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Global Gender and Sexuality Spring 2021 Assignment 3 Rewrite Assignment 1: Personal Thought Piece on Identity, Gender, and Sexuality

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Global Gender and Sexuality Spring 2021 Assignment 3 Rewrite Assignment 1: Personal Thought Piece on Identity, Gender, and Sexuality. • • • • • • • 20 points. 2-3 pages, double spaced. Mandatory rewrite of Assignment 1, Due Sunday, May 9, 11:59 p.m. Submit on Canvas via the Assignments Tab. Make sure to select Assignment 3. The Grading Rubric is provided after the instructions. Please ask us for any clarifications you need, after carefully reading these instructions. Detailed Instructions: • How to do the rewrite: 1. Incorporate the feedback you received from the TAs on Assignment 1. This includes making the suggested changes throughout the paper, AND writing a short, separate paragraph on how you incorporated the feedback you received. Include this paragraph at the end of your paper, after the conclusion and bibliography, under the title “Revision.” 2. Bring the concept of “Doing Gender” into your paper (more instructions below). 3. Implement all the writing instructions we have covered up until April 29. • How to focus your paper around the concept of “Doing Gender” in the rewrite: • Discuss “doing gender” in your own life: Apply this throughout the paper rather than “adding it on” to your paper separately. o This will look different for each of you: You might elaborate upon certain examples in your first paper, add in more examples, or replace some examples. You might change the order or content of some paragraphs, remove some paragraphs, add in new ones, etc. • Reflect upon any of these questions or any combination of them: o How you “do” gender both consciously and subconsciously, and have done so through your life: through clothing, choices of activities, behavior, etc. o What are the ways in which you conform to traditional gender identities and/or roles? • Are there aspects of femininity or masculinity that you “do” that you are comfortable with? • Are there other aspects you “do” because society, your family, peers, etc. expect it of you? • Is it hard to separate out those categories? Why? 1 Global Gender and Sexuality Spring 2021 • • What are the ways in which you question or resist some of those gender identities and/or roles, if any? How do other people in your life (whom you might have discussed in Assignment 1) “do” gender? Course material to use: • • You are required to reference Zimmerman and West and the April 20 lecture. You may optionally reference: • April 22’s lecture on masculinity. • Any of the other readings from April 20 and/or April 22. Further clarification (from April 20’s lecture, for the purpose of this assignment): THERE IS NOTHING WRONG IN CONFORMING TO CERTAIN GENDER IDENTITIESAND ROLES IFTHAT’SW HAT YOU IDENTIFY WITH. • It’s not a “bad” thing if you conform. I myself am gender conforming in that I am a cisgendered woman and comfortable with that gender identity. However, I question much of the conventional gender behavior and roles that society would expect from me. • This exercise is merely a way to articulate your recognition of the kind of work we all put into doing gender, that it isn’t something that “just exists.” • I am not asking you to resist everything about your upbringing and your identity (if you are comfortable with it). I am asking you to think about how you and those around you perform gender, and question its taken-for-grantedness. Writing Tips • • Apply all writing-specific instructions provided to you so far: General Writing Tips + Weeks 1, 2, 3, and 5. • Carefully review and apply the new writing-specific instruction provided in Week 5 on transitions, connections, getting feedback, and revision. The genre will still be a blog post, but please avoid using informal language, and please make sure to cite your sources consistently and correctly, using the ppt on APA citation that has been provided to you. 2 Global Gender and Sexuality Spring 2021 • Compared to Assignment 1, we will be stricter with grading this assignment when it comes to citation (and all other criteria). Detailed writing instructions have been provided to you. Please show us that you are applying them. Grading Rubric – Assignment 3 This is merely a guide. All possible scenarios cannot be covered, some papers may be strong in some areas and weak in others, and grading is always in comparison to the rest of the class. Criteria A+ A A- B+ B B- Meets all of the criteria for an “A” paper exceptionally well. Meets all of these criteria Overall a good paper, with ~ two (or a combination) of the following flaws: Demonstrate 34 (or a combination) of the flaws listed under “A“papers, AND/OR a greater degree of these flaws, AND/OR the following differences from “A-“ papers: Demonstrate 5 or more (or a combination) of the flaws listed under “A-“papers, AND/OR a greater degree of these flaws, AND/OR the following differences from “B+“ papers: Demonstrate most (or a combination) of the flaws listed under “A-“papers, AND/OR a greater degree of these flaws, AND/OR the following differences from “B” and “B+“ papers: 1. Followed Instructions (on the substance as well as technicalities of the rewrite)? Effectively followed all instructions for the assignment. Followed most of the instructions for the assignment, but some were inadequately addressed, and/or are compromised by weak writing in parts. Missed out on an important part of the instructions. Missed out on more than one important part of the instructions. Missed out on half or more of the instructions. 2. Clarity and Structure Clearly written, wellstructured Paper is clearly written in Writing lacks clarity and structure. Writing is “all over the Writing is completely disjointed. 3 Global Gender and Sexuality Spring 2021 Criteria A+ A A- and organized paper. parts, but not throughout. B+ B B- place,” very disjointed. 3. Illustration Provides supportive examples to illustrate ideas and experiences. Describes the issues well, but analysis was somewhat lacking, OR demonstrates good analytical skills and ideas, but the descriptive examples were lacking. Provided, but not explained enough. Barely provided. Completely lacking. 4. Paragraphs Mostly follows the rule of one big idea per paragraph. The first sentence of each paragraph introduces this main idea as much as possible. Doesn’t consistently follow the rule of one big idea per paragraph, but does so in at least half the paper. The same pattern holds for the first sentence of each paragraph introducing the main idea of the paragraph. Barely follows these rules. Doesn’t follow these rules. Doesn’t follow these rules and barely has consistent segments of text that can be called a paragraph. 5. Transitions Clear and smooth transitions within and between paragraphs. Explores contrasts and connections between ideas and/or experiences. Transitions within and between paragraphs are smooth for roughly half the paper, but not throughout. Contrasts and connections between Weak transitions overall. Minimal use of transitions. No transitions. 4 Global Gender and Sexuality Spring 2021 Criteria A+ A A- B+ B B- ideas and/or experiences are occasionally, but not adequately explored. 6. Analysis Doesn’t just list the issues, but analyzes them. Indicates that the student has put thought into the topic. Some parts of the paper include just listing issues, other parts have some analysis that goes beyond listing. Indicates that the student has put thought into the topic as reflect in the writing of at least 50% of the paper. Insufficient analysis. Minimal Analysis. Absence of analysis. 7. Course Material Engagement with the course material as indicated on the prompt. Engagement with the course material as indicated on the prompt is either inadequate (e.g. not enough explanation of how your experiences connect with the source cited) or slightly incorrect. Minimal/surface level engagement with the course material. No engagement with course material. No engagement with course material. 8. Sources/Citation Cites sources both in text and at the end of the paper, even if the citation style Cites sources only in text OR only at the end of the paper, OR cites the right idea but Citation is partly or completely lacking. Sources are minimally used “for the sake of it,” citation is missing. No sources used or cited. 5 Global Gender and Sexuality Spring 2021 Criteria A+ A A- is inconsistent, not properly formatted, etc. the wrong piece, etc. B+ B B- 9. Paraphrasing Explains ideas from class in student’s own words, rather than copy-pasting them, merely quoting them, or not attributing them to the source. Ideas from class are mentioned but barely explained, though the paper conveys that the student has understood the idea. OR there is a reliance on quoting rather than paraphrasing the idea. Tends to copypaste quotes rather than explain in own words. Not much connection drawn to concepts from class. No connection to concepts from class. 10. Introduction and Conclusion Strong, indicate the direction of the paper (introduction) and summarize the main points of the paper (conclusion). Good, could be stronger. Hastily written, weak, or just one sentence rather than a paragraph. Has only one of the two – Introduction or Conclusion. Neither Introduction nor Conclusion. “C+” category papers: In addition to the flaws of the “B” category papers: 1. Did not address most of the required components of the paper. 2. General treatment of the topic without any connection to class. 3. Demonstrate substantially incorrect or flawed understanding of topic. 