| WebCT Discussion Board Postings | Reaction Papers | Guidelines for Writing Papers and Grading Scale | |
HW Assignments
In addition to the regularly
posted
reading assignments, the home work assignments listed
below are also part of the requirements to complete this course.
|
A. Subscribe to Weekly Email List
 |
Current Awareness in Aging Report (CAAR) For this class you are required to subscribe to the email list, The Current Awareness in Aging Report (CAAR). CAAR is a weekly email report from the Center for Demography of Health and Aging at the University of Wisconsin-Madison with links to the latest news in the field of aging. I think you will find it interesting and useful in enhancing your understanding of current aging issues. |
B. 5 WebCT Discussion Board Postings
WebCT
Discussion Board Assignment # 1
Introduction
to the Class
starting
Jan 17, 2006
Log
onto WebCT and introduce yourself to the class by
posting a message on the WebCT Discussion Board for our class.
Include
in your narrative:
- Your name
- college major
- why you are taking this class
- your home town (optional - for car pooling in bad weather)
- telephone number (optional)
- your email address
- Name an older old person you admire. (Can be dead or alive)
WebCT
Discussion Board Assignment # 2
Should
We Ration Health Care for Older People? (Controversy
#1)
due February 13, 2006
Post a well-thought out argument on the Controversy #1. Follow instructions in WebCT.
WebCT
Discussion Board Assignment # 3
Should Families
Provide for their Own? (Controversy #2)
due February 24, 2006
Write a well-thought out posting on the Controversy # 2: Should Families Provide for their Own?
WebCT
Discussion Board Assignment # 4
"Should Elders Be Protected From Bad Choices?" (Controversy
#3)
due March 23, 2006
WebCT
Discussion Board Assignment # 5
"Does Old Age Have Meaning?" (Controversy #10)
due April 24, 2006
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C. Three Reaction Papers
(3-5 page papers, double spaced)
Reaction Paper #1: Aging
Simulation
due February
7, 2006
In a short reflective essay, describe your experience of having been physically impaired.
- What happened while you where visually (and/or hearing or mobility) impaired?
- Did you experience any difficulties? If so, what were they? Were they due the impairment or due to the reaction of other to your impairment?
- Describe your feelings about this experience.
- What changes did you observe? - about yourself? - about other participants? - about other people responding to you?
- Does the experience stimulate thoughts about the reactions and behaviors of older individuals who have some form of impairment?
- Does the experience suggest changes in your feelings or behavior towards aged individuals?
Reaction Paper # 2: What
Role did Race Play in Ms. Evers' Life?
due March 21, 2006
After carefully reading the article, "Aging, Disability and Ethnicity: An African American Woman's Story" in Jay Sokolovsky's book, The Cultural Context on Aging, reflect if and how race and gender played a role in Ms. Evers' and by referring to the class lecture, compare her story to Mr. Hall's.
Reaction Paper # 3:
Does Susan
Sontag's "Double Standard of Aging" thesis still hold up?
due April 25, 2006
After carefully reading Susan Sontag's 1979 article, "The
Double Standard of Aging," reflect on the following questions.
What
does Susan Sontag mean when she maintains that "growing old is mainly
an ordeal of the imagination-- a moral disease, a social pathology--...” ?
Do you agree with her argument that "the double standard about aging ... operates permanently to women’s disadvantage.”
As more women have joined the work force, do you believe their identity and self-esteem is now shaped by achievements, or do you believe that it will continue to be more linked to body-image than a man's?
Do you think that your generation is approaching sexuality and gender issues differently than previous generations?
As you develop your argument, refer to the reading and cite passages from the essay.
Guidelines for Writing
a Persuasive Argument
(This applies to the 3 reaction papers: Aging Simulation, Culture
and Aging, and The Double Standard of Aging)
When you write a persuasive argument you try to sway your audience to accept our position. Whether you are reacting to an experience or to a controversial article, the goal is the same: you want to convince the reader.
1. Understanding other writers' arguments
Before starting to write, take
good notes on the assigned articles. (Even the reaction paper about the
Aging Simulation will be more informed, if you read Nancy Ellis' article
carefully and cite it.) Your notes should reveal that you understand
the issues at hand, that you understand the authors' theses and how they
support their positions. Read and analyze the various arguments carefully
before critiquing them. Your own position should be informed by the reading
assignments, but also be
supported by your own observations and personal experiences.
2. Make an Outline
Structure your outline with the three
major components (listed below). Setting up a
persuasive argument for a paper can take many
different forms. The following outline is a simple, yet effective strategy
to present and defend a persuasive argument. (Note:
Your outline obviously will be tailored to the structure of your paper.)
- Introductory paragraph: Inform the reader about the issue at hand.
- Body of the essay: State
your argument and suggest how you will support it. (Thesis) Each paragraph
should contain one point that supports your argument. Use specific details
and relevant examples from class lectures and discussions as well as
readings.
- Discuss why your position is valid - Share evidence and expert opinions supporting your position.
- Examine and refute the opposition - It is vital that you recognize and discredit opposing views. Look for flaws, loopholes, and reasons to reject other suggestions. If there are positive aspects of the opposing view, point them out, but compare them to the overall benefit of your case.
- Reconfirm your position - Now it is time to review the main points of your arguments. Be sure to address any items that may have come up while refuting the opposition.
- Conclusion: Sum up the main points of your essay and draw your argument to a close.
3. Cite
Your Sources.
As with all college-level writing, cite
your sources.
4. Proof
Read Your Paper.
It
is also always good practice to do a "spell
check" prior to printing your paper. After
completing your paper - running a spell-check proof-reading it again.
5. Print Your Work and Submit in Class on the required
due date.
Print
a copy of the outline and the paper, then
staple or paper clip them together, and bring your work to class on
the due date.
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weak |
satisfactory |
strong |
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| Insights
and ideas that are germane to the assignment |
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| Choices and uses of evidence | |||
| Logic of organization and use of prescribed formats | |||
| Integration of source materials | |||
| Grammar and mechanics | |||
| Proper citations | |||
| Proper outline attached | |||
Comments:
|
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| Final Grade ____ | |||
Adapted from: Pamela Flash, Teaching
with Writing, University of Minnesota
http://writing.umn.edu/tww/responding_grading/creating_rubrics.htm
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