New York University
Department of Media, Culture, and Communication
Media and Identity
MCC-UE 1019
Course Description
This course draws upon diverse literatures to map the terrain of constructed identities. At
issue is how distinctive identities (such as gender, sexuality, social class, occupation, race and
nationality) are constructed and represented. We will engage with and expand on the following
questions: How is identity formed, maintained, and represented? How can we better understand
identity through an historical perspective? How do individuals use traditional and new media to
reflect their identities? How does popular culture inform our personal displays of identity?
You will explore issues of identity as they intersect with media. Specifically, you will be
evaluated based on your ability to demonstrate comprehension of the reading assignments
by using the readings as a foundation to develop scholarly written and oral analysis regarding
media representation and the construction of identity.
The course is divided into 4 sections:
1. Media Effects and Visual Culture: explores media and mass culture theories and offers
an introduction to a critical analysis of visual culture; investigates the relationship between
media and social behavior
2. Forms of Media: examines the historical, social, and cultural significance of specific media,
including radio, print, telephones, photography, film, and television
3. Case Studies in Media: looks at how media informs and constructs notions of race,
gender, sexuality, and the body.
4. Computers and the Internet: focuses on issues of on-line gaming, virtual worlds,
and “second lives;” virtual social networking; and the effects of mixed media
Required Readings/Books [All books are available at NYU book store and throughout the city/
online]:
■ Course packet, available for purchase at East Side Copy (15 E. 13th St., between 5th and
University Pl.)
■ Articles, etc. posted on Blackboard
■ McLuhan, Marshall. The Medium is the Massage. Berkeley: Ginko Press, 1996 (1967).
■ Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. New York: Simon and
Schuster, 1995.
■ Boellstorff, Tom. Coming of Age in the Second Life. New Jersey: Princeton University Press,
2008 [Required only for students focusing on a virtual world or gaming site for their final project.]
Recommended Books:
■ Castronova, Edward. Exodus to the Virtual World. New York: Palgrave Macmillan, 2007
■ Mcluhan, Marshall. Understanding Media: The Extensions of Man. Cambridge: MIT Press,
1994
■ Meyrowitz, Joshua. No Sense of Place. Oxford: Oxford University Press, 1985.
■ Moore, Dana. Scripting Your World: The Official Guide to Second Life Scripting:
Indianapolis: Wiley Publishing, 2008. (Available at Bobst)
■ Caldwell, John Thornton. Televisuality: Style, Crisis, and Authority in American Television.
New Brunswick: Rutgers University Press, 1995
■ Watkins, S. Craig. The Young and the Digital. Boston: Beacon Press, 2009.
■ Turkle, Sherry. Alone Together. New York: Basic Books, 2011.
1
COURSEREQUIREMENTS
Studentassessment/Grades:
1. Attendance, Participation, Media Presentation
2. Journals
3. Final Project & Presentation
25%
35%
40%
Schedule of Classes
(subject to change; various articles will be added, based on the weeks’ themes; some readings
will be moved to “recommended” and/or specific excerpts from the text will be assigned)
Sept. 10
Overview and introduction
(To read/watch PRIOR to the first class:)
Read: “The Information” by Adam Gopnik http://www.newyorker.com/arts/critics/atlarge/2011/
02/14/110214crat_atlarge_gopnik?currentPage=all
“Liking Is for Cowards. Go for What Hurts.” by Jonathan Franzen
http://http://www.nytimes.com/2011/05/29/opinion/29franzen.html?_r=1&pagewanted=all.http://www.nytimes.
