2016-2017 | FIND WEBNOTES HERE
This course focuses on contemporary Canadian scholars who analyze gender, race, class and / or sexuality in international and domestic contexts. The research that we will read has been published within the past decade and topics include: an autoethnography of illness: the Urban Aboriginal Communities Thrive project in North Bay; White Canadian women’s narratives of doing development work in Africa; critical race / socio-legal studies of Indian Residential Schools litigation; teaching interdisciplinarity at Nipissing University; and media and legal discourses surrounding sexting. We will attend to the arguments made by the researchers, as well as their methods and methodologies; how they do what they do. The end of the first term and all of the second term are dedicated to working together and independently on your own research projects that will incorporate fundamental concepts from contemporary anti-oppression theories.
Instructor: Dr. Wendy Peters
Phone: 474 3450 ext. 4889
Fall office hours:
Tuesdays Thursdays 3:30-4:30
Winter office hours: by appointment
Required Texts – The required readings are available as a coursepack through Print Plus and Hasinoff’s book Sexting Panic is available at the Nipissing University Bookstore.
Attendance / participation 20%
Preliminary Lit. Review + key concept 10% Due November 28 2016
300 word abstract 5% Due January 9 2017
Research proposal 15% Due January 9 2017
Conference paper & presentation 15% Due April 3 2017
Final research essay 35% Due April 7 2017
Late penalties will be applied in this class. If your assignment is submitted after the deadline without an extension, you will be penalized 10% per day, up to a maximum of one week late. You may not submit any assignments more than one week after the original deadline unless you have been granted an extension. Extensions will be considered in advance of the deadline. Extensions are not available for the final research essay.
All term work must be submitted by the last official day of classes, except with written permission of the Dean of Arts and Science.
By the end of the course students will be able to:
- Demonstrate a considerable familiarity with the key theories and methodologies informing social justice and equality analyses particularly in the West, and particularly over the 20th century
- Understand and use an intersectional approach/methodology in written and oral analyses of injustice and inequality
- Clearly articulate to a lay person how the central identity categories of sex, gender, race, class and sexuality continue to operate to mediate power and privilege across global and local contexts and in relation to the specific theme of the chosen topic
- Demonstrate a sophisticated ability to apply the conceptual and theoretical lexicon of the discipline to ‘real world’ examples of injustice and inequality.
- Develop a clear, coherent thesis proposal and abstract.
- Construct and sustain well reasoned analytical arguments in consistent, coherent and grammatical prose and express these analyses both in a substantial written project/essay and in verbal analyses
Successful graduates of this course will demonstrate:
- Significant depth of knowledge and familiarity with the key issues, methodologies and theoretical concerns critical to developing a sophisticated understanding of the social and political production of inequality and injustice
- A significantly enhanced ability to apply complex theories—such as feminist and anti-racist approaches to interlocking oppressions—to the research and examination of the effects of power on everyday life in local, national and global contexts.
- A comprehensive ability to assess, critically reflect upon, and critically engage complex theory and arguments both individually and collaboratively with others.
AccessAbility: Students with a range of learning styles and needs are welcome in this course. In particular, if you have a disability / health consideration that may require accommodations, please feel free to approach me and / or the Disability Services Office as soon as possible. The Disability Services staff (located in A201) are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations at ext. 4331. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals for this course.
September 12 2016
Introduction to the Honours Seminar
In this first class, we will address: the syllabus; time-management and practical strategies for researching and writing independently; and any preliminary questions you have about the course. How would you like to structure each class? Should we each bring a question for discussion? Or an example for discussion?
You are expected to come with your own questions and thoughts regarding the readings every week. Reading, participation and active engagement with other students in the seminar are required in a fourth year seminar.
I will distribute paper copies of Walking the Red Road in class today.
