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GEK2022 GROUP PROJECT 11-12 - GEK2022 Group Project...

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Unformatted text preview: GEK2022 Group Project: Analyzing Icons and Stereotypes In this project groups are tasked with identifying and analyzing a cultural icon or stereotype. The topic will not be limited to Japan and nor will it be limited to analysis of a stereotype/icon from a national culture. It may be a stereotype concerning gender, religion, or even a sphere of activity (politics and politicians). You can adopt numerous approaches in the paper. You may wish to identify a stereotype of icon and then uncover the more complex reality behind it (as I will do with the samurai). You may wish to investigate how or why a stereotype came into being; who created it and why (as I will do with the Geisha). You may also come up with another novel approach – this is up to your group. You should take great care in identifying the stereotype. Your will have to convince the reader that the object under investigation is indeed a stereotype or icon. Good places to search for stereotypes and icons may be in the media, popular culture (cinema), or in legends and myths. Try not to choose something too narrow (e.g. “stereotypes about dentists”) or you might not be able to find enough source materials. Broader notions such as stereotypes about beauty or color are easier to research and write about. SEE WEEK 1 READINGS FOR AN ESSAY ON STEREOTYPES Also see: http://www.stereotypeandsociety.typepad.com/ http://en.wikipedia.org/wiki/Stereotype http://www.media‐awareness.ca/english/issues/stereotyping/ http://spice.stanford.edu/docs/178 Quite unconsciously and unintentionally, we bring our own biases and preoccupations to interpretations of the world – particularly to that which is foreign. When we read about foreign wars in the newspaper or learn of a foreign disease on the nightly news, for example, very rarely – if ever – do we stop to consider the ways in which such information is often constructed on top of amorphous yet powerful stereotypes. The challenge is to discover the deeper realities within and beyond such frameworks of meaning or, at least, try and understand how such stereotypes arise in the first place. Students are to complete the project in groups of 2 (possibly 3). Students are free to form groups as they wish but ALL GROUP MEMBERS MUST BE IN THE SAME DISCUSSION SECTION. THEME: Students are free to choose the topic of their paper however this topic is to be APPROVED by their tutor. Possible topics include (there are many others): Cultural Stereotypes (e.g. Japan as the “conformist” society, America as a nation of “individuals” etc) Cultural Icons (The American “cowboy,” “Uncle Sam,” the Japanese “samurai” etc) Race and Racial stereotypes (“whiteness,” “blackness,” “Asianness”) Stereotypes concerning gender or sexuality (ideas about “beauty”) Religious / belief‐based stereotypes Stereotypes about professions Stereotypes about things or objects (“whales”) Stereotypes about social class or status (“university students”) For help on the paper‐writing process visit the following URL: http://writing‐program.uchicago.edu/resources/collegewriting/ This is not a descriptive paper. You will be graded on your ability to identify and analyze a stereotype as well as the construction and strength of the argument you put forward. LENGTH: 1 2‐person papers: 3000 ‐ 4000 (max) words (excluding footnotes and bibliography) 3‐person papers: 4500 ‐ 6000 (max) words (excluding footnotes and bibliography) GRADING: The project will be worth 25% of the grade for the module consisting of: o 5% for the outline o 5% for the in‐class presentation o 15% for the final paper SOURCES: Your paper must use published academic sources. This means scholarship published in academic journals and other scholarly publications such as monographs. These sources can be found in the university library or other libraries such as the National Library. Specific requirements: - 2‐person papers must use at least 6 academic sources - 3‐person papers must use at least 8 academic sources Note that though many academic journals are now in electronic form they are, of course, considered published academic sources. Internet homepages do not generally count as published sources and can only be used for supplemental information (governmental homepages, certain corporate homepages, NGO homepages etc. may constitute valid sources – check with your tutor). You should use the internet but not only the internet. You must show, through citations in the paper, that you have consulted academic sources. Do not include a reference in your bibliography unless it is contained in a footnote somewhere within the body of the paper. The way to show you have USED