Semester Assignments

 (See due dates on Syllabus)

WRITING RUBRICS FOR SOAN

	EXCELLENT	GOOD	FAIR	INADEQUATE
ORGANIZATION
Thesis	A clearly articulated, “provable” thesis statement is present in the introduction and captures the central argument of the remainder of the writing.	A thesis that articulates a general argument to be made in the writing is present in the introduction.	Thesis is unclear or vague, but points to a central argument to be made throughout the writing.	Thesis statement is vague, missing, or difficult to follow. Thesis lacks a sophisticated central argument or seems unrelated to the writing that follows.
Opening/Closing	Writing includes a strong, thoughtful opening that draws the reader in; a nuanced conclusion gives the essay a sense of completion and synthesizes main points.	Clear introduction and conclusion   paragraphs bracket the writing.	Introduction and conclusion may be a bit vague or simplistic, not clearly related to the remainder of the essay.	Introduction and conclusion are either incomplete, missing, or unsophisticated in the connections they make to the remainder of the writing.
Structure & Coherence	Organization is clear and ideas are logically sequenced and connected; there is “flow” and transition between various topics. Paragraphs are well-developed.	Organization is clear and logical. Transitions and sequence may be improved.	There is some organizational structure and logic, but at times the overall structure is inconsistent or repetitive. Some paragraphs are under-developed or excessively lengthy.	Little or no organizational structure, inconsistently outlined.
STYLE/MECHANICS
Clarity, lucidity	Argument is presented clearly and writing is colorful, inviting, and accessible while remaining concise.	Writing is generally fluid and accessible.	Language is unclear, overly wordy, or rambling. Some sentences may seem out of place.	Language is unclear, clunky, or repetitive.
Grammar & format	Writing is free of errors in grammar, mechanics, and spelling.	There are minimal errors in grammar or spelling; writing remains sophisticated.	There are errors in grammar, spelling, and formatting. Significant proofreading and editing are required.	Errors in grammar and spelling interfere with understanding.
Vocabulary & language	Shows a strong command of language. Word choice is varied, vivid, and nuanced.	Sentences are somewhat varied and language is competent and descriptive.	Language is basic and there may be repetition or some errors in usage.	Frequent errors in word choice, much repetition, and simple sentence structure.
CONTENT
Analytical/Critical Thinking	Careful thought, analysis, and insight are present throughout the writing. Writing anticipates and manages counter-arguments, provides relevant context, and maintains a sophisticated level of depth.	Thoughtful and insightful writing supports the central argument. Writing is somewhat sophisticated and contextual.	Writing is lacking contextual analysis, depth, or nuance. Some arguments are inconsistently framed or are debatable.	Writing lacks analytic depth, critical insight, and maintains a superficial insight into the topic at hand.
Evidence	Careful analysis of a range of evidence is present in support of a central argument.	Strong and relevant supporting evidence is present in relation to thesis.	Some examples and evidence are provided, but at times they are sparse or not clearly connected to the central argument.	Minimal or inappropriate evidence is provided to support thesis.

Essay#1
Stigma & Its Role in Community Action-Lessons from Goffman

After reading Stigma: Notes on the Management of Spoiled Identity, by Irving Goffman, choose a “spoiled identity” and reflect on the FORCES & PROCESSES which Goffman claims are responsible for creating and managing stigma in the United States, through the lens of the discredited. How are “covering” and “passing” overlapping and distinct phenomena used to manage discrediting/ed information? How does our media and pop-culture contribute to the definition and changing attitudes toward the stigmatized (you)? What kinds of interventions may be effective from an institutional level in reducing stigmatization in your example?

1. Your essay should include a detailed description of the identity you choose (use Goffman for ideas about what needs description) including signs, symbols, psychological and physical experience of stigmatization, moral career, and acts of management.
2. Make sure you focus some attention in your analysis of the media/popular culture, since this is the focus of the course this term
3. Your interventions can be both hypothetical and real, as long as they are presented according to Goffman’s analysis.
4.  Essays are graded for WRITING and your grasp of the material. Spelling, rhetorical style, and the quality of your analysis (including supportive examples) will all figure in your essay grade.