September 19 2016
A Review: Research methods and reflexivity
Potts, K. & Brown, K. (2005). Becoming an anti-oppressive researcher (pp. 255-286). In Brown, L. & Strega, S. (Eds.) Research as Resistance: Critical, Indigenous and anti-oppressive approaches. Toronto, ON: Canadian Scholars’ Press / Women’s Press. *When the authors refer to “Social Work” in this chapter, consider substituting “Social Justice.” This reading is in the coursepack available at Print Plus.
Peters, W. (forthcoming). Re-narrating Illness: The Pedagogy of the Rejected Body. In Batacharya, S. & Wong, R. (Eds.) Embodiment, Pedagogy and Decolonization: Critical and Materialist Considerations. Under contract with Athabasca University Press. Pending page proofs. This reading is in the coursepack available at Print Plus.
September 26 2016
Anti-Oppressive Research: Walking the Red Road
Urban Aboriginal Communities Thrive Project (2014). Walking the Red Road: Our community’s journey to help each person live a good life. North Bay, ON; North Bay Indian Friendship Centre. http://online.flipbuilder.com/chcx/edtv/#p=1
Guest Speakers: Researchers Dawn Lamothe and Justin Plouffe
October 3 2016
Interviews as Discourse: Analyzing the Reproduction of Privilege
Heron, B. (2007). Challenging the development work(er) narrative. In Desire for development: Whiteness, gender, and the helping imperative (pp. 1-23; endnotes pp. 157-164). Waterloo, ON: Wilfred Laurier University Press.
Heron, B. (2007). Where do development workers really come from? In Desire for development: Whiteness, gender, and the helping imperative (pp. 25-54; endnotes pp. 164-168). Waterloo, ON: Wilfred Laurier University Press.
Heron’s book is available as an e-book through the Nipissing University Library. In the interests of keeping your costs down these two chapters have not been included in your reader and therefore must be read online.
October 10 2016 – Study Week / No office hours
October 17 2016
Critical Race / Socio-legal Studies
Thielen-Wilson, L. (2014). Troubling the Path to Decolonization: Indian Residential School Case Law, Genocide, and Settler Illegitimacy. Canadian Journal of Law and Society/Revue Canadienne Droit et Société, 29(02), 181-197. Available under e-journals through the Nipissing University Library.
Skim: “Theoretical framework and method of analysis” (section 3.3 from dissertation). This reading is in the coursepack available at Print Plus.
Guest speaker: Dr. Leslie Thielen-Wilson
*Please attend and promote the public talk by Ivan E. Coyote on Wednesday evening, October 26, 2016 in the Nipissing University Theatre. Who is Ivan Coyote? See http://www.ivancoyote.com/
October 24 2016
Complex Collaborations and Deep Interdisciplinarity
Renshaw, S. & Valiquette, R. (forthcoming). Complex Collaborations: Co-Creating Deep Interdisciplinarity for Undergraduates (23-46). In D. Jarvis and M. Kariuki (Eds.) Co-teaching in higher education: From theory to co-practice. Toronto, ON: University of Toronto Press. This reading is in the coursepack available at Print Plus.
Guest speakers: Sal Renshaw and Renée Valiquette
*Remember, Ivan Coyote on Wednesday evening, October 26, 2016 in the Nipissing University Theatre.
October 31 2016
Sexting Panic: Rethinking Criminalization, Privacy, and Consent
Hasinoff, A.A. (2015). Introduction. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp.1-22). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). The criminalization consensus and the right to sext. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 25-48). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). Discourse analysis: How to find common sense. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 164-167). Chicago, IL: University of Illinois Press.
Look at: https://amyhasinoff.wordpress.com/
Guest Speaker over Skype: Amy Hasinoff from 1:00-2:00.
November 7 2016
“Typical Responses to Sexting”
Hasinoff, A.A. (2015). Beyond teenage biology. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 49-70). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). Self-esteem advice and blame. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 71-98). Chicago, IL: University of Illinois Press.
In class: Discussion of how your research ideas are taking shape. It is time to start narrowing down your ideas.
November 14 2016
“Alternative Ways to Think about Sexting”
Hasinoff, A.A. (2015). Sexualization and participation. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 101-127). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). Information and consent. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 128-154). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). Conclusion. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 155-160). Chicago, IL: University of Illinois Press.
