Lesson Plans

Syllabus:
Reverberations & Metaphors Presentations. Draft of Essay II (One printout; one digitally accessible). In Class: Workshop.

In Class:

Reverberations and Metaphors Presentations

General Evaluation of Presentations (Written)
Consider following facets of oral presentation assignment:

• Presenters: Expected to develop and strengthen speaking skills, become better aware of the type(s) of writing necessary for oral presentations, and to consider creative approaches to material in this course. Use skills to help class to discover alternative perspectives, become additional sources, and/or other considerations concerning your topic.
• Time: 10-20 minutes
• Overlap and Connection: If the subject of your lesson overlaps with others, be sure you make a cross-reference rather than take over or repeat the other subject’s material. In general, try to make connections with other lessons and with projects the class is working on.
• Media: You are welcomed and encouraged to employ different media in your presentation, from music to posters, use of presentation software, handouts—you are only limited by your creativity. Remember, however, that the medium should not overshadow the message (in other words, all the cool effects in the world won’t help if you haven’t developed your content).
• Submission: The group should submit, as a single document the day of the presentation, a formal outline (see SMH 3e for information; sample begins on page 442) of the entire presentation along with an MLA Works Cited (see SMH 20) for the texts researched for the presentation.
• Grading Criteria: Includes the achievement of and/or accordance with the above guidelines, expectations, and requirements, plus a consideration of time management, maintaining eye contact, presenting (as opposed to simply “reading”), avoidance of empty words (like, basically, ummm), and cohesion of group’s presentation.

With this in mind, respond (in writing) to the following:

1. Other than your group's presentation, which presentation was strongest and why?
2. Other than your group's presentation, which presentation was weakest and why?
3. Other than your group's presentation, from which presentation did you learn the most (and how and why)? Was it the method? The delivery? Creative use of subject matter or media?
4. Finally, what grade do you think your group's presentation earned and why? In other words, step outside of your experience in preparing the presentation, but think of how your audience would evaluate your group's performance in achieving the goals.

View presentation schedule

Reading Texts:

• Jeanette Winterson. “Vintage Living Texts.”
• Flavio Risech: "Political and Cultural Cross-Dressing: Negotiating a Second Generation Cuban-American Identity" (reserve)
• Carmen Vazquez: "Appearances" (reserve)
• Robert McRuer: "Composing Bodies; or De-Composition: Queer Theory, Disability Studies, and Alternative Corporealities" (reserve)
• Connie Monson and Jacqueline Rhodes: "Risking Queer: Pedagogy, Performativity, and Desire in Writing Classrooms" (reserve)
  
• What brought these texts together?
• What do you think they mean? How are they different from other readings?
• How did you consider the writings on Queer Theory?
• What do these readings mean in the context of this course?
• What about concepts of completion or composition?

Considerations of Essay II Proposals & Essays in Progress:

• For many, this site may be useful.
• It is expected that at least half of your sources will be scholarly sources accessed via the Buley databases (do we need to review citation?). Many of the sources that have been used at this point would be considered biased sources in that they come from general websites created by individuals and/or organizations with agendas. While every writer may have an agenda, peer-reviewed scholarship (such as that found through ProQuest, JSTOR, or Medline) generally has to meet stricter criteria than 'published on the fly' websites.
• In class research: working with your draft, evaluate your sources. Look to find out who has written and published the works you're using, and check to see what possible biases may exist.
• Bring in furthered draft for Wed.

A note about a new citation mark:

)O (turn your head to the left to view).
This means "devil's advocate." This is a comment I have to you as a question or observation that takes another side of the issue. The )O mark doesn't mean that I personally disagree (or agree) with you, but that there's another part of this issue that you may need to address and consider.

For Wednesday:

• Section 26 (6:15): Essay I Revisions Due. Continue working on drafts and in-class discussion of Queer Theory and writing.
• Section 27: (7:35): Continue working on draft (electronically accessible and printout) for in-class review. Essay I Revisions will be due 4/27.