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Essay#2: Rolling: The Emics of Disability DUE FEBRUARY 24th (Thursday, at midnight)

After Reading Robert Murphy’s Book, The Body Silent, watching The Sessions, and viewing the 3 short documentaries by Gretchen Berland in Rolling, consider paraplegia and quadriplegia from the perspective of the wheelchair.*

·       How do the views of the paralyzed (or those becoming paralyzed) differ from society’s view of them? 

·       What are the different moral careers of the paralyzed and how do they result in different self-perceptions? (Robert Murphy, Mark ( The Sessions), Galen, Vicki & Ernie)

·       What might we do according to these paralyzed individuals to reduce their stigmatization?

Make sure that you compare and contrast the loves of the four people described in this book and film. Make sure that your analysis is informed by your reading and understanding of GOFFMAN.

*Minimum 7 paragraphs for a good expository analysis.

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Essay#3: Modern Freak Shows/Changing Face of Popular Culture

           All moveables of wonder, from all parts,

Are here--Albinos, painted Indians, Dwarfs,
The Horse of knowledge, and the learned Pig,
The Stone-eater, the man that swallows fire,
Giants, Ventriloquists, the Invisible Girl,
The Bust that speaks and moves its goggling eyes,
The Wax-work, Clock-work, all the marvellous craft
Of modern Merlins, Wild Beasts, Puppet-shows,
All out-o'-the-way, far-fetched, perverted things,
All freaks of nature, all Promethean thoughts
Of man, his dulness, madness, and their feats
All jumbled up together, to compose
A Parliament of Monsters. Tents and Booths
Meanwhile, as if the whole were one vast mill,
Are vomiting, receiving on all sides,
Men, Women, three-years' Children, Babes in arms.

----Wordsworth's description of Bartholomew Fair (from The Prelude, Book 7. 1805, lines 706 - 721)

The viewing of oddities has been a fascination in Western culture since the 18^th century.  What ways do we view human oddities today? After reading the assigned selection in Bogden and researching contemporary media. Discuss how we display “freaks” in American culture today. Consider the following:

1.       What are acceptable venues and contexts for viewing and displaying freaks? How and why do these differ  from those outlined in the 18^th & 19^th century by Bogden? (Make sure to consider as many types of media and popular entertainment that you can).

2.       How are our displays similar to those we have seen throughout American history?

3.       What function does the displaying of human oddities serve today? Again how is this different or similar to what we have seen Bogden portray in Freak Show?

4.       Can Goffman contribute to our understanding of this phenomenon? (discuss )

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Essay #4

Video Project: The Stigma of Aging

In many cultures, great status is achieved as one moves their way through successive achievements in life. Age in these cultures is highly acclaimed. In American culture where youth is prized, aging is stigmatized. 

For this ethnographic project, Interview one or two older people. Create Your own the prototypes viewed for class (and linked on the syllabus). The video should highlight the "stigma of aging" based on some format of your making  (things you should never say to.... questions you always wanted to ask...things older people are tired of hearing...etc). Films should be between 5-10 minutes long.

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Essay#5

Jargon Project: The Language of Stigmatization

Language is an integral part of any culture. Language reflects values and beliefs within a culture while at the same time, impacting the way that we value and understand phenomena. Using Goffman's concept of "Stigma Language", choose a stigmatized group and identify all the terms used to describe them, along with the stigma halo (there may be terms or ways of speaking here as well) attributed to them. How is this language reflective of the beliefs about the stigmatized group> Then look at special terms and ways of speaking found within the stigmatized group. How is this language used to ameliorate or disarm the stigmatization they receive in the culture at large.

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Empathy Project: Poster and Paper 

(1)Having selected a stigmatized group that you are working with (all term) create an empathy EXERCISE that you can represent on a poster presentation. The idea is that when one interacts with your presentation, they are able to "experience" the stigmatization which is a part of the daily lives of the stigmatized population on which you are focusing. This exercise can take many forms. Refer to the stigma "exercises, videos, scenarios" that we have looked at over the course of the semester. (some of which are linked at the end of the syllabus). Create the poster.

(2) Write a paper which explains in detail the reality of the stigmatization of your group (this can be a compilation of previously completed assignments if you have focused on the same group).Then describe your empathy project, what and how you hope it will accomplish. (5 pages).

Posters presented final meeting on ZOOM. Papers due email on same day.