Hasinoff, A.A. (2015). Sexting tips and recommendations. In Sexting Panic: Rethinking Criminalization, Privacy, and Consent (pp. 168-171). Chicago, IL: University of Illinois Press.
In class: Discussion of how your research ideas are taking shape. By now you should ideally have one area that you want to focus on and we will keep refining and narrowing your individual topics.
November 21 2016
Discussion of final projects
Come prepared to outline your preliminary ideas for your final research essay and to offer feedback to others in the seminar. What interests you? What will you analyze? Come to class having identified text/s or practices that you would like to analyze. Get acquainted with your text / practice before class. Some examples from previous years include: representations of colonialism in elementary-level Canadian History textbooks; representations of people with disabilities on teen TV; Darren Wilson’s grand jury testimony concerning the shooting of Michael Brown; representations of brides on Say Yes to the Dress compared to SYTTD: Big Bliss; and the Canadian government’s role in the incarceration of Omar Khadr. Come prepared to introduce us to your text / practice and give us some sense of what kinds of questions you intend to explore in relation to it. Often, the more specific your project is, the easier it is to accomplish. Generate possible research questions. Remember that research projects often change in process, so you are setting a course for your research but the ideas that you present today may not be exactly where you end up.
I recommend that you begin the Preliminary Literature Research plus key concept assignment (below) this week. It will be time-consuming and will help you to hone your research ideas.
November 28 2016
Due: Preliminary Literature Research plus key concept – Value 10%
1. List of search engines and search terms used in research process
2. Bibliographic references and abstracts for at least ten articles that look relevant to your research
3. Key term / concept definition and explication of how it will be useful to your research
1. List of search engines and search terms used in research process—Come to class having searched for literature that will help you get even more familiar with your research area. Keep track of the search engines that you use (e.g. Ebscohost, Scholar’s Portal, Project Muse) as well as the search terms that you have used in each search engine (i.e. “human rights” and “South Africa” in Ebscohost, Project Muse, etc). This will help you to avoid repeating searches and develop a sense of which search terms are better than others.
2. Bibliographic references and abstracts for at least ten articles that look relevant to your research—Skim the articles / chapters / books that you find and select at least ten that you think will be useful to you. Compile a reference list (author, year, title, book, journal) of at least ten chapters or journal articles that relate to your topic. If there is an abstract available please include it below the citation (copy and paste is fine in this rare instance). If it is a chapter article or book, briefly and informally explain how it relates to your topic. The goal here is not to list the first ten sources you find, but to skim the papers (intro and conclusion especially) and include only those that seem worthwhile. Your list can and should include theory, methods and concepts that you have encountered in other courses and in previous years of university. Remember that your final research project is meant to be a reflection of all that you have learned since first year. You will hand in a list of at least ten bibliographic references and abstracts for promising articles / chapters / books. Just because an article makes it onto your list does not mean that you have to use it in your thesis. It is entirely possible that you will read it closely and find that it is not relevant. That said, even literature that you disagree with can be very useful in helping you to better define your own ideas. Also, you should consult with professors in GESJ or other disciplines who may have expertise in the area of your research.
These articles (and more) will form the foundation of your literature review. In your upcoming proposal and thesis you will be expected to be able to: summarize the main arguments of relevant articles in your own words; articulate your position on the article—you agree, you disagree and explain why you agree / disagree; note that their claims agree or disagree with each other and / or others in the field; and offer an explanation of how an article contributes to or informs your overall project. Read with an eye toward these expectations. In reviewing final papers from the past few years, most refer to at least twenty academic articles.
3. Key term / concept definition and explication of how it will be useful to your research—Finally, choose a key concept in anti-oppression theory that will be central to your research (e.g. post-colonial theory; decolonizing; queer theory; intersectionality; anti-racist feminism; transfeminism / transgender feminism; white privilege; neoliberalism; postfeminism; postmodern; post-closet; post-race; class; cultural capital). Drawing on relevant academic literature, define the term and outline some of its applications in anti-oppressive scholarship. Outline how you expect to use this key concept in your final research project. The key concept part of your assignment should be approximately 2 double-spaced pages.
