CRIT INTERSECTIONS RACE CLASS GENDER SEXUALITY

FALL 2009>>ONLINE>>300>>MID-TERM: Media Review & Analysis

2009-08-21T17:05:00.000-07:00

(Nde' Peoples, aka 'Apaches', as an Indigenous People, have one of the longest histories of internal persecution and militarization by an occupying state/nation in the Americas. The U.S. Border wall construction claimed significant tribal lands of more than 12 Indigenous nations from 2006-2009.)

Mid-Term Objectives:

The Mid-Term is envisioned as an "installment" of the final project. All students will work towards a polished 'draft' of two components which comprise a completed Mid-Term. Students build upon the Mid-Term project, as a scaffolding for the continuing development of a Final Project. The Mid-Term serves, therefore, as a launching for an intensive, personal engagement with a theme of the student's choosing. The student will sustain the focus on the selected theme until completion of the Final Project. The Mid-Term and the Final Project are conceptualized as an ongoing critique and dialogue between the student, her/his sources/resources, and the completion of the final 'product.'

GOALS:

1.To lend your personal voice to an analysis building upon forms, mediums, definitions, theories, methods and practices which inform your current understanding of critical intersections of race, class, gender, and sexuality in historical and contemporary contexts. Goal: Defining your topic/subject/thesis (argument).

2.To move from untethered supposition and opinion to articulate, informed and cited evidences which ground your claims, positions and arguments. Goal: rejecting simplistic assumptions as an acceptable form of college writing; moving toward deepened critical engagement and interrogation of all sides of a theme, subject and issue. Moving towards complex thinking and communication.

3.To engage in critical analysis practices; not judging the literatures and methods examined. Rather engaging with the narratives, however different from yours, of differently situated groups and communities relative to systemic structural violence and structured social stratifications, through the intersections of race, class, gender, and sexuality, in industrialized societies.

4. To develop new methods of articulating personal understandings of numerous processes which shape, form, and at times overdetermine identity formation of individuals and groups, and the consequences which arise.

5.To lay a foundation, and "installment" for the final project, while producing a 'draft' thesis, abstract, argument and claims.

GETTING STARTED

Part I—Images and the Power of the Message

Identify (and load to your Content folder titled "My Media") four images which ‘voice' and 'speak' an important narrative/ story of race, class, gender and power at the intersection of a lense which you choose. For example, race, class, gender and sexuality--intersecting--at the crossroad of 'nation.'

In the images above, the pictures 'talk about' the intersection of race (Indigenous Peoples), class (third-class; non-personhood; U.S. and Mexico war prisoners; invisible laborers), gender (binary systems imposed by Christian and Patriarchal stratification systems, i.e. male/female; masculine/feminine; man/woman; manly/womanly), sexuality (stereotyped as hyper sexual bodies/rapable and violable bodies; "squaw" and "buck"; demonized sexuality, i.e. "savages", "heathens").... At the intersection of imperialism, colonization, armed invasion, development, prison-structures warehousing Indigenous Peoples, authoritarianism.

You may use web and other media sources--however--remember to copy and paste the original url/http where you find that image, and copy and paste all the relevant information you can find about the article, such as title, author, date (if there is one). This will help you, later, when you are writing your "Works Cited" and/or "References" page.

Provide an analysis that shows you are learning and using the critical theories and methods which you have had access to thus far in this course (texts, films, web links, etc.)

Turn in your media 'texts' (samples) with your final project. See syllabus for Mid-Term due date.

TIP: Feel free to launch independent discussions with the class about your media, or to integrate them into your daily work, as a way of gaining facility with them, interacting with them, engaging others in their literacy and meanings.

Part II: Abstract--Articulating the Message

Draft a topic/thesis statement, identify an argument ("What I am essentially arguing is...that..."), and a a minimum of 3 strong authorities/‘cites’, meaning, sources which you will build upon as “references, citations, theoretical supports” for your final project. See syllabus for due date in Drop Box.

Draft a well-written and proofed abstract (no more than 200 words). See syllabus for due date in Drop Box.

Here is a sample of an abstract that went through 2 early drafts, 2 peer reviews, and 3 (30 minute) polishing sessions.

Here is an abstract form & guide.

Questions? Contact me.

Margo Tamez says...

2008-09-08T13:41:00.000-07:00

Lipan Apache women are on board with WSU students learning in cyber-interactive ways about Native American and Indigenous women studies...

Ross Has Questions... The Answers May Help Everyone

2008-06-11T11:45:00.000-07:00

From an email conversation this morning:

On Tue, Jun 10, 2008 at 4:41 PM, Ross McPherson wrote:

Mrs. Tamez,

How do I load a powerpoint into my blog? And I also was wondering if you could let me know if the video on my blog is appropriate to show as a part of my presentation tomorrow and in my final project. It's the Dave Chappelle - Kid's Cartoons. And I was wondering what the format was for the presentations? I was wanting to show what I had and bring up some topics but, I wanted to have a discussion about the topic of racism in children's entertainment and hear other people's thoughts. Thanks

Ross M
___________________________________________________________________

Hi Ross,

I am not sure how to load a powerpoint onto the blog, but I know how to upload a powerpoint to the site: "Academic Keys" (google it). You just create an account, which is FREE, and then you can upload powerpoints directly there, and it will giver you a link. Then, you add that link to your blog, through the 'customize', and then "add page element", then "links". You can title the Link: "Title of Your Powerpoint presentation"... and then we can click on it and go directly to the site online.

You can direct your own presentation.

I would focus on giveing an overview of why you selected this subject, why it is important to you, your story. Then, I'd share key aspects of your research: what was your original problem statement/thesis/idea, and how did that change as you got further into the process of research? What were your initial assumptions? How did those shift over the project? What were the key influencing theories learned from the class that directed your research? What community based theories directed your reserach (from the people). How did those reflect difference from what you may have expected or assumed you'd find?

Finally, give us a sense of your findings/outcomes... and what you stilll don't know but what you are still very interested to learn and find out in your everyday independent 'research', 'mesearch' and 'wesearch' process.

Hope that helps. I'm going to post this question and answer to the blog!

Margo Tamez

Structural Violence