6 Global Gender and Sexuality Spring 2021 “C” category papers: 1. Demonstrates any combination of the flaws of “B” papers. + 2. Demonstrate completely incorrect or flawed understanding of topic. 3. Addressed at the most 1 component of the paper, which is somewhat clearly written. “C-“category papers: In addition to the problems with “C” papers: 1. Poorly Written. 2. About 1/4th of the paper is copy-pasted from wikipedia or other forms of plagiarism. “D” category papers: Any combination of the following problems: 1. Made some sort of vague point about the topic but completely lacking in any connection to the class. 2. Did not address any of the components of the assignment as indicated on the prompt. 3. Half or more of the paper is copy-pasted from wikipedia or other forms of plagiarism. “F” category papers: 1. No submission. 2. Only copy/pasted or only from wikipedia or other forms of plagiarism. 7 1 Identity, Gender, Sexuality Kuan Lu Vibhuti Ramachandran University of California, Irvine Global Gender and Sexuality 4/11/2021 2 Identity, Gender, Sexuality Different cultural norms and practices have produced a varied understanding of sexuality, gender, and identity. Sexuality, gender, and identity are mostly interrelated and have raised debates across different cultures and social groups. Different concepts around gender, identity, and sexuality are evolving continuously. Understanding the three concepts enhances harmony among different cultures. Sexuality represents an individual’s self-experience and expression. It defines an individual’s sexual orientation through emotions, social interactions, physical presentation, biologically, erotically, or through spiritual feelings. Identity represents a set of personality traits, expressions, qualities, beliefs, and looks of a social group or an individual. Gender represents the classical differentiation between masculine and feminine. The context of gender varies according to biological sex, gender identity, or sex-sensitive features. Cultural and societal expectations about sexuality and gender have significantly influenced my life. I come from a family of three children (my two sisters and me), a father, and a mother. Growing up, our parents have taught us the importance of respecting the opposite gender and other people’s ideas. For instance, we do not have gender-specific roles in our house. Instead, we conduct house chores based on the duty roster, which helps us acquire useful handson skills and improve our efficiency. I also go to a public school where I interact with boys and girls from different cultures. I have learned different communities have different expectations from girls. For instance, the Islamic community requires women to cover their faces and also their legs. Moreover, my interaction with other students has shown me that some communities value educating one gender over another. I find such ideas regressive since they discriminate against the underprivileged gender. I believe that every child has equal rights to education. 3 Interacting with students from diverse cultures has also made me understand Lesbian, gay, bisexual, transgender, and queer people (LGBTQ). Different individuals have different sexual identities and the freedom to express or experience themselves. Therefore, respecting and appreciating their opinion improves their self-confidence and fosters social cohesion. While in school, we also engage in sports altogether (both boys and girls). I have noticed from sports that most boys tend to be physically strong compared to girls. However, some girls also outperformed some boys in games like racing, long-jump, and football, indicating that equal chances improve competition among different genders. In the video, We Should all be Feminists, Chimamanda Ngozi Adichie explains that many gender discrimination is evident in many communities. Yet, people tend to remain silent on it instead of speaking against it. She reveals that people’s understanding of femininity varies from one community to another and may create confusion. She reveals that feminism seeks to improve women’s rights rather than impose the female gender over the male gender (Adichie, 2012). According to her, women are equally as competent and capable as men. Therefore, offering both of them equal chances helps improve self-esteem. She argues that members should not impose specific roles on certain genders. Instead, she reveals that members should consider individual aspirations and capacities (Adichie, 2012). She reveals that promoting gender rights would reduce gender-based violence, such as rape, since individuals would respect each other. However, humans can change such thinking by teaching both boys and girls to embrace their strengths and weaknesses instead of criticizing them. I agree with her that equal rights would inspire social morals and units (e.g., families). 4 Reference Adichie, C. M. (2013, Apr 12). We should all be feminists. [Video File].