In class discussion: Do we want to invite the other GESJ faculty members to come to class to discuss the abstracts and projects on January 9 2017? They could offer some valuable feedback. What are your thoughts?
December 5 2016
We will collectively decide what to do with this class. We can put the time toward proposal discussions or proposal writing. We could have one-on-one meetings. What do you think would be most beneficial to you at this time?
January 9 2017
Due: Research Proposals with Annotated Bibliography – Value 15%
PLUS Abstract and Brief Presentation – Value 5%
The detailed expectations for the Research Proposal can be found in the syllabus under “Assignments.”
In addition to your proposal, craft a 300 word abstract that summarizes your research project. A good abstract “will clearly and succinctly identify several key elements: 1) The scholarly context of the paper’s thesis and/or intervention. How does this paper forward previous understanding? Why is it important? This means mentioning previous work in the area and discussing how scholars have framed the issue before. 2) The methodology of the research/analysis. How will this paper accomplish its goals? This latter point might entail identifying new evidence or a new methodology. 3) The thesis of the argument or research to be presented. What is your argument?”(http://c.ymcdn.com/sites/www.cmstudies.org/resource/resmgr/2017_Conference/2017Submitting-a-Proposal.pdf accessed August 16, 2016). Email your abstract to me the night before this class. I will project them onscreen and we will review them together.
Also, in order to introduce your abstract come to class having prepared a 5 minute (max) talk that will cover:
- what you are passionate about (what inspired you)
- the problem you are thinking of addressing
- a couple of theories you are thinking of using to address it
- a couple of reasons the theories may or may not be useful
- a problem you are having in thinking through the project
From now on the time that you would have spent reading for this course should now be spent developing your thesis. You are all expected to contribute meaningfully to each other’s research projects. The final presentations should be representative of all our hard work. To attend only to your own research is unhelpful and will harm your overall mark.
January 16 2017
I will mark and return your proposals by today. As soon as I have marked your proposal, I will email my feedback to you individually. This week you will have one-on-one meetings in my office (A310) to discuss the feedback that you received on your proposal and where your research and writing will go from here. Contact me to schedule a specific time.
January 23 2017
This week, you are required to email 3 double-spaced pages of your work to the others in your group by a mutually determined time (whatever gives everyone enough time to read and edit everything). You will read each other’s work in advance and during class time you will meet in small groups to discuss each piece of writing. You are expected to make suggestions regarding form and content (everything from spelling, to sentence structure, to paragraphs, to citations, to argumentation), and ask academic questions about each other’s work. Make an effort to find a balance between eviscerating and offering only compliments. Constructive criticism will help your fellow students and aid in their learning. Finding typos and writing errors will improve their grade overall. You do not need to take all of the suggestions that are offered to you. This process is meant to help you hone and clarify your own thinking and argumentation.
January 30 2017
Just like last week, you will email 3-4 new or substantially revised pages of your work to at least two other students. We will repeat the group work that we did last week.
February 6 2017 – Methodology week
Just like last week, you will email 3-4 new or substantially revised pages of your work to at least two other students. We will repeat the group work that we did last week. This week, your writing must touch on your methodology.
February 13 2017
Where are you at with your research? Should we repeat the exercise above? What would be most beneficial to the group? We will decide together what to do with this class.
Also, this is often the time of year when the Undergraduate Research Conference is announced. Does anyone want to present? Discuss.
February 20 2017 Study week—no office hours
February 27 2017
Research essay drafts due today
The expectations for the draft can be found in the syllabus under “Assignments.”
I will email your feedback as soon as I have completed it. In this class we will discuss the practice of cutting a large research project to create a 10 minute presentation. If relevant, we will discuss the Undergraduate Research Conference.
