HONR 207: Honors Seminar in Diversity Pluralism and Difference the Archaeology of Sex and Sexuality
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
HONR 207: Honors Seminar in Diversity Pluralism and Difference the Archaeology of Sex and Sexuality
Spring 2013
Class: TR 11:30-12:45
Office Hours: TWR 12:45-1:45
Dr. James Aimers, Department of Anthropology Classroom: Wadsworth 204 Office: Sturges 13H
Course Summary:
This course traces the emergence of archaeological approaches to sex and sexuality from within gender studies and feminism in archaeology. After examining the intellectual foundations of this development, students will examine specific prehistoric and protohistorical studies. Studies of a purely historical or ethnographic nature will be limited in order to examine and evaluate in detail examples of purely prehistoric case studies, which are still rare. The experience of non-heterosexual anthropologists and archaeologists in the field and the academy will also be considered. The class will evaluate some of the theoretical and methodological challenges of developing an archaeology of non-normative sexuality more generally. Students will research these issues in groups and individually.
Learning Outcomes:
In this class students will demonstrate
- familiarity with the development of the study of sex and sexuality in archaeology from feminism and gender studies
- critical analysis of theoretical and methodological issues in the study of sex and sexuality in archaeology
- the ability to work in groups to summarize and present advanced archaeological research on sex and sexuality
- the application of their background knowledge to a problem centered on sex and sexuality in the archaeological record.
Means of Assessment:
Participation (including final exam discussion) 10% Answers to questions on core readings (questions provided in advance) 15% Key concept contribution from Joyce (2004) Embodied Subjectivity 5% Group presentation on one week of readings 10% Annotation of an article or chapter assigned to your group (500 words) 10% Group wiki space on assigned week of readings (maximum 500 words per student) 10% Research project conference presentation (10-15 minutes) 20% Research project abstract posted to wiki (500 words) 10% Final exam, take-home portion (500 words)
10 %
Assignments:
Required vs Resource Readings: You should read the required readings before we begin discussing them in class. Each week (normally on Tuesday) I will collect written answers from all students. Answers can be in any format, but double-spaced and typed, not handwritten. I will grade a sample of these each week. Resource readings are readings that may be useful if you would like more background on a topic, for example for your research project.
Key concept contribution from Joyce (2004) Embodied Subjectivity: Each student will be assigned a term or concept from Joyce’s article. A short but authoritative definition or explanation should be post to the key concepts section of the Gender and Sexuality wiki space and linked to the term in the article on the wiki. A reference librarian would be very useful for this assignment.
Group presentation on one week of readings: Each group will responsible to convey the content of six readings from one week to the class. You can do this in any format you like (e.g., Powerpoint presentation, open discussion). I much prefer presentations that provide an integrated overview of the readings over presentations which discuss each reading individually. Evidence of additional research on the week’s topic will be rewarded in the group’s grade.
Annotation of an article or chapter assigned to your group (500 words): Most groups will have 4 students, and each student should annotate one of the week’s six readings in the Annotated Bibliography section of the Gender and Sexuality space on the Geneseo wiki. The annotation should summarize the article and show some evidence of critical thought. Evidence of critical thought could include comparing or contrasting the ideas of the author to the work of others, placing the piece in a broader context, or noting areas where the research is lacking or could be extended.
Group wiki space on assigned week of readings (maximum 500 words per student). Each group should provide a written overview of the week’s readings. A group of 4 students should not produce more than 2000 words or so. This should all be on a single page on the wiki and presented as the work of the group.
Research project conference presentation (10-15 minutes). The last classes of the course will be run like conference meetings with a 15 minute formal presentation by each student followed by about 5 minutes of discussion. You may choose to do this for GREAT Day, in which case you will not have to present in class again but will be asked to reflect on what you would have changed about your presentation if you did it again.
Research project abstract posted to wiki (500 words): A summary of your research presentation.
You may attach the full text of your presentation as an appendix.
Final exam take-home portion (500 words). I will ask you to reflect on the content of the course through a broad, synthetic question about the archaeology of sex and sexuality.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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