a source is to footnote (or endnote) it. If in doubt about the legitimacy of a source consult the lecturer or tutors. REFERENCING: For all information given in the text that is NOT common knowledge you must provide either a footnote or endnote (use a standard format throughout the paper). This does not only apply to direct citations but also to all information paraphrased by you. While it is difficult to generalize, a good research paper is expected to have about five footnotes per page. If in doubt, provide a citation. You can never have too many. Internet page citations must include the name of the page, the institution or owner of the domain, and the link. For example: The Association for Asian Studies. Association for Asian Studies. http://www.aasianst.org/. Accessed: November 13, 2003. PLAGIARISM: Any plagiarism will result in a failing grade. Keep in mind: plagiarism is not only direct copying of another text: if you use another author’s ideas and do not give them credit (in a note) you are plagiarizing (even if you change the wording). Using ideas or text from web pages without giving credit is also considered plagiarism. If in doubt, put in a footnote or endnote (you can 2 never have too many). You can find more on plagiarism at the following site: https://intranet.sde.nus.edu.sg/portal/plagiarism.htm. OUTLINE: (5%) Project groups are to submit an outline of their final paper. (DO: Sept.9; DE: Sept.16) Tutors will give feedback on this outline in the third discussion section cycle NOTE: Students who do not submit an outline on time will receive a failing grade for the whole paper. The outline must conform to the following format: 1) Cover page containing the following: - DW number - The tentative title - Full names of all the group members 2) A 200‐500 word abstract outlining the focus of your paper. This statement must clearly identify the stereotype or icon under study; why it is a stereotype; and how you will structure your paper (are you investigating the complex reality behind the stereotype/icon? Are you tracing how the stereotype/icon was created and/or continues to be propagated? Or are you using some other method?). 3) A list of Academic sources with notations explaining how you will use the source in your project. Your annotated bibliographic entries will look something like this: Johnson, Chalmers. MITI and the Japanese Miracle: The Growth of Industrial Policy, 1925­1975. Stanford, California: Stanford University Press, 1982. Proposed sections to be utilized: preface, ch1. “The Japanese Miracle,” ch.2 “The Economic Bureaucracy,” ch.3 “The Rise of Industrial Policy,” ch.7 “Administrative Guidance,” ch.9 “A Japanese Model?” Brief synopsis: This work deals with the role of the bureaucracy in Japan’s economic miracle. Johnson suggests that the economic bureaucracies (particularly MITI) played an important role in guiding and fostering Japanese industry during the phase of intensive postwar economic growth. Reason for inclusion: Our group is investigating the reasons behind the Japanese “economic miracle,” so Johnson’s work appears to be highly relevant PRESENTATION: (5%) Students will present their findings to the class in the final discussion session. These presentations will be 5‐10 minutes in length and will be a chance for you to summarize your ideas and argument in a concise way. Use of PowerPoint is encouraged. Submission deadlines (uploaded to IVLE workbin): o DO groups: October 24 (Mon) o DE groups: October 31 (Mon) FINAL PAPER: (15%) The final paper is due by Tuesday, NOVEMBER 8. The final paper is worth 15% of the grade for the project. The paper must have a title page with the following information: - Title of paper - Tutorial number (DE/DO) - Full names of all the group members (Including student ID numbers) 3 1. The paper must also include a BIBLIOGRAPHY setting out all books, journal articles, and other forms of media used for the project. ONLY those sources CITED in the footnotes (or endnotes) should be included in the bibliography. Sources listed in the bibliography but not cited in the main text WILL NOT be considered to have been used. 2. The paper will be graded on the basis of the following categories: 1) Structure (balance, logical organization) 2) Evidence of use of valid reference materials 3) Style (grammar, language, footnoting etc) 4) Academic quality (depth of analysis as opposed to mere recitation of facts) * Nb: Projects submitted late will be duly downgraded IMPORTANT DATES: OUTLINE SUBMISSION: DO discussion groups: SEPTEMBER 9 DE discussion groups: SEPTEMBER 16 PowerPoint Presentation ( uploaded to IVLE) DO discussion groups: October 24 (Mon) DE discussion groups: October 31 (Mon) FINAL PAPER: (Hardcopy) All Groups submit NOVEMBER 8 GOOD LUCK! 4 ...
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