 2000 database and click "View" for any that you want to read. At the top you’ll be told how many articles have been retrieved—these are the most recent articles. At the bottom of the page, you can click "Next page" to see more articles if they don’t all fit on current page. You’ll also find an icon for any Back articles (older articles back to 1980 on the subject): click that icon if you want to explore further.
11. To start a new Infotrac search, you can click "Back" Netscape button at the top of your computer screen until you are returned to the initial search page (see steps #7-8 above).

Exploration #3 – WWW Search Engine: Alta vista

1. At the top of your Netscape terminal screen, click "Search"
2. Scroll down the page until you locate "Alta Vista" under "Search Engines."
3. Click "Alta Vista."
4. Type in a subject or key words that you would like to search on the World Wide Web.
5. The first listings on Alta Vista will be those that contain all the words you typed in somewhere on the referenced websites. Scroll down the page and click on any that look interesting and/or promising.
6. At the bottom of the screen, you will find numbered icons to additional pages of websites related to your search. Click "2" and move on through the websites.
7. Happy websurfing!!

Dialogue #3 - Internet explorations: Oral directions for Dialogue #3 will be given in class (see WS 101 Course Plan and/or contact Cora: cagatucci@cocc.edu), but essentially I'd like you to discuss some of the links related to Women's and Gender Studies (via Cora's WS 101 website: WS Links and WS Timelines) that you visited and what you learned from the internet exploration exercise.

Top of this page

Study Guides online handout: Three (3) Study Guide assignments, some individual and some group, will be assigned this term in connection with selected WS 101 Presentations (see WS 101 Syllabus and Course Plan). After the Study Guides are completed, copies will be distributed in the form of handouts and/or posted on Cora’s WS 101 website so that all members of the class can all benefit from them in constructing our shared understanding of studies in women and gender, and to help students prepare for WS 101 Discussion Papers and the Final Self-Reflection.

Part I: Briefly summarize or outline 3 to 5 main points (using complete sentences!), and define any key terms and concepts introduced in the assigned presentation (including any assigned reading and/or other learning aids/activities).

• Goal: To help students better understand the main points and key concepts of presentations;

Part II: Pose 3 to 5 follow-up "Questions for Thinking and Discussion" (and/or make provocative statements about the presentation that will encourage active response from others)

• Goal #1: to stimulate critical and connected thinking, and engaged responses to presentation topics and approaches;
• Goal #2: to stimulate students to consider the personal and professional value and implications of the assigned presentation, taken separately and considered in relation to other presentations, in advancing and completing our understanding of women’s and gender studies;

Part III: Compare-Contrast this presentation to others; then pose some questions and/or make some statements that suggest meaningful similarities and/or differences you see between this assigned presentation, and other presentations and/or course materials. Goals:

• Goal #1: to identify any recurring themes, issues, and/or patterns you see relevant to our studies of women and gender;
• Goal #2: to guide students in considering significant similarities and differences among presentations and course materials in the kinds of knowledge, personal and professional perspectives, and methods used to approach women’s and gender topics;

Part IV: Propose one or more topics and/or questions raised but not answered by the assigned presentation that you consider worth "Further Study and Research" (someday...)

• Goal: To give a focus and provoke interest in further inquiry and research—for those students who may wish to continue their studies of women and gender beyond WS 101.

Cora will prepare a sample Study Guide on her own presentation, "Feminisms Yesterday and Today" as a guide (see below). See also

online student study guides

Sample Study Guide online handout:

(Please use this heading on the first page:)

Cora Agatucci (Your Name)
WS 101, Prof. Agatucci (Identify Course & Instructor)
Study Guide #1 (Sample) (Identify the Assignment)
January 27, 1998 (Date Due)

Study Guide for "Feminisms Yesterday and Today" (Week #2)
(Offer a clear title, naming the Presentation and the Week of the Term)

(Identify the Presentation fully, and any related assignments)
Speaker: Cora Agatucci
Date: Tuesday, January 13, 1998
Reading/Related Assignments: WS 101 Packet: Read (& annotate!) "What Is a Feminist?" (pp. 38-39); & "Feminist Orientations & Theories" (pp. 40-48); Dialogue #2: Feminist Position Statement and "Contextualization" Exercise

Part I: Summary of Main Points and Key Concepts

A. What is a Feminist and Feminism? There is no single answer to this question for there are many definitions of "feminist"—including negative stereotypes of feminism, as defined by hostile non-feminists—just as there are many varieties of "feminisms." However, there is some common ground among those who define themselves as "feminists":

1. Most Western feminists might endorse Annette Barnes’s definition (WS Packet p. 38), especially that women are not inferior to men, that women should have rights equal to men’s, and that much study and open re-evaluation remains to be done to determine exactly what females and males are and how they are different.
2. Many academic feminists would share the underlying assumption that traditional education and knowledge is androcentric (male-centered) and biased to women’s disadvantage-- one reflection of the inequitable patriarchal (literally, "rule by the fathers") systems of Western societies that have traditionally tended to undervalue, overlook, and disadvantage females (see "The Difference It Makes," WS 101 Packet, p. 38)
3. Many academic feminists would endorse common general goals and methods (described in WS 101 Packet, pp. 38-39) in their studies of women and gender.

B. What are the varieties of (Western) Feminisms? Some of the major "Feminist Orientations and Theories" of U.S. feminisms are outlined in the WS 101 Packet (pp. 40-48).