com/2011/05/29/opinion/29franzen.html?_r=1&pagewanted=all.http://www.nytimes.com/2011/05/29/opinion/29
franzen.html?_r=1&pagewanted=all/2011/
Watch: TEDxSiliconAlley, “Digital Happiness” lecture (Anna Akbari, PhD): http://
tedxtalks.ted.com/video/TEDxSiliconAlley-2011-Anna-Akba
Sept. 17
MediaEffectsandVisualCulture
Media Experiment #1: Observe everyday media use/media-in-action; Abstain from as much
technology as possible for as long as possible (i.e. 1 day without phone or computer). Please
read http://withoutmedia.wordpress.com/ and use this study as a guide to your experiment; you
may wish to explore http://www.sabbathmanifesto.org/ for inspiration, and please also read
this article: “The Joy of Quiet”: http://www.nytimes.com/2012/01/01/opinion/sunday/the-joyof-quiet.html?pagewanted=all&_r=1&
Part 1:
Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. Ch 10, “Identity
Crisis.” p.255-269
Meyrowitz, Joshua. No Sense of Place. Preface, vii-xii; “Introduction: Behavior In Its
Place,” p.1-9; Ch. 3, “Media, Situations, Behavior,” p.35-51.
Recommended:
Mirzoeff, Nicholas. An Introduction to Visual Culture. What is Visual Culture? p.1-31
Putnam, Robert. Bowling Alone. p.183-188; p.277-284
Kracauer, Siegfried. The Mass Ornament. “Boredom.” p.330-334.
Gibian, Peter, Ed. Mass Culture and Everyday Life. “On/Against Mass Culture
Theories.” p. 14-25
Baudrillard, Jean. Simulacra and Simulation. “The Implosion of Meaning in Media.” P.79-86.
[ON BLACKBOARD]
Part 2:
McLuhan, Marshall and Fiore, Quentin. The Medium Is the Massage. (Entire book.)
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “Media Hot and Cold” p.222
32
Recommended:
Brooks, David. “The Medium is the Medium.” NY Times. July 8, 2010:
http://http://www.nytimes.com/2010/07/09/opinion/09brooks.html?_r=1&hp.http://www.nytimes.com/2010/07/
09/opinion/09brooks.html?_r=1&hp.http://www.nytimes.com/2010/07/09/opinion/09brooks.html?_r=1&hp
/
2010/07/09/opinion/09brooks.html?_r=1&hp
Sept. 24
Media Experiment #2: Compare and contrast your relationship and use patterns with at least
2 of the following media: radio/iPod, telephone, newspaper and print, photography
Part1: FormsofMedia:Radio
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “The Spoken Word: Flower
of Evil?” p.77-80; “Radio: The Tribal Drum” p.297-307.
Gibian, Peter, Ed. Mass Culture and Everyday Life. “Hello, You’re on the Air
Talk Radio’s Fluctuating Economy, Community, and Ideology.” p.153-163
Owen, David. "The Soundtrack of your Life" The New Yorker April 10, 2006
http://www.newyorker.com/archive/2006/04/10/060410fa_fact?currentPage=all
Part2:FormsofMedia:Telephones
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “The Telephone: Sounding
Brass or Tinkling Symbol?” p.265-274.
Nafus, Dawn and Karina Tracey. “Mobile phone consumption and concepts of personhood.”
p.206-221. In Katz, James E. and Mark Aakhus, Eds. Perpetual Contact: Mobile
Communication, Private Talk, Public Performance.
Gergen, Kenneth J. “The challenge of absent presence.” p.227-241. In Katz, James E.
and Mark Aakhus, Eds. Perpetual Contact: Mobile Communication, Private Talk, Public
Performance.
Recommended:
Stone, Brad. “Breakfast Can Wait. The Day’s First Stop is Online.” NY Times. Aug. 9, 2009:
http://www.nytimes.com/2009/08/10/technology/10morning.html?ref=technology
“No Cellphone? No Blackberry? No Email? No Way. (It’s True.)” http://www.usatoday.com/tech/
news/2007-01-11-tech-no_x.htm
Oct. 1
Part1:FormsofMedia:NewspaperandPrint
Anderson, Benedict. Imagined Communities. Ch. 2, “Cultural Roots.” p.22-36
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “The Printed
Word: Architect of Nationalism” p.170-178.
Part2:FormsofMedia:Photography
Sontag, Susan. On Photography. “In Plato’s Cave.” P.3-24
Buck-Morss, Susan. Walter Benjamin and the Arcades Project. “Mythic Nature:
Wish Image”: p.131-136 Kracauer, Siegfried. The Mass Ornament. p.46-63
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “The
Photograph: Brothels-Without-Walls” p.188-202.
