enc6332a - Gendered Rhetoric
Kathleen Bell
The purpose of this assignment is to give you the opportunity to merge previous experiences with discoveries from our readings and discussions, and in reflection to test your assumptions and identify what influences and principles define your construction of gender.
Each of the three modules in this assignment corresponds to a pivotal time period in your life: childhood, early adolescence, young adult, present. Your written profile for each section should be 1000-1500 words (double-spaced) and maintain a strong focus on gender and language—writing, speaking, reading, computing—and the effect of medium and context on your construction of gender. Use a first person writing voice and informal documentation in referencing the course texts. Also, you may attach any documents you believe will convey the richness or vitality of influence on your development.
From birth to adolescence; consider family relationships, school, travel, dress, friends, books, conversations—all major influences on your gender identity and use of discourse. Submit by noon on Sunday, Sept. 9
From adolescence to adulthood; personal and professional relationships and interactions with the same and opposite sex that have shaped your gender identity and use of discourse. Submit by noon on Sunday, Sept. 30
Concerns and Possibilities Conscious decisions to shape your gender identity and the subsequent effects on your interactions and use of discourse; specific concerns and goals your own experiences raise. Submit by noon on Sunday, Oct. 14
Assessment: 10 pts for focus and development; 6 pts. for connections to readings; 4 pts. for language proficiency.
The purpose of this assignment is to give you practice using the gender discourse markers and contextual features to analyze various forms of discourse used in the discourse community you select for your field research project. For this assignment choose one example from each form of discourse: print, visual, auditory, and electronic. If you choose the documents carefully, you can use the analysis in your field research study, too. The analysis should focus on the rhetorical context, gender markers, and the impact on the intended audience’s perception of how gender, status, and authority are transacted as a result of those verbal and visual language decisions.
Submission: You will submit each document separately with a 600-800-word analysis. Due dates: by noon Sunday, Nov. 4
Choose a well-defined discourse community on which to conduct a field-based study—a study in which you will visit the context, observe the community on site, and collect primary documents of oral, written, and electronic discourse. Choose an interactive community that uses all three forms of discourse.
You will present this research as a formal paper using MLA or APA format; include a title page and table of contents; merge tables and charts within the text; place last name and page number in the upper right-hand corner; include an appendix of documents, if desired. The study consists of five sections: 50 pts. per section
Submit complete final research study to me by e-mail Word document attachment by 2:00 pm Wednesday, Dec. 5
You will be assigned to a cohort for weekly discussion on the assigned readings. For each interactive discussion you are required to make a substantive post and to respond to the substantive posts of two other cohort members. Read the Discussion Protocol section for further details.
I will distribute language documents for short response from time to time, and I will ask you to post samples as well.
Late Assignments are unacceptable. If a problem of some kind interferes with the timely completion of your work, please contact me before the assignment is due.
| Grade | Points |
|---|---|
| A | 465 - 500 |
| A- | 450 - 464 |
| B+ | 435 - 449 |
| B | 415 - 434 |
| B- | 400 - 414 |
| C+ | 385 - 399 |
| C | 370 - 384 |
| C- | 350 - 369 |