1. Two major orientations are (1) those that center women (gynocentric) and focus on gender differences; and (2) those that minimize gender differences to focus on common (androgynous, or female and male) qualities.
2. Readings of Women’s Studies Timelines in the also show that feminisms each has a history, developing in response to a particular historical/cultural context, and shaping and reflecting changes in that climate over time.

a. For example, "liberal feminism" reflects its roots in Enlightenment thinking and the age of the U.S. and French Revolutions, and predominated the thinking behind the U.S. Woman Suffrage movement of the 19^th and early 20^th century, with its emphasis on the rights (to vote, especially) of the individual, whether female or male.
b. More recent varieties of feminisms—e.g., "Multicultural," and "Global"—reflect a contemporary widening of feminist thinking and concerns to encompass the great cultural diversity among women (and men) of our globally interconnected world, as well as other factors besides gender—like class and race—in their lives and cultures that may subordinate and disempower them.

C. "Gender" (that female and male nature, roles and expectations are "learned" through "nurture" and socialization, rather than biologically and unchangeably determined by our "sex" at birth) is an important concept in many feminisms —potentially revolutionary and threatening to the status quo. If we have learned our "gendered" identities and roles, we can unlearn them and change the inequities patriarchal gender systems produce.

D. "Contextualization" is a feminist concept stressing the importance of examining the "contexts" that shape individuals, as well as movements and theories—especially self-examination of one’s own "context"--to understand where we and others "are coming from" (see WS 101 syllabus, #4, p. 3) and how our "contexts" are influencing our personal and professional lives, beliefs, attitudes, perspectives, etc.—for example, whether or not we might define ourselves as "feminist" and, if so, what kind of "feminist" we might be.

1. Cora began a "contextualization" exercise in class: she first had to think of the many aspects of her identity that seemed significant—especially in terms of conferring privilege or disadvantage in our society (e.g., woman, U.S. citizen, "white," working class, heterosexual, etc.). We all have "gender," but also many other "identities" that have advantaged or disadvantaged us in our culture and society.
2. Cora then tried to classify each of these identities as a "+" factor, tending to give her a privileged position in our society (e.g., "assimilated" white, heterosexual); or as a "-" factor, that would tend to disadvantage her in our society (e.g., woman, working class); or as a neutral or "+/-" factor (sometimes advantageous, sometimes not).
3. Cora identified herself as an "inclusive feminist" (see WS packet, p. 47) and began to suggest some of the "identity" factors in her past experiences that have led her to this kind of feminism.
4. Cora also cited a quotation from Toni Morrison: "Definitions belong to the definers" to suggest the power that lies in taking control of—as well as responsibility for--the ways that she defines herself, rather than letting other people define what she is—e.g., as a "feminist"—for her.

Part II: Questions for Thinking and Discussion
1. What is the value of feminism(s)—feminist theories/orientations, goals, methods, and criticisms of society and education? Or are they valuable? Why or why not?
2. What can Cora’s "contextualization" exercise teach us about ourselves—and others? Some possibilities to consider:

1. Such an exercise can help us realize the ways we are privileged that we might otherwise overlook, as well as the identity factors that we are conscious of as having disempowered us (since we are usually very painfully aware of instances of discrimination against us). So what? Why is it important to realize how we might be "privileged" and/or "disadvantaged"?
2. How do you deal with difference—gender or other differences? How have others dealt with your difference—gender or other kinds of differences among your many identities? Do you see any correlation between what you have discovered about yourself by doing the "contextualization" exercise and how you deal with others who are different from you? How should we deal with others who are different from ourselves?
3. If it is too simplistic (and sometimes inaccurate) to say, "I am woman; therefore, I am a victim of our patriarchal gender system"; or "I am man; therefore, I have all the power in our gender system" –then exactly how significant is "gender" and "sex" in determining who has power and who is subordinated, or in creating the inequities and injustices, in U.S. society?
4. Were the identity factors that Cora identified, and/or those we identity in Dialogue #2, products of "biology/nature" or "nurture/socialized learning"? How much control and choice do we have over what we are?

3. Go back to the "Key Course Questions and Learning Objectives" described in the WS 101 Syllabus, pp. 1-3. Did Cora’s presentation on "Feminisms Yesterday and Today" seem to help you start to answer any of the questions and/or meet any of the learning objectives described in the syllabus? What about any personal course goals you identified in Dialogue #1? Which ones and how? What kind of "answers" are you now beginning to formulate?

Part III: Compare-Contrast this Presentation to Others: Questions & Observations
1. How has feminism influenced academic studies in women and gender? Gender is one key concept that came up in Cora’s opening day presentation on Women’s and Gender Studies, as well as "Feminisms Yesterday and Today." What are other recurring/important concepts and/or themes that have emerged so far?
2. Which of the speakers in the film Gender: The Enduring Paradox seemed to be "feminists" and why? And speculate on what kind of feminist—using the definitions and categories presented in the WS Packet--do you think they might be (e.g., Wanda Coleman or Ursula LeGuin)? The videotape also provided some glimpses into different cultures "gender" systems—for example, the 4 "genders" of some Native American groups. How does that gender system compare/contrast to Western "patriarchal" and "heterosexist" gender systems?
3. Keep in mind the definitions of "feminist" and the varieties of "feminisms" introduced in this presentation and the reading when listening to future WS 101 speakers: see if you recognize any of the feminist orientations (e.g., gynocentric putting women on center stage, and/or exploring gender differences), theories, and goals at work. Look for the use of the concept of "gender" (vs. "sex") and evidence of the influence (positive or negative?) of feminist thought and goals in future WS 101 presentations. It would also be interesting to ask the speakers directly whether or not they consider themselves "feminists" and, if so, how they define "feminist/feminism." Or, if not, why not, and again, how they define the "feminist" they are not.

Part IV: Further Study and Research
1. Cora stated that the definitions and types of feminisms described in the WS 101 packet were not "exhaustive." What are some of the other ways people have defined "feminist" and what are other categories of "feminism"?
2. Cora also confined her discussion primarily to Western feminisms. What kinds of "feminisms" have developed in non-Western countries and multicultural cultures among non-Western and "multicultural" women? Explore the notion of "ethnocentrism" in relation to Western feminisms. Are most other (non-Western) cultures "patriarchal"? If so, have these gendered cultural systems disadvantaged females in the same or different ways?
3. What can we learn from studying other cultures’ gender systems? Can such study help us understand our own culture and its gender systems better?

