will be distributed via Moodle forums by 9 pm on the evening before the day

Will be distributed via moodle forums by 9 pm on the

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will be distributed via Moodle forums by 9 pm on the evening before the day that the readings are discussed. In class, the team responsible for preparing the focus questions will lead (a substantial part of) the class discussion. To talk openly about prejudice and discrimination means being willing to take risks. In order to maintain a safe, respectful atmosphere for group discussions, we will develop and agree to classroom facilitation guidelines at the outset of the seminar. There will be a variety of special exercises, to be conducted outside of class, with accompanying writing assignments, that will partly determine your grade for this portion of the seminar. These exercises will include: a tour of the library; a visit to the Writing Center; a workshop on interviewing; an exercise distinguishing plagiarism from paraphrasing; reflections on a film related to themes raised in the seminar; and attendance at an event hosted in a cultural house on campus. 2. Four short writing assignments (55% of final grade). During the summer you will write an essay on White Privilege: Unpacking the Invisible Knapsack , posing and answering your own question that has made you think critically about the article. During the fall semester you will write three short (3-4 page) papers on debatable topics. The fall writing assignments will be organized around key questions: How well do theories help us understand racial prejudice? What theories of racism are there? How well do they account for specific instances of stereotyping, prejudice, and discrimination? How effective and fair are remedies for discrimination? Is affirmative action effective? Is affirmative action reverse discrimination? Are all forms of prejudice and discrimination the same? Why does the US legal system currently endorse “separate but equal” to address sexism in athletics but not to address racism in education? How can a person be against gay marriage but in favor of racial civil rights? If there are “hostile” and “benevolent” forms of sexism, do there also exist “hostile” and “benevolent” forms of racism and homophobia? For each paper, you will need to assert a clear thesis, support it with arguments and evidence, consider counter-arguments and contrary evidence, show why these counter-arguments and contrary evidence are not as convincing as the arguments and evidence that support your position, and develop a conclusion concerning the significance of the debate. The schedule of the short writing assignments will be: Due Date Paper First Draft Peer Reviews Revised Draft Summer 8/31 9/6 9/11 One 9/27 10/2 10/4 Two 10/23 10/25 10/30 Three 11/20 11/27 11/29
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FYSM 237 – Fall 2018 6 4. Building a Positive College Community: Research Synthesis and Application (20% of final grade). You must write one report on “Building a Positive College Community” (12 pages) on an issue of stereotyping/prejudice/discrimination in the college context. You will read reports about initiatives undertaken at Trinity, interview an expert working on these initiatives, and apply what you’ve learned in the seminar to one aspect of life at Trinity. The paper must incorporate at least eight
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