3
Recommended:
Mirzoeff, Nicholas. An Introduction to Visual Culture. “The Death of Photography.”
p.88-89.
Salkin, Allen. “Party On, But No Tweets.” NY Times. Aug. 7, 2009: http://www.nytimes.com/
2009/08/09/fashion/09blogfree.html?ref=style
*Final project proposals due*
Oct. 8
FormsofMedia:Film
Media Experiment #3: Examine your relationship and use patterns with film or television.
Change the way you experience one or both of them and reflect on how that affects your
engagement with the content.
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “Movies: The Reel World”
p.284-296.
Benjamin, Walter. Illuminations. “The Work of Art in the Age of Mechanical Reproduction.”
p.217-251. (p.217-225 focus)
Nichols, Bill. Electronic Media and Technoculture. “The Work of Culture in the Age of
Cybernetic Systems.” P.90-114.
Recommended:
Buck-Morss, Susan. Walter Benjamin and the Arcades Project. “Dream World of Mass Culture.”
P.265-270.
Blackmore, Susan. “The Third Replicator.” Aug. 22, 2010: http://opinionator.blogs.nytimes.com/
2010/08/22/the-third-replicator/?hp
Film Screening: We Live in Public
Oct. 22
FormsofMedia:Television
Part 1:
Williams, Raymond. Electronic Media and Technoculture. “The Technology and the
Society.” P.35-50
Mirzoeff, Nicholas. An Introduction to Visual Culture. “Virtuality Goes Global”; “Telesublime”
p.96-101
Gibian, Peter. Mass Culture and Everyday Life. “Talk Media Take Center Stage.”
p.131-136; “Newspeak Meets Newstalk: The Boom in Airwaves Dialogue.” p.137-152.
(Excerpts)
Recommended:
“In Unsettled Times, Media Can Be a Call to Action or a Distraction” http://www.nytimes.com/
2011/08/29/business/media/in-times-of-unrest-social-networks-can-be-a-distraction.html?
src=http://www.nytimes.com/2011/08/29/business/media/in-times-of-unrest-social-networks-can-be-adistraction.html?src=recg
Part 2:
Caldwell, John Thornton. Televisuality: Style, Crisis, and Authority in American
Television. “Excessive Style: The Crisis of Network Television.” p.3-31; “Tabloid TV: Styled
Live/Ontological Stripmall” p.223-245 (Excerpts)
Putnam, Robert D. Bowling Alone. Ch. 13, “Technology and Mass Media.” p.216-246
4
Recommended:
Pinker, Steven. “Mind Over Mass Media.” NY Times. June 10, 2010:
http://www.nytimes.com/2010/06/11/opinion/11Pinker.html?hp
*Blog Journal 1 Due*
Oct. 29
CaseStudiesinMediaandRace
Media Experiment #4: Experiment with the representation of gender, sexuality, or race using
using personal social media profiles, a Second Life avatar, or another personal media channel.
Means Coleman, Robert R. “Black Sitcom Portrayals.” Gender, Race, and Class in Media p.7988.
Caldwell, John Thornton. Televisuality: Style, Crisis, and Authority in American
Television. “Televisual Politics: Negotiating Race in the L.A. Rebellion” p.302-335
Recommended:
Wilson, Clint C. II and Gutierrez, Felix. “Advertising and People of Color.” Gender, Race, and
Class in Media. p.283-292.
“Media Disruption Exacerbates Revolutionary Unrest”: ://papers.ssrn.com/sol/papers.cfm?
abstract_http://papers.ssrn.com/sol3/papers.
cfm?abstract_id=1903351&download=y
es=1903351&download=yes Excerpts
from
“Twilight:
Los
Angeles”
Workshop final projects
Nov. 5
Film screening and discussion: Bamboozled.
Nov. 12
CaseStudiesinMedia,Gender,andSexuality
Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. Ch 8, “Tinysex
and Gender Trouble.”