Evaluation Form for Study Guides online handout: Each of the three Study Guides is worth 10% of course grade, as stated in the WS 101 Syllabus
(This form, based on the assignment directions above, will be used to evaluate and grade Study Guides)

Evaluation Guide: Check Plus = Very Good; Check= Satisfactory; Check Minus = Poor

____Part I: 3 to 5 main points are concisely and clearly summarized or outlined, using complete sentences; and key terms and concepts are defined.
____Part I Goal is successfully achieved: "to help students better understand the main points and key concepts of the presentation."

____Part II: 3 to 5 follow-up questions or provocative statements are proposed for "Thinking and Discussion"
____Part II Goal #1 is successfully achieved: "to stimulate critical and connected thinking, and engaged responses from students to presentation topics and approaches."
____Part II Goal #2 is successfully achieved: "to stimulate students to consider the personal and professional value and implications of the assigned presentation, taken separately and considered in relation to other presentations, in advancing and completing our understanding of women’s and gender studies."

____Part III: Questions and/or statements are proposed to suggest meaningful similarities and/or differences between this presentation, and other presentations and/or course materials.. Goals:
____Part III Goal #1 is successfully achieved: "to identify any recurring themes, issues, and/or patterns you see relevant to our studies of women and gender;"
____Part III Goal #2 is successfully achieved: "to guide students in considering significant similarities and differences among presentations and course materials in the kinds of knowledge, personal and professional perspectives, and methods used to approach women’s and gender topics."

____Part IV: One or more topics and/or questions raised but not answered by the presentation are proposed as worth "Further Study and Research"
____Part IV Goal is successfully achieved: "To give a focus for and provoke interest in further inquiry and research—for those students who may wish to continue their studies of women and gender beyond WS 101."

Note: One (1) late Study Guide (group or individual) will be accepted late with no penalty, as stated in the WS 101 Syllabus. Any additional late Study Guides will be penalized one letter grade.

Revision Option: WS 101 students have the option to revise one study guide to try to improve their grade. The original graded Study Guide should be resubmitted with the Revised Study Guide for grading. No specific deadline will be given for optional revisions, although they must be turned in no later than the last day of class.

Advice for Preparing Study Guides online handout:
(Or, How to Earn an "A" or a "B" on a WS 101 Study Guide)

Note: Each Study Guide is worth 10% of your WS 101 course grade. One (1) late Study Guide (group or individual) will be accepted late with no penalty, as stated in the WS 101 Syllabus. Any additional late Study Guides will be penalized one letter grade.

Revision Option: Especially since this assignment is new and unfamiliar to most of you, you will have the option to revise one study guide to try to improve your grade. Please see Cora to clarify any questions or confusions you may have about the assignment directions, expectations, and/or grading. The original graded Study Guide should be resubmitted with the Revised Study Guide for grading. No specific deadline will be given for optional revisions, although they must be turned in no later than the last day of class. And try to apply what you have learned regarding the strengths and weaknesses of your first Study Guide to the preparation of future Study Guides. Don’t forget the Jefferson or electronic Writing Lab as an additional resource to help you with this and other writing assignments.

(Identify the Presentation fully, and any related assignments made by that speaker: EXAMPLE:)
Speaker: Cora Agatucci
Date: Tuesday, January 13, 1998
Reading/Related Assignments: WS 101 Packet: Read (& annotate!) "What Is a Feminist?" (pp. 38-39); & "Feminist Orientations & Theories" (pp. 40-48); Dialogue #2: Feminist Position Statement and "Contextualization" Exercise

Part I Directions: 3 to 5 main points are to be concisely and clearly summarized or outlined, using complete sentences; and key terms and concepts are defined.
Goal: "to help students better understand the main points and key concepts of the presentation."

• Clearly presenting the main points (vs. the minor points) of the speaker’s presentation is your primary goal in Part I. Choose 3 to 5 main points to summarize that you feel you understand well enough to communicate to others. However, it is better to focus on a limited number of important points that you understood well, rather than trying to cover everything--especially points you didn’t understand as well (save those points for possible questions in Part II).
• You need to be clear in stating a major point fully. Use complete sentences, not fragments—even when creating an outline, and choose words carefully in order to be as clear and precise as possible. Remember, you are trying to communicate your understanding of the main points not just for yourself but also for an audience of readers. This advice applies to all four parts of the Study Guides. And try not to sacrifice clarity in order to be concise.
• Don’t assume that a main point will be obvious even to other WS 101 students who heard the same presentation: explain it clearly and fully. (Believe me, there is much diversity and difference of interpretation and emphasis among WS 101 students: we don’t all necessarily "hear" the same thing.) As author of the Study Guide, it is your job to clarify and communicate your understanding of some of the main points, trying to do so in a way that fairly and accurately represents what you believe the speaker was trying to say.
• Save your opinions for Parts II, III, and IV: Summarizing (whether in paragraph or outline form) for Part I means trying to fairly and accurately represent what the speaker was trying to communicate—not what you thought of the speaker’s opinions. Try to restate the point in such a way that you believe even the speaker her/himself could acknowledge as important, fair and accurate if s/he were to read your statement.
• Such summarizing is challenging to do well, especially of oral (rather than written) presentations. Part I asks you to practice, develop, and hone your listening and looking, comprehension and notetaking skills. Doing assigned reading or any other assigned tasks before the presentation; thinking in advance about the topic, what you already know about it, and any questions it raises for you; and coming to class on time and prepared will help you. Take advantage of clues—verbal and non-verbal--that the speaker will give you during the presentation (e.g., repetition of points or concepts, reinforcement by writing on the board or reproducing on handouts, the length of time spent on a particular point, body language and tone of voice, etc.). . If a central point seems really important but is not entirely clear to you, be an active learner, ask questions (of speaker, Cora, other students during or after the presentation), and/or use other course materials to help clear up your confusion. Review your notes as soon after the presentation as possible, and highlight, add, complete, clarify, etc., while your memory is still fresh. Your notes will do little good if you can’t read and/or understand them later when you are ready to prepare the Study Guide.
• Offering one or more specific examples and definitions of special key terms and concepts helps to clarify, illustrate, and/or explain a main point you are trying to express. However, don’t feel you need to include all a speaker’s minor points and specific examples: instead, focus on clearly and fully explaining major points.
• Assignment directions for Part I require that you briefly but clearly define special terms and key concepts—particularly those specific to women’s and gender studies-- used in the presentation. Offer a brief definition (which can be in parenthesis immediately after the term or concept) when you first introduce the term/concept in your Study Guide. You are trying to show your understanding of such core concepts, as well as to help others better understand them. Don’t assume that everybody already knows what a term means. I expect you to use course resources available to you (assigned readings, prior presentations, etc.) to help you formulate concise and clear definitions.
• Use of outline form gives me a clear visual signal to what you consider to be main points (closer to the left margins) vs. what you consider minor/supporting points (indented statements toward the right margin). Don’t bury a major point in an indented outline statement: bring it back out to toward the left margin, aligned with other main points of similar importance).
• Use of outline or paragraph form (via paragraph breaks) also visually signals groupings of points that you consider to be logically and closely related. Make sure your groupings are logically and closely related, and make sure that you have expressed those logical relationships (e.g., by using transitions to point out the logical/causal connections or relationships you see to support such groupings).