March 6 2017
No class—I’ll be marking your drafts. Get back to work as soon as you get your feedback.
March 13 2017
Research essay drafts will be returned on or before this date. The feedback on your draft is intended to give you a sense of how you are doing and how much improvement needs to be made in the next few weeks.
Come to class prepared to tell us what you plan to cover in your final presentation. Ideally, your final presentation will offer your audience a sense of the focus and scope of your thesis, but because it is only 10 minutes long you will only be able to cover one or two additional points that communicate and demonstrate the essence of your research. These points should showcase at least one example of the original research / insights that you are bringing to your topic. Keep in mind that it is good to have a narrative in mind for your presentation. You are looking to hook the listener and get them interested in, and excited about, your project. You also need to be able back up what you are saying so that the listener is convinced by your argument / analysis. Remember, the writing adage: “Show, don’t tell.” (Google this phrase if you have no idea what I’m talking about). If you want to send me some points in advance of class, I will happily look them over and give you feedback. You need to come up with panel titles, so we can dedicate some time in class to that. Feel free to discuss this with your fellow panelists outside of class time as well.
March 20 2017
In class this week you will give a 10 minute presentation based on your final research essay. This is the dress rehearsal for the final public presentation. Come prepared to offer and receive constructive commentary. Make sure that your presentation provides an outline of the primary argument/s made in your paper and offers your listeners a few excellent and original examples that clearly support and develop this argument. In these examples your analysis should be clear, detailed and supported by theory. Anything else in your presentation is there to set up your argument/s and examples (i.e. necessary context, concepts defined, theories employed). Your presentation should look like the culmination of four years of study in Gender Equality and Social Justice and should address a listener who is knowledgeable in anti-oppression scholarship. It should be rigorous, insightful, convincing and engaging. Make every sentence count and really show off your arguments and analysis. Come to class ready to deliver your well-timed and organized 10 minute presentation, but be prepared to make some changes as necessary. We will make concrete suggestions for changes on visual aids, content and the order of the information.
In this class, you will organize the research papers into theme-based panels, determine the order the papers will be given in on each panel, and provide me with a final title for the panel. This week you can also figure out the best order for the panels based on the content of each paper. If you do not do a dress rehearsal presentation you will not be permitted to do the final public presentation.
March 27 2017
I am building some flexibility into the syllabus here. We are now in the timeframe of the Undergraduate Research Conference, so we could possibly do an additional run-through of final presentations on this date. We will decide as a group what to do on this date.
April 3 2017
Final Presentation – Value 15%
On this day you will give a 10 minute public presentation based on your final research essay. It will be awesome. You are all so clever. You will need to coordinate your visual aids (Prezi / PowerPoint) within your panels. Send me you final paper titles and I will make a program for the faculty and guests.
April 7 2017 (not a seminar day—just the official last day of classes)
Due: Final Honours Thesis – Value 35%
Final research essays due by noon via email. It is very important that your writing be near perfect in this final draft and that your argument is polished and well-supported. Please note that I cannot accept any late papers after April 7 2017. This deadline is firm. To submit beyond this date requires permission of the Dean of Arts and Sciences. To submit before this deadline is welcome and encouraged.
Participation is absolutely central to the success of the Honours Seminar. In the first term, you must come to class having completed the readings and ready to actively discuss them. In the second term you will be expected to offer thoughtful questions and constructive suggestions to shape and develop the work that each student is developing. The final research essays produced by this class should be a reflection of all the hard work that we will collectively put into improving our research and writing. You will have to earn this 20%. Please keep in mind that if I am ever to write a letter of reference for you in the future, I will be asked to comment on your academic abilities (written and verbal), but also commitment, reliability, punctuality, leadership and engagement with other students.