Mirzoeff, Nicholas. An Introduction to Visual Culture. “Virtual Identity.” p.107-111
Meyrowitz, Joshua. No Sense of Place. Ch. 12, “The Merging of Masculinity and
Femininity: Femininity and the Doctrine of Separate Spheres.” p.201-212
Katz, Jackson. “Advertising and the Construction of Violent White Masculinity: From Eminem to
Clinique for Men.” Gender, Race, and Class in Media. p.349-358.
Men’s Lib.” Newsweek. Sept. 20, 2010. http://www.newsweek.com/2010/09/20/why-we-needto-reimagine-masculinity.html
“Ad Men: The Most Interesting Trend in the World.” Newsweek. Sept. 21, 2010.
http://www.newsweek.com/2010/09/21/ad-men-the-most-interesting-trend-in-the-world.html
Recommended:
Perry, Imani. “Who(se) Am I?: The Identity and Image of Women in Hip-Hop.” Gender, Race,
and Class in Media. p.136-148.
Ouellete, Laurie. “Inventing the Cosmo Girl: class Identity and Girl-Style American Dreams.”
Gender, Race, and Class in Media. p.116-127
Crane, Diana. “Gender and Hegemony in Fashion Magazines.” Gender, Race, and Class in
5
Media. p.314-332.
Raymond, Diane. “Popular Culture and Queer Representation.” Gender, Race, and Class in
Media. p.98-110.
Breazeale, Kenon. “In Spite of Women: Esquire Magazine and the Construction of the Male
Consumer.” Gender, Race, and Class in Media. p.230-243.
“‘Straight Male Gamer’” told to ‘get over it’ by BioWare”:
http://http://www.nomorelost.org/2011/03/25/straight-male-gamer-told-to-get-over-it-by-bioware/.
Film Screening: Tough Guise: Violence, Media, and the Crisis in Masculinity
Nov. 19
CaseStudiesintheMediatedBody
Media Experiment #5: Test the differences in communication when the body is present, versus
when it is mediated. You may use any form of media to perform this task.
Sobchack, Vivian. Electronic Media and Technoculture. “The Scene of the Screen: Envisioning
Cinematic and Electronic ‘Presence.’” p.137-153.
Mirzoeff, Nicholas. An Introduction to Visual Culture. “Net Life”; “Virtual Bodies” p.111-114;
116-123.
Mcluhan, Marshall. Understanding Media: The Extensions of Man. “Media as Translators”
p.56-61
Recommended:
“Vice Capades: Virtual Hooker” www.http://www.slatev.com/.http://www.slatev.com/
Share Media Experiments
Nov. 26
ComputersandtheInternet: GamingandSecondLives
Media Experiment #6: Use a virtual world or gaming platform/MMORPG to explore one
specific aspect of human interaction and relationships.
Part 1:
Turkle, Sherry. Life on the Screen: Identity in the Age of the Internet. Ch. 7, “Aspects
of the Self.” p.177-209
Recommended:
Kroker, Arthur and Weinstein, Michael. Electronic Media and Technoculture. “The
Theory of the Virtual Class.” p.117-136.
“Avatars and Second Life Adultery: A Tale of Online Cheating and Real World Heartbreak.”
The Telegraph. Nov. 14, 2008: http://www.telegraph.co.uk/technology/3457828/Avatars-andSecondhttp://www.telegraph.co.uk/technology/3457828/Avatars-and-Second-Life-adultery-A-tale-of-onlinecheating-and-real-world-heartbreak.html
MTV True Life: “I Live Another Life on the Web” http://www.mtv.com/videos/true-life-i-liveanotherhttp://www.mtv.com/videos/true-life-i-live-another-life-on-the-web/1586148/playlist.jhtml
Film: Avatar
Part 2:
Castronova, Edward. Exodus to the Virtual World. Part 1: New Found Land. p.3-77
Recommended:
“Tweet Nothings.” NY Times. July 24, 2009:
http://cityroom.blogs.nytimes.com/2009/07/24/complaint-box-tweet-nothings/?scp=1&sq=luci
nda%20
6
Dec. 3
ComputersandtheInternet: VirtualSocialNetworking Meyrowitz,
Joshua. No Sense of Place. Ch. 8, “New Group Identities.” p.131-149. Choose 3:
Putnam, Robert. Bowling Alone. Ch. 9, “Against the Tide? Small Groups, Social
Movements, and the Net.” p.148-180 (excerpts)
Baym, Nancy K. “ ‘I Think of Them as Friends’: Interpersonal Relationships in the Online
Community.” Gender, Race, and Class in Media. p.488-496.