Part II Directions: 3 to 5 follow-up questions or provocative statements the presentation should be proposed for "Thinking and Discussion."
First, some of you are having trouble distinguishing the directions and goals for this Part from those for Parts III and IV (see also below). Let me try to clarify—and consider the function of helpful Study Guides you may have used in the past. In Part II, try to stick to what was covered and how it was covered in the actual presentation itself.

• Single out points that were not explained as fully or clearly as you would have liked, and turn your confusions into Part II questions.
• Try to pose questions and statements that would stimulate you and others to analyze or dig a bit deeper into the speaker’s content and/or approach.
• Look for meaty or provocative points or statements most likely to be subject to multiple interpretation by audience members; to resonate with personal, social, or professional important implications; to invite you and others to make personal connections; and/or to provoke critically questioning.
• Remember, again, that not all are going to "hear" the same things and/or respond to what they hear in the same ways. Your response and understanding may be unique and/or very different to others’ response and understanding of the presentation. Such points and perspectives of difference are worth exploring further through a Part II question or statement. Use the clues available to you in other students’ questions, comments, and reactions during or after the presentation—especially those different from your own-- consider why the speakers’ point or statement would cause these differences in understanding, interpretation, and/or response among audience members.
• Try to connect with the speaker in stating or questioning what you think this speaker was trying to accomplish in the presentation, what s/he seemed to want us to understand, think, feel, do as a result, and/or how s/he anticipated or may have wanted us to react. Also consider posing a question or making a statement about how you and/or others in the class actually did seem to respond to the presentation.
• Review any assignments (speakers’ readings, pre-presentation questions, surveys, etc.) made specifically in connection with this presentation: consider posing a question and/or making speculative statements about how the presentation and assignments are related.
• Consider posing a question about how the speaker organized or delivered the presentation, how this approach contributed to the overall impact of the presentation, and/or her/his professional, personal, or academic approach to the topic. Or consider the relationship between what the speaker said and how the speaker said it.

Remember the goals stated for Part II:
Goal #1: "to stimulate critical and connected thinking, and engaged responses from students to presentation topics and approaches."
Goal #2: "to stimulate students to consider the personal and professional value and implications of the assigned presentation, taken separately and considered in relation to other presentations, in advancing and completing our understanding of women’s and gender studies." Also, then, consider posing Part II questions and/or making statements about:

• The kind of knowledge, understanding and/or perspective on women’s and gender studies this presentation offered;
• The personal and/or academic value of the kind of knowledge, understanding, approach and/or perspective offered in this presentation;
• What this presentation adds to studies of women and gender, and/or how this presentation further clarifies or defines what women’s and gender studies is all about.
• How this presentation begins or helps to answer one or more of the key course questions and objectives stated in the WS 101 Syllabus.

Part III Directions: Propose questions and/or statements to suggest meaningful similarities and/or differences between this presentation, and other presentations and/or course materials." This part of the Study Guide is asking you to:

• compare and/or contrast this presentation (and related assignments) to other WS 101 presentations, course materials, and learning experiences;
• synthesize and apply what you are learning from various WS 101 sources in ways that are meaningful to you and may be useful to others.

I am assuming that well-prepared active learners have done their homework, have been in class regularly, and have been attentive: if this statement doesn’t describe you, however good your reasons are, you must recognize that you will be at a disadvantage in completing Part III successfully (and perhaps other parts as well).
Remember the goals stated for Part III and let them guide you:

Goal #1 "to identify any recurring themes, issues, and/or patterns you see relevant to our studies of women and gender;
Goal #2: "to guide students in considering significant similarities and differences among presentations and course materials in the kinds of knowledge, personal and professional perspectives, and methods used to approach women’s and gender topics."

