English 303Z
Fall, 1997
Instructor: Robert Yagelski
Guidelines for Group Presentations
The group presentations will focus on the assigned readings listed on your course schedule for weeks 7 and 8 and will take place in class during those two weeks. The purpose of these presentations is to facilitate our collective understanding of the assigned readings. To put it simply, each group of two or three students will be responsible for presenting to the rest of the class a careful summary and analysis of one or two of those readings.
The readings will be grouped as follows:
- E.D. Hirsch, "Cultural Literacy"
- Jean Anyon, "Social Class and the Hidden Curriculum of Work"
- bell hooks, "Keeping Close to Home: Class and Education"
bell hooks, "Toward a Revolutionary Feminist Pedagogy"
- Paulo Freire, "The Banking Concept of Education"
- Clinchy, Blythe M., Mary F. Belenky, Nancy Goldberger, and Jill M. Tarule, "Connected Education for Women"
Sadker, Myra, and David Sadker. "Higher Education: Colder by Degrees"
This is important. Each group will be responsible for:
- reading its assigned reading(s) carefully and in depth.
- discussing its assigned reading(s) among the group.
- making a 15- or 20-minute presentation to the class on the scheduled day.
- leading class discussion of the assigned reading(s) on the scheduled day.
- submitting an 800-1000-word written summary and analysis of its assigned reading(s).
The class presentation may take any form your group thinks would be appropriate and useful. For example, your group may make a formal oral presentation on your assigned readings in which each group member talks about a specific aspect of the readings. Or you may organize a small-group activity for the class that you think might help us understand your readings. Or you may do some combination of the two--or something different. Whatever you do, your presentation should take approximately 30 minutes. You may use any materials and visual or textual aids that you deem appropriate. You may also use the computers in any way that might be helpful. Consult with me if you have questions or concerns.
The written summary and analysis of your assigned readings should provide a careful overview of the main ideas and/or arguments in each of your assigned readings. It should also provide some insight into the readings. In other words, don't simply tell us what each reading was about (we already know that), but give us some ideas about how best to understand each reading. Discuss what you found interesting or provocative about the readings, and make connections to our previous assignments and discussions in class. Each group should submit only one paper. This paper is due on the day of the group presentation.
Keep in mind that the primary purpose of these group presentations is to help us understand better these various readings, some of which are quite theoretical and which may be difficult at times for some of you. If you look at the guidelines for essay #3, you'll see that these presentations are really the beginning of that essay assignment. So the work you put into these group presentations will help shape your third essay.
Schedule for Presentations
| E.D. Hirsch, "Cultural Literacy"
| Thursday, October 16
(Written summary and analysis due March 6)
|
| Jean Anyon, "Social Class and the Hidden Curriculum of Work"
| Thursday, October 16
|
bell hooks, "Keeping Close to Home: Class and Education"
and "Toward a Revolutionary Feminist Pedagogy"
| Tuesday, October 21
| Clinchy, Blythe M., et al., "Connected Education for Women"
Sadker, Myra, and David Sadker. "Higher Education: Colder by Degrees"
|
| Tuesday, October 21
|
| Paulo Freire, "The Banking Concept of Education"
| Thursday, October 23
|
Your group will be graded on how effectively its class presentation helps us understand the reading and on the quality of the written summary and analysis.
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