Dyson, Esther. Release 2.1. Ch. 2, “Communities.” p.43-70.
Watkins, S. Craig. The Young and the Digital. Ch. 3: “The Very Well Connected:
Friending, Bonding, and Community in the Digital Age.” p.47-74
Boyd, Danah. “Profiles as Conversation: Networked Identity Performance on Friendster.”
Proceedings of the Hawai’I International Conference on System Sciences (HICSS
39), Persistent conversation Track. Hauai, HI: IEEE Computer Society. Jan. 4-7,
2006. [ON BLACKBOARD]
Recommended:
Kerry Herlihy. “Dear Birth Mother, Please Hit ‘Reply’” NY Times. Aug. 7, 2009:
http://www.nytimes.com/2009/08/09/fashion/09love.html?ref=fashion&pagewanted=all
“Twitter: Bad for Relationships?” http://www.huffingtonpost.com/2011/04/19/twitterrelationships_n_850961.html
“Facebook and the Epiphanator: An End to Endings?” http://nymag.com/daily/intel/2011/07/
paul_http://nymag.com/daily/intel/2011/07/paul_ford_facebook_and_the_epiphanator_an_end_to_endings.html_
“Teaching Kids to Break Up Nicely”: http://www.nytimes.com/2011/08/07/magazine/teachingkids
Film screening: “Growing Up Online” http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/
*Blog Journal 2 Due*
Dec. 10
Final Presentations
Recommended:
Meyrowitz, Joshua. No Sense of Place. Ch. 15, “Where Have We Been, Where Are We
Going?” p.307-329.
Nakamura, Lisa. “ ‘Where Do You Want To Go Today?’: Cybernetic Tourism, the Internet, and
Transnationality. Gender, Race, and Class in Media. p.684-687.
Seiter, Ellen. “Television and the Internet.” Gender, Race, and Class in Media.
p.688-695
Augmented reality by Hitlab:
http://www.youtube.com/watch?v=ZKw_Mphttp://www.youtube.com/watch?v=ZKw_Mp5YkaEYkaE
Dec. 17*
Final Presentations ** Final paper due **
7
DETAILED INFORMATION REGARDING ASSIGNMENTS/GRADING
You must complete ALL of these assignments in order to pass the class. Failure to
complete one of them will result not only in an F for that assignment, but a failing grade in the
course.
No late assignments accepted, except in extraordinary circumstances. No emailed assignments
(no exceptions); hard copies only. There are no make-up presentations.
In-Class Contribution: 25%
I. Active and Meaningful Participation
Knowledge in the university environment is acquired through independent reading and writing
followed by classroom discussion that is structured and moderated by the instructor. Your
active participation is vital to this process. Active participation includes listening, building on
what others say, asking questions, advancing reasoned arguments, identifying theories that are
relevant to the discussion, and working collaboratively with others. Keeping up with the reading
assignments is essential to your success in this course.
Regularandpromptattendanceisrequired. You cannot participate if you do not attend class.
Missing class and/or a record of lateness will negatively affect your grade. An absence will be
excused only in case of a medical emergency (or other extraordinary circumstance) which is
justified with appropriate documentation. If you miss more than 3 class meetings, you will fail
the course (an absence is counted when a student misses more than half an hour of a class).
Two late arrivals to/early departures from class will count as an absence (students are marked
late once attendance is taken). Lateness is extremely disruptive and should be kept to a
minimum.