• Choose points of comparison and/or contrast, and or recurring themes, issues, patterns that seem significant and interesting to you for reasons that you can state or clearly imply in Part III questions and/or observations. Question yourself about why the comparative or recurring point seems significant to you and/or what the source(s) of your interest are, before you pose comparative questions and/or make synthesizing statements for others to consider in the Study Guide.
• If a theme, issue, concept, term, and/or pattern is recurring in more than one presentation, reading, etc., consider why and how (in the context of which point in the presentation, and/or for what possible purpose) it is coming up again in this presentation. Repetition usually signals importance to speakers and/or to the field of studies in women and gender.
• Try to apply what you have learned from one or more other WS 101 sources to what you have learned from this presentation. After the presentation, review or remind yourself of prior presentations, readings, and other learning activities to help stimulate your thinking for Part III.
• Consider raising a question or making a statement about noticeable differences and/or similarities in the approaches or teaching/presentational styles among speakers (not just in what is said, or the content of the presentation). Probe for possible reasons why/how these approaches/teaching styles are different or similar, and why/how the difference/similarity is striking you as worth noticing and commenting on. Does the difference or similarity seem to come from the nature of the speakers’ topics, disciplines, values, gender identity, and/or other personal or professional orientations? And/or is the perception/reaction to this difference and/or similarity coming out you?—perhaps reflecting your preferred method of learning, your prior educational experiences, how much or how little you already knew about the topic, your interest level in the topic, and/or your ways of knowing and understanding the world?

Part IV Directions: Propose one or more topics and/or questions raised but not answered by the presentation and worth "Further Study and Research"
Goal: "To give a focus for and provoke interest in further inquiry and research—for those students who may wish to continue their studies of women and gender beyond WS 101." Again, some of you seem to be confused about how Part IV is different from Part II and III (see above), so let me try to clarify further:

• Part II asks you to stick to the confines of the actual presentation given, analyze, explore, and probe deeper into that presentation, and into your own and others’ responses to that presentation.
• Part III asks you to widen your scope to other WS 101 presentations, course materials, and learning activities, to compare, contrast, synthesize, and apply what you are learning from different WS 101 presentations and resources.
• Part IV asks you to look beyond this particular presentation and WS 101 (so far), but using both as a foundation or springboard for extending your own and others’ study, investigation, and research on women and gender into the future and beyond the scope of this course.

Bear in mind that WS 101 is an introductory course, intended to introduce women’s and gender studies (what it is, the kinds of topics it covers, the kinds of approaches and methods people use to study it). This kind of course favors breadth to give students a sense of the range of the field (rather than depth in one limited topic), and is also intended to provide a foundation and a focus to identify topics of interest in the field you believe worth further study and research, and to point toward directions for investigation of new topics and/or introduced (old) topics in more depth.

• Not all presentations are going to be equally stimulating to you, nor will they necessarily make you want to study that topic further. But look for something in each presentation that moves you beyond the intended scope or purpose or time constraints of this presentation. Nurture and take advantage of even the mildest spark of interest in a question. speculation, or curiosity to know more that you believe would be worthy of further study and research—even if not for you, imagine someone else intensely interested.
• Question why the question or topic might be "worthy" or useful for you or someone else to study/research/investigate further. Your reason(s) don’t have to be personal—consider how getting an answer or better understanding of the new or old topic through further research and study might contribute to, fill a gap, rectify ignorance or misinformation (or even usefully challenge or contradict) studies in the field.

Top of this page

Guest Presentation Assignments online handout:

Week #2 & #3 Assignments: Please add the following assignments to the WS 101 Course Plan. If you feel overwhelmed, please prioritize your time and energy. Do the following first. Then get to the other Week #2 and #3 homework assignments (e.g., WS 101 Packet readings) when you can. -Cora

1. DUE this Thurs., 1/15 – Questions & Topics for Steve O’Brien (for PC) on "Male Responses to the Women’s Movement": Write out your responses and questions to these questions to help Steve tailor his presentation to your interests and background:

• Briefly, how much do you already know or have you heard about men's responses to feminism and the women’s movement?

This could be based on formal reading you've done or on news coverage you've seen (e.g. Robert Bly's book, Iron John or gatherings of "mythopoetic" men on TV; news coverage of the Promise Keepers' movement; accusations of "reverse discrimination" in child custody or employment ). Or it could be based on personal discussions you have had with men concerning feminism, and/or with other women about men's response to feminism.

• List specific questions, issues and/or concerns you would like to see addressed in Steve O'Brien's presentation on male responses to feminism and the women’s movement next week.

2. DUE Tues., 1/20 – Leslie Minor-Evans’ Presentation: "Women and Psychology: Why We’ve Been Ignored, What We’re Doing Now"

• READ IN ADVANCE: Go to the Circulation desk in the COCC Library and check out the following Reserve Reading item under Agatucci, WS 101. The reading supplied by Leslie Minor-Evans consists of a copy of Ch. 8, on "Gender" (about 30 pages), from the following psychology textbook:

Halonen, Jane, and Santrock, John (1997). HUMAN ADJUSTMENT (2nd ed.). Dubuque, Iowa: The Times Mirror Higher Educational Group, Inc., Brown and Benchmark, Publishers.

This reading addresses these topics and subtopics, according to Leslie: "defining gender (changing American landscape, history of psych research on gender, feminist perspective), gender comparisons (gender roles, role transcendence, stereotyping, similarities and differences), gender identity (from 4 psych perspectives), sociocultural variations (men's issues, ethnicity & gender, culture & gender)."

• About Library Reserve: You can read the reserve selection in the library and/or you can zerox it (but you’ll need to take $) and take it home to read. Don’t wait until the last minute! There will be five duplicate sets of the reading on reserve, but if everyone goes in at once, you may find all the sets checked out.

• NOTE: Leslie will also be conducting 2 psychology surveys (handouts were distributed in class on Tues., 1/13—for PC) on Tues., 1/20: (1) "the classic androgyny scale," and (2) an "attitudes toward women' scale." (See Cora to get the survey handouts.)