Preliminary Literature Review 10%
Due November 28 2016, submit a list of:
- List of search engines that you have used to find literature related to your project (e.g. Nipissing University Library website—e-resources—Gender Studies—LGBT Life with Full Text / Scholars Portal Journals / Academic Search Premier / JSTOR / Project MUSE) and search terms used in each search engine
- List ten sources and abstracts that look promising based on a quick skim. This list can include sources from other courses that you have already taken from Intro to present, but should include new research related to your topic. Copy and paste abstracts into the list or write a brief summary of chapters or books that do not have abstracts.
- Choose a key concept in anti-oppression theory that will be central to your research. Drawing on relevant academic literature, define the term and outline some of its applications in anti-oppressive scholarship. Outline how you expect to use this key concept in your final research project. 2 pages double-spaced.
300 word abstract and brief presentation 5%
In addition to your proposal, craft a 300 word abstract that summarizes your research project including a description of the methodology used (i.e. discourse analysis; socio-legal analysis). Email it to me the night before the January 9 2017 seminar. I will project them onscreen and we will review them together. Also, in order to introduce your abstract come to class having prepared a 5 minute (max) talk that will cover:
- what you are passionate about (what inspired you)
- the problem you are thinking of addressing
- a couple of theories you are thinking of using to address it
- a couple of reasons the theories may or may not be useful
- a problem you are having in thinking through the project
On January 9 2017 you must submit a double-spaced 4 page research proposal and a 5-6 page single-spaced annotated bibliography worth 15%. Write with an eye toward being able to copy and paste some of these sections into your first draft. Your thesis proposal should include (in any order):
– Proposed section outlines for your thesis with brief descriptions of their content and purpose. In general, a final thesis will include an introduction that is often written very late in the writing process. Do not worry about the introduction at the proposal stage. You will likely end up cutting and pasting your research question (from Part 2 below) into your introduction. Typical sections of a thesis include (page numbers are estimates):
PART 1: LIT REVIEW AND THEORY (3 pages) — What have others written on this subject and what is the original perspective / problem that you are identifying? Which concepts are central to your analysis? Define and explain them.
PART 2: RESEARCH QUESTION AND METHOD/OLOGY (3 pages) — A thesis should display a high degree of focus and make a point that is interesting and fresh in relation to the existing literature. Include the “so what?” in this section by explaining why this research matters. What does your research tell us about racial / gendered / economic power today? What “texts” are you examining? Why these texts? Explain the method you are using and why this is the method of analysis that you have chosen (e.g. I have chosen to create a critical textual analysis of media / law. A critical textual analysis means x and is best because of y).
PART 3: ANALYSIS (10 pages) —This is where you make your argument and link all evidence / examples to the argument and context. Use evidence / examples that work together to provide a strong cumulative impression; Draw out subtext and explain unapparent points.
PART 4: CONCLUSION (4 pages) — forcefully bring together the main points to make a compelling argument that adds a new dimension to the original thesis.
In your proposal, aim to “rough out” these sections and what they will look like.
Make sure that you include:
– A clear statement of your research question/s or topic;
– A background statement contextualizing the question/s with which you are engaging and the primary theories you will draw upon (i.e. feminist / postcolonial / postmodern / critical race / human rights);
– A brief review of the literature that summarizes how others have engaged with the same or similar question/s and their conclusions, as well as works that you will draw upon in your own analysis (must refer to works in your annotated bibliography);
– A clear statement of how your work will be similar to, and different than, the literature you have reviewed;
– A clear statement of the theoretical implications your work has for the field/s you are drawing from and a clear statement of the practical implications your work may have;
– Optional: A preliminary reflexive statement of how you locate yourself in relation to your research project. This is not meant to be a list of your many identities, but rather a critical look at the frameworks and conceptual schemes that comprise your social location which, in turn, influence the creation and understanding of the research question/s.