In-ClassExpectations: Be present: on-time, awake, cell phones OFF (not on silent/ vibrate),
no computers (except for presentations), readings in-hand, notes/questions prepared,
necessary materials printed, stomach full (no meals in class) -- respect for the sacred space
that is the classroom. NOTE: If you text, check your email, or play with your phone during
class, you will be asked to leave immediately and it will count as an unexcused absence. No
exceptions, no discussion.
Teacher/StudentInteraction: Please keep email correspondence to a minimum and allow up
to 48 hrs for a response. Before emailing, answer these questions: 1) Can I answer it myself?
2) Can a peer help? 3) Can it wait until class? If the answer is “No” to all three, then please
send an email. Office hours and before/after class are optimal times for communication; please
feel free to send an email requesting an office hour appointment. If you are regularly unable
to attend office hours due to a class or work conflict, please discuss setting up an alternative
meeting time or a scheduled phone conversation.
II. Media Presentation:
Due: TBA
Objective: This assignment is designed to develop analytical thinking, associative learning and
effective communication skills.
Process: As assigned, students will individually present to the class an example of mediated
communication that relates to the topic of the day. Presentations should be around 15 minutes
8
long. Donotsummarizethereadings. The readings will be discussed in-depth during the first
hour of class, so find a new angle for exploration. Students may select to present any form of
mediated communication (e.g. video clip, audio-recording, art, advertisement, publication, video
game, web page, etc) as long as it is discussed in terms of the day’s reading assignments/
week’s themes. Students will be graded on the thoughtfulness, creativity, and clarity of their
presentation, as well as their ability to engage the class with questions and spark discussion.
Students need not address all of the day’s assigned readings in the presentation, and are best
advised to narrow in on a small subtopic or theme.
III. Journal
Due: 2 times throughout the semester, as indicated above
Grading: 35% (An average of the 2 grades will be taken, with expectations of growth throughout
the semester)
Objective: To foster lively and thoughtful discussions based on the student’s ongoing reflections
on the readings and their practical, media-related applications.
Process: Read assigned texts and performed the assigned media experiments, as they relate to
the various subtopics. Create an on-line blog where you can reflect on the theme and readings
in relationship to your experiment. You may also bring in other specific media examples to
further illustrate your point.
Format: Aside from the fact that it will be a live blog, you may experiment freely with the
structure and format.
A few notes:
● You may use any blog server -- WordPress, Blogspot, or Tumblr are fine, or another of
your choosing.
● Each of the 6 media experiments should be a separate entry, each of which should be
at least 500-750 words
● You will be writing in the first person; each entry should be both personal and scholarly.
● Visuals, resource links, and multimedia such as video are encouraged
● Creative titles are encouraged
● Each of the 6 entries should include reference to at least 2 of the assigned texts (it’s
fine to reference the recommended texts/films, as well, but only in addition to your
exploration of the main texts); more sophisticated entries will use more texts and actively
juxtapose authors and ideas.
● Textual citations (with proper MLA formatting) must be incorporated into each entry.
References exclusively to passages pointed out in class by the instructor will not receive
the highest grade possible. Demonstrate that you are also reading the texts on your
own.
● Outside sources are encouraged
● Proofread! (Just because it’s a blog does not mean that spelling/punctuation/grammar/
style are not important.)
● You will “turn in” your blog by posting a link to your site on the Blackboard discussion
board no later than the beginning of class on the due date.
IV. Final project
9
Grade: 40%
Objective: To apply the concepts and theories presented in-class to a specific issue that
relates to media and identity, via in-depth scholarly research, cultural criticism, and direct media
engagement.
Description: Your final project (I am purposefully calling it a project instead of a mere paper) will
be a semester-long study of a virtual, immersive world or a multi-player on-line game or virtual
social networking site (see hand-out for suggestions). If you choose a virtual world or
MMPORG, your project will be guided by your independent study of Tom Boellstorff’s Coming
of Age in Second Life, Sherry Turkle’s Life on the Screen, and Edward Castranova’s Exodus to
the Virtual World. We will not read Boellstorff in class, but rather you will read it independently
and use it -- along with the other texts from the syllabus and outsides sources gathered from
your research -- to analyze your on-line experience. If you choose to experiment with a virtual
social networking site, you must find your at least 3 academic resources outside of the syllabus
(though you are welcome to use resources on the syllabus additionally).