Week #5 & 6 Assignments: Please add the following assignments to the WS 101 Course Plan. If you feel overwhelmed, please prioritize your time and energy. Do the following first. Then get to the other homework assignments (e.g., any WS 101 Packet readings) when you can. -Cora

1. DUE Tues., 2/3: Read handout "From the Ancrene Riwle" for Eleanor Sumpter-Latham's presentation, "Women's Culture in the Middle Ages." (Contact Cora to obtain the handout.)

2. Thurs., 2/5:
A. We will probably be meeting in Hitchcock Auditorium for Jennifer Greene's slide presentation, "Renaissance Women Artists." (Please contact Cora to confirm.)

3. DUE Tues., 2/10: Read handout "Eunuchs, Gender, and Power" for Patricia O'Neill's presentation. (Contact Cora to obtain the handout.)

4. DUE Thurs., 2/12: Questions on Women's Health Issues for Margaret Peterson (please respond in writing for P.C.):

• What do you think are the 3 most pressing health issues for women today?
• What do you think are the 3 most pressing health issues for men today?
• What do you think might be needed to make women healthier?

Top of this page

Discussion Paper #1 online handout

Janet Student [your name]
WS 101, Prof. Agatucci [identify course & instructor]
Discussion Paper #1 [identify assignment]
February 10, 1998 [date due]

Discussion Paper #1: Directions, Topics, and Evaluation Criteria

1. Suggested Length: 4-5 typed/wordprocessed and double-spaced pages; or 6-8 legibly handwritten, single-spaced pages. Please type or write on only one side of a standard-sized (8 ½" X 11") white paper. Leave one inch margins at the top, bottom and sides of each page. Use the heading above placed in the upper left-hand corner of the first page of your discussion paper. Type or write your last name and the page number in the upper right-hand corner of the second and each subsequent page of your discussion paper.
2. Discussion Paper #1 is worth 15% of your course grade. Review Late policy on discussion papers given in the WS 101 syllabus.
3. Choose one of the following topics as the subject of your Discussion Paper:

TOPIC #1: After four weeks in WS 101, how would you now define Studies in Women and Gender? In Discussion Paper #1, formulate an initial response to this leading course question (#1) posed in the WS 101 course syllabus*.

a. Limit yourself to three or four defining features of such studies, grounded in your experience of Weeks #1-4 course presentations, reading materials, and learning activities--approached as practical demonstrations of the kinds of knowledge and perspectives about women, gender, and humankind that such studies generate.

b. Explain and illustrate each your defining points with well-selected specific examples. Your discussion paper should include at least one specific example from three of the following:

• Gender: The Enduring Paradox
• Agatucci’s "Feminisms Yesterday and Today"
• Minor-Evans’ "Women and Psychology…"
• O’Brien’s "Male Responses to the Women’s Movement"
• WS 101 Packet readings (read to date) and/or Minor-Evans’ reading "Gender"

c. In concluding your discussion paper, speculate on the value and/or limitations of studies in women and gender, as you currently understand it, and explain your evaluation.

* To arrive at some defining features in response to the above leading question "What is women’s and gender studies," it may be helpful to review and respond to one or more of these supporting questions posed in the course syllabus: "How do different academic disciplines, professional fields, as well as personal perspectives, represented by WS 101 presentations [including the film and related reading assignments and learning activities] study and understand women and gender? What kinds of topics, questions, problems, and issues do they pose for study? …What kinds of knowledge about women and gender do they produce? How/why is each valuable in help us understand women and gender better? And what are the limitations of each?"

TOPIC #2: Where are you coming from? Where are others coming from? What can we learn from our differences, as well as our similarities? In Dialogue #1, many of you identified this set of leading questions from the syllabus as most significant to you. To begin to respond to these three leading questions, review some of your strongest responses to and/or meaningful learning experiences with WS 101 presentations, readings, class/small group discussions thus far, as part of an ongoing "dialogue" you are having with "others" (whether you were reacting to the views of the instructor, guest presenters, readings, and/or other WS 101 students) on concepts, issues, and/or questions of women’s and gender studies.

Identify three personally meaningful "moments" in this ongoing WS 101 "dialogue" thus far that have helped you better understand "where you are coming from," and how/why your own perspective may be similar to and/or different from the viewpoints of "others" on one or more key course concepts, issues, and/or questions in the study of women and gender. For each of these "moments" that you introduce in Discussion Paper #1:

a. Identify the issue, question, or concept in women’s and gender studies being addressed and its source(s)—i.e., the presentation, reading, and/or class or small group discussion where it came from);
b. Describe your response and explore the reason(s) behind your viewpoint on the identified issue/question/concept; and
c. Compare and/ or contrast your own viewpoint/response to the perspective(s) of one or more "others" (real and/or imagined) on that issue/question/concept.

In concluding your discussion paper, speculate on the value to you—and possibly to others—of this exercise in trying to better understand "where you are coming from" and how that may be different and/or similar to "where others are coming from" on the identified issues/questions/concepts in women’s and gender studies.

4. Evaluation Criteria: The grade and points your Discussion Paper earns will primarily be determined by the following evaluation criteria:

(1) good faith effort to follow directions and to address all parts of the selected topic;

(2) evidence of thoughtful response to and serious engagement with the questions addressed in the discussion paper, and to use this assignment as a meaningful learning experience;

(3) evidence of thorough acquaintance with, understanding of, and ability to apply course concepts and ideas, drawn from class presentations, readings, and/or discussion, as relevant to the chosen topic;

(4) your ability to offer insightful analysis in developing your points and/or to synthesize in meaningful ways different course materials with your own ideas/experiences, as relevant to the chosen topic;

(5) ability to support, explain, clarify and illustrate your opinions clearly and convincingly with clear explanation, sound reasoning, and relevant, well-selected specific examples/evidence; and

(6) ability to express your ideas clearly, coherently, and effectively so that a diverse WS 101 readership, coming from many different perspectives and levels of awareness, could follow and understand your points. (Note that errors in grammar, usage, punctuation, and mechanics will not normally damage your grade unless they interfere with the clarity and sense of your communication.)