Your annotated bibliography must include summaries and commentaries on eight academic articles, chapters or books relevant to your research question/s and areas. Cutting and pasting from abstracts or summaries is not an acceptable approach to creating an annotated bibliography. You are required to read the article, summarize it in your own words and explain how it will inform your own research. Ideally, the articles in your annotated bibliography will be central to your thesis and you will continue working with these articles throughout the next term. You should include relevant course readings (from any course), as appropriate. Here is a good reference tool for annotated bibliographies: http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography
Research Essay Draft
A draft of your thesis must be submitted on February 27 2017. This should be a polished 12 page draft—edited and free of typos. You will get a “guiding grade” for your draft, but it will not count toward your final mark. The feedback and the “guiding grade” on your draft are intended to give you a sense of how you are doing and how much improvement needs to be made before the final deadline. I will assess and return this assignment to you within two weeks.
Final presentation 15%
You will be graded on how well you have captured your overall research project, the complexity and relevance of your ideas, your use of GESJ-related concepts and literature, whether your presentation was engaging and comprehensible, facility in answering questions and, to some extent, your presentation skills (e.g. if you go over time you will be penalized). Being able to summarize and present your original research to an audience unfamiliar with this material is a very important skill. If you struggle with public speaking please talk to me.
Final research essay 35%
Your final research paper is worth 35% of your final grade and due on the official last day of classes. It must be 20 pages plus bibliography, double-spaced, and must include relevant use of at least 10 academic readings. Your research essay must engage meaningfully with academic literature and frameworks related to Gender Equality and Social Justice, while being more than an overview of articles you have read. You are expected to take up the conceptual tools learned in GESJ and apply them in an area that is of interest to you. You must endeavor to create original research and theory that will put concepts and content together in new ways.
Important notes for written assignments:
– On the title page please include your name and always keep a copy of your paper in print or computer file.
– All assignments must be double-spaced, in 12 point font (not a fancy font please), with1 inch margins and page numbers, unless otherwise noted.
– All assignments should be submitted in the lecture period.
– Assignments will not be accepted over email, unless otherwise noted.
– Only under truly extraordinary circumstances will an extension be considered by the instructor. Time management is essential and must be cultivated.
– Remember to provide a title, preferably one that highlights your thesis or central concerns.
– Avoid lengthy, overly general introduction; state your intentions concisely and engagingly.
– Each paragraph is to be a unit of thought and should develop an idea.
– Provide transition between topics. Your essay should have continuity; it should “hang together.”
– Support or illustrate your assertions; be as specific and precise as possible.
– Quoted materials (see “plagiarism” below) belong in quotation marks and a page number should be supplied. See syllabus for complete APA references for readings in the course reader. Use a style guide for references and be consistent. Ideas or passages that are paraphrased (written in your own words) also need to be referenced.
– Avoid over-use of quoted materials. Passages that are quoted need to be contextualized and require comments that directly forward your own argument.
– You may use the word “I” in your work for this class.
– Proofread to avoid errors of spelling, grammar and punctuation.
Plagiarism and academic dishonesty are serious offences. It is your responsibility to be familiar with Nipissing’s policies on academic dishonesty. Please make yourself familiar, here: http://www.nipissingu.ca/calendar/studentpolicies_academicdishonesty.asp
Any instances of students plagiarizing or cheating will be dealt with according to this policy.
Statement of what grades mean:
80-100% indicates EXCEPTIONAL PERFORMANCE: comprehensive in-depth knowledge of the principles and materials treated in the course, fluency in communicating that knowledge and independence in applying material and principles.
70-79% indicates GOOD PERFORMANCE: thorough understanding of the breadth of materials and principles treated in the course and ability to apply and communicate that understanding effectively.
60-69% indicates SATISFACTORY PERFORMANCE: basic understanding of the breadth of principles and material treated in the course and an ability to apply and communicate that understanding competently.
50-59% indicates MINIMALLY COMPETENT PERFORMANCE: adequate understanding of most principles and materials treated in the course, but with significant weakness in some areas and in the ability to apply and communicate that understanding.
0- 49% indicates FAILURE: inadequate or fragmentary knowledge of the principles and materials treated in the course or a failure to complete the work required in the course” (Faculty handbook,
http://www.nipissingu.ca/academics/faculties/arts-science/Pages/Faculty-Handbook.aspx, accessed July 11, 2016).