Class Goals: Evaluation of sources. Introduce SEA. Discuss perspectives of Tannen and Sadker/Sadker.
Connection to Course Goals: Importance of context in forming positions on an issue.
- Class discussion to get to main points of Sadker and Sadker:
- history of discrimination against women at colleges
- "brick walls have been replaced with those of glass"
- long-term financial and professional effects of women gravitating toward "soft sciences" and liberal arts, as well as being statistically more likely to attend a community college rather than a four-year program at another institution
- significance of the lack of role models for women and people of color
- sexual harassment and violence
- linking to Tannen: women’s voices in the classroom
- Main points of Tannen (Steve has a great activity for groups: Each group is given a question to discuss and support their answer to, such as whether they find that women do speak less in this class, in other classes, in previous classes they have attended . . .)
- Analyze the authors’ positions and why they believe what they do. How would different audiences react to these essays? Come up with some examples, such as administrators at a women’s college. (Refer to homeworks and continue with questions about bias based on their source evaluation.)
Transition to new activity:
- Introduce SEA. Group activity. Using the guidelines they read in EW, groups should practice selecting a topic/issue (based on the readings), "finding" sources (using the readings), and evaluating those sources (Gatto, Anyon, "Intro", "Report . . . ").
- Using page 116, 29a "The research process": define a topic and research question
- Once you’ve selected your group topic and question, turn to Ch. 30 in EW, "Evaluating Sources", and apply the guidelines to each source. Make a list.
- With these sources, go back to "The Research Process" and develop a working thesis.
- Present your group’s work to the class.
CSOW: How does this allow them to practice what they will need to do for the annotation they will be doing?
- Discuss main points of evaluating sources in PHG, especially regarding internet sites. Highlight any of the databases in the library that may be of particular use to them.
- Hand out assignment sheet for source evaluation and go over it. They’ll do for this assignment basically what was just modeled and practiced in the group activity
CSOW: If there is extra time: Connect this to their purposes in writing the CAP and later in their essay.
Assignment: Read Cheney, RA, 363 and Ehrenreich, PHG. Also Roszak (RA 277) and Postman (PHG).