Discussion Paper #1 Evaluation Formonline handout

Evaluation Guide: Check += Very Good; Check= Satisfactory; Check-= Needs Work

___1. Demonstrates a good faith effort to follow directions and to address all parts of the selected topic (or the alternative topic proposed and approved by Cora in advance)
___a. Suggested Length & Manuscript Format: 4-5 typed/wordprocessed and double-spaced pages; or 6-8 legibly handwritten, single-spaced pages—or the Discussion Paper is as long as it needs to be to get the job done well. A good faith effort has been made to follow the manuscript format described in the directions handout.
___b. Addressed All Parts of the Assigned Topic (from the two choices given in directions handout or an alternative topic that you proposed to Cora in advance. (In class, I also offered the option of proposing to me an alternative topic if you don’t like the two topic choices given below).

_______TOPIC #1 chosen: How do you now define Studies in Women and Gender?
In responding to this leading course question, the Discussion Paper does the following:

___a. Limited to three or four defining features of such studies (grounded in your experience of Weeks #1-4 course presentations, reading materials, and learning activities--approached as practical demonstrations of the kinds of knowledge and perspectives about women, gender, and humankind that such studies generate).
___b. Each of these 3 or 4 defining points is explained and illustrated with well-selected specific examples
___c. Examples are drawn from including at least three of the following:

• Gender: The Enduring Paradox
• Agatucci’s "Feminisms Yesterday and Today"
• Minor-Evans’ "Women and Psychology…"
• O’Brien’s "Male Responses to the Women’s Movement"
• WS 101 Packet readings (read to date) and/or Minor-Evans’ reading "Gender"
• [Other relevant WS 101 presentations, materials since Wk 4….]

___d. The conclusion of the Discussion Paper speculates on the value and/or limitations of studies in women and gender, as you currently understand it, and explains your evaluation.

_______TOPIC #2 chosen: Where are you coming from? Where are others coming from? What can we learn from our differences, as well as our similarities?

___1. Three (3) three personally meaningful "moments" identified in this ongoing WS 101 "dialogue" thus far that have helped you better understand

• ____"where you are coming from," and how/why your own perspective may be similar to and/or different from the viewpoints of "others". . .
• ____on one or more key course concepts, issues, and/or questions in the study of women and gender.

___2. For each of these "moments" that you introduce in Discussion Paper #1:

___a. You identify the issue, question, or concept in women’s and gender studies being addressed and its source(s)—i.e., the presentation, reading, and/or class or small group discussion where it came from);
___b. You describe your response and explore the reason(s) behind your viewpoint on the identified issue/question/concept; and
___c. You compare and/ or contrast your own viewpoint/response to the perspective(s) of one or more "others" (real and/or imagined) on that issue/question/concept.

___d. The conclusion of the Discussion Paper speculates on the value to you—and possibly to others—of this exercise in trying to better understand "where you are coming from" and how that may be different and/or similar to "where others are coming from" on the identified issues/questions/concepts in women’s and gender studies.

______Alternative Topic proposed and approved by Cora in advance.

____2. Evidence of thoughtful response to and serious engagement with the questions addressed in the discussion paper, and use of this assignment as a meaningful learning experience;

____3. Evidence of thorough acquaintance with, understanding of, and ability to apply course concepts and ideas, drawn from class presentations, readings, and/or discussion, as relevant to the chosen topic;

____4. Ability to offer insightful analysis in developing your points and/or to synthesize in meaningful ways different course materials with your own ideas/experiences, as relevant to the chosen topic;

____5. Ability to support, explain, clarify and illustrate your opinions clearly and convincingly with clear explanation, sound reasoning, and relevant, well-selected specific examples/evidence; and =

____6. Ability to express your ideas clearly, coherently, and effectively so that a diverse WS 101 readership, coming from many different perspectives and levels of awareness, could follow and understand your points. (Note that errors in grammar, usage, punctuation, and mechanics will not normally damage your grade unless they interfere with the clarity and sense of your communication.)

Discussion Paper #2 online handout

Janet Student [your name]
WS 101, Prof. Agatucci [identify course & instructor]
Discussion Paper #2 [identify assignment]
March 5, 1998 [date due]

Discussion Paper #2: Directions, Topics, and Evaluation Criteria

The Directions and Evaluation Criteria for Discussion Paper #2 are generally the same as for Discussion Paper#1.

1. Suggested Length: 4-5 typed/wordprocessed and double-spaced pages; or 6-8 legibly handwritten, single-spaced pages. Please type or write on only one side of a standard-sized (8 ½" X 11") white paper. Leave one inch margins at the top, bottom and sides of each page. Use the heading above placed in the upper left-hand corner of the first page of your discussion paper. Type or write your last name and the page number in the upper right-hand corner of the second and each subsequent page of your discussion paper.
2. Due Date: Discussion Paper #2 is due on Thurs., March 5, and it is worth 15% of your course grade. See Revised WS 101 Policies ("Logistics"): Discussion Papers turned in after March 12 cannot be revised.
3. Topic: Address the following topic in your Discussion Paper #2, or propose an alternative topic to Cora.

TOPIC: Analyze and Evaluate Three Approaches to the Study of Women and Gender. As stated in the WS 101 syllabus (pp. 1-2), one defining feature of Women’s and Gender Studies is its interdisciplinary nature, and after 8 weeks you have been exposed to a variety of speakers and materials, topics and approaches, and related class learning activities. Compare and/or contrast at least two different WS 101 presentations and at least one reading (either one assigned by a speaker or one given in the WS 101 packet) in order to address the two tasks given below. Focus on differences and/or similarities among these presentations and reading that seem significant and meaningful to you, and be sure to explain why these differences and/or similarities seem significant to you. Examine specific examples from the presentations and reading to illustrate and support your points.