Process:
A. Proposal
A virtual field site will be chosen by the student and approved by the instructor. Proposals
should consist of a 1 page description of the chosen virtual site and the questions related to
media and identity that it raises and which you wish to explore in your experiment. Be specific!
(i.e. Gender in Second Life is an ok starting point, but is not ultimately specific enough.)
B. Thesis Statement and Paper Outline (optional)
Develop a statement that clearly articulates your paper’s topic and the angle with which
you’re approaching/analyzing your on-line experience. Outline each section of the paper in
approximately 3 pages total. Include preliminary visuals/media in the outline.
C. Final Paper
The paper includes 12-14 pages of text (12 pt, Times New Roman, double-spaced), plus
additional media images and excerpts. To be handed in during the last class, and uploaded to
Blackboard)
D. Final Presentation
The final presentation should be a multi-media PowerPoint presentation that recaps and
summarizes the project, including any findings or conclusions drawn from the research.
It should also incorporate relevant media and visuals (particularly those that cannot be
experienced in the final paper). It should NOT be an oral reading of the final paper.
Policy on Extensions
Assignments are due on the dates stipulated on the syllabus or in class. Late assignments will not be
accepted. Absences are not an acceptable excuse for not having done the required work. In case of
extenuating circumstances that will prevent you from meeting a deadline, you should discuss the matter
with the instructor before the due date of the assignment. If you know you will not be in class on the day
that an assignment is due, submit the work early or ask a peer to deliver the assignment.
Academic Honesty
Any breach of university policy on academic honesty, including plagiarism, submitting the same work for
two courses, or other academic fraud or dishonesty is taken seriously. Plagiarism will normally result in
failure in the course, not just the paper itself. Consult the Statement on Academic Integrity on Blackboard
for guidelines.
10
Evaluation Standards
A = Outstanding. “A” students demonstrate commitment to class in attendance, participation, and
preparation; this means virtually perfect attendance, reading assignments fully, and showing interest
during class time. They ask questions, are able to connect past learning with the present, show initiative,
and aren’t afraid to be creative. Written work demonstrates comprehensive and solid understanding of the
material, and presents thoughtful interpretations, well-focused and original insights, and well-reasoned
commentary and analysis. Students also demonstrate skillful use of source materials, illuminating
examples and illustrations, fluent expression, and few grammatical errors.
B = Good. “B” students may miss class from time to time, but are generally prepared and try to
participate. Their commitment to class may vary: at times they may seem bored or distracted, at other
times engaged and involved. They have interest in the subject and have the ability to master scholarly
material. Written work demonstrates an accurate understanding of the material, presents a reasonable
degree of insight and broad levels of analysis. Work reflects competence, but stays at a general or
predictable level of understanding. Source materials, examples, illustrations, are used appropriately and
articulation/writing is clear. Papers have been carefully proofread.
C = Fair. “C” students miss class too frequently and show little interest in course readings and class
discussion. They are not visibly committed to class and body language often expresses boredom. Written
work is superficial, incomplete, or expresses some significant errors or weaknesses. Source materials
may be used inadequately or inappropriately, and arguments lack concrete, specific examples and
illustrations. Writing/articulation is vague, hard to follow, or cluttered with technical errors.
D = A student in difficulty. “D” students miss class frequently, participate rarely, show disinterest, and
have generally misunderstood much of we have done, said, and/or read (if they prepared or read
anything to begin with). Written work demonstrates serious errors in understanding, fails to express the
most rudimentary aspects of the material, and may contain little logical development in its arguments.
Sources may be used inappropriately or not at all, and writing/articulation appears deficient.
F = Failed. Work not submitted. This is also the grade for plagiarized work or work that breaches
Steinhardt policy on academic honesty. [F = 63 and below]
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