historical and social constructions of sexuality

historical and social constructions of sexuality

You are required to submit a total of 15 sets of discussion questions throughout the semester. Since there are more days of discussion than there are sets of questions due, it is up to your discretion on which days you submit questions. You must satisfy all of the following requirements in order to receive full credit on the discussion questions:

• Demonstrate that you have completed all of the assigned texts requested in the instructions. For each class, typically there will be multiple readings and, at times, videos to review and reflect on in the discussion questions. Make sure you have covered all of the assigned texts by either posing a comprehensive question that relates to multiple texts or by posing more than one question and reply. Please read the prompts carefully as they will change.

• Exhibit that you have critically engaged with the assigned material through thoughtful and respectful questions. Do not simply repeat material from the readings. Demonstrate that you have really thought about the material. A good way to do this is to pull out a particular quote or concept introduced in a text, and pose a question about it. Synthesizing material from several of the readings into one thematic question is another way of demonstrating your use of higher-level critical thinking.

• Produce questions that are clearly articulated, free of grammatical errors, use proper MLA page citations, and are likely to foster good discussion. You can lose significant points for not proofreading your questions. Please try to stray away from speculative questions—how things might have been. You should also avoid test-like questions. Remember that the goal is to spark good discussion and dialogue.

You will post your questions on Canvas under Discussion Questions using the journal function. They are due no later than 8:00 a.m. the day of class.

Sample question: In “Class in America—2012,” Gregory Mantsios describes the contradictory nature of discussions about class in the United States, arguing that as a nation we are typically unwilling to discuss class or label people according to class, and that when we do discuss class, we largely dwell on “four common, albeit contradictory, beliefs about the United States” (178). Are these myths or realities? If they are myths, why do they exist; what is their function?

In “Night to His Da


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