1. Analyze how the chosen WS 101 presentations and reading are similar and/or different in their approaches to the study of women and gender.
2. Evaluate the strengths and/or limitations of the chosen presentations and reading in terms of what each has contributed to your developing understanding of studies in women and gender.

(In selecting significant similarities and/or differences for your analysis and evaluation, you may wish to consider one or more of the following characteristics of the chosen presentations and reading:

• Who the speakers and author are—the fields they are working in, and/or their professional, academic, and/or personal identities
• What kinds of topics, questions, problems, and/or issues related to women and gender that they pose for study
• Where their information comes from—their personal and/or professional sources
• What kinds of methods, theories, concepts, perspectives, and/or tools of inquiry and analysis they use in studying women and gender
• What kinds of information, knowledge or understanding about women’s and gender studies each offers
• How they teach or communicate their knowledge and understanding to us, and how you (and/or others) respond to these types of teaching or communication.
• Whether you detect any academic feminist goals, orientations, theories, and/or perspectives at work in the chosen presentations and reading; and if so which one(s).
• How the relatively new focus on "women" and "gender" within the academic, professional and/or personal fields, represented by the chosen presentations and reading, seems to be affecting or changing traditional studies in these fields
• How the selected presentations and reading might add a cross-cultural dimension to your understanding of women and gender not only in U.S. culture but in other cultures.
• How the selected presentations and reading might add an historical dimension to your understanding of women and gender not only in contemporary situations, but in the past.
• How the chosen presentations and reading seem to work with and/or possibly against each other in developing, filling out, and/or complicating your understanding of women’s and gender studies.

Grading Criteria: The grade and points your Discussion Paper earns will primarily be determined by the following evaluation criteria:

(1) good faith effort to follow directions and to address all parts of the selected topic;

(2) evidence of thoughtful response to and serious engagement with the questions addressed in the discussion paper, and to use this assignment as a meaningful learning experience;

(3) evidence of thorough acquaintance with, understanding of, and ability to apply course concepts and ideas, drawn from class presentations, readings, and/or discussion, as relevant to the chosen topic;

(4) your ability to offer insightful analysis in developing your points and/or to synthesize in meaningful ways different course materials with your own ideas/experiences, as relevant to the chosen topic;

(5) ability to support, explain, clarify and illustrate your opinions clearly and convincingly with clear explanation, sound reasoning, and relevant, well-selected specific examples/evidence; and

(6) ability to express your ideas clearly, coherently, and effectively so that a diverse WS 101 readership, coming from many different perspectives and levels of awareness, could follow and understand your points. (Note that errors in grammar, usage, punctuation, and mechanics will not normally damage your grade unless they interfere with the clarity and sense of your communication.)

Top of this page

Final Self-Reflection online handout

(1) Course Reflections:
Reflect back of the entire course learning experience this term, and address the following questions. Please explain or illustrate in some detail so I can understand why you are responding as you do.
A, What, to you, were the most beneficial aspects of the course? Why?
B. What was the most challenging aspect of the course for you? Why?
C. Do you now believe you had the prerequisite college-level reading, writing, thinking and listening skills needed to succeed in WS 101? Explain.
D, What aspects of the course would you suggest that Cora definitely do the same way the next time she teaches this course? Why?
E, What aspects of the course would you suggest that Cora change to improve or strengthen the course the next time she teaches WS101? Why?

(2) Course Goals:
Reflect back on WS 101 syllabus course goals and key questions, as well as your own personal course goals and expectations as stated in Dialogue#1.

A. Evaluate how well you have met course learning goals by circling the numbered and bulleted questions below that you now feel you could answer with some confidence in relation to women’s and gender studies:

1. What is Women’s and Gender Studies?

• How do different academic disciplines, professional fields, as well as personal perspectives, represented by WS 101 presentations, study and understand women and gender?
• What kinds of topics, questions, problems, and issues do they pose for study? What kinds of methods, theories, concepts, perspectives, and tools of inquiry and analysis do they use in such study?
• What kinds of knowledge about women and gender do they produce? How/why is each valuable in help us understand women and gender better? And what are the limitations of each?
• How is the relatively new focus on "women" and "gender" studies within traditional academic and professional fields affecting those fields?
• And how do scholars and teachers working in these disciplines communicate that knowledge?

2. What is a feminist and feminism?

• What are some of the varieties of feminism?
• In what key ways are they alike and different?
• What is the value in the perspectives and critical tools they offer to the various academic disciplines, and to us?
• How and why are academic feminist values, methods, and perspectives reshaping and revising knowledge-construction in traditional academic and professional fields?

3. What are some of the multicultural and global dimensions of feminism and of women's and gender studies?

4a. Where are you coming from?
4b. Where are others’ coming from?
4c. What can we learn from our differences, as well as our similarities?
4d. How can we work together to deal more constructively with gender (and other) differences?.

2B. Review the personal course learning goals you formulated in Dialogue #1 and/or since the beginning of class. List those goals and evaluate each in terms how well you believe you have met them in Ws 101 this term.

(3) SELF-EVALUATION
Write concise but clear responses to the following:
A. Identify 3 to 5 of the most important criteria you use to judge a successful and satisfying learning experience for you in a college course.
B. Explain what you see as your role and responsibilities as a student for making that course learning experience successful and meaningful.
C. Evaluate your performance and learning experience in Hum 210, and assign yourself a grade, taking into account the criteria, student roles and responsibilities you have identified above for 3A and 3B.

Top of this page

Address your questions and comments to cagatucci@cocc.edu

see also WS 101 Course Plan, WS Links and WS Timelines (hyperlinked!)

return to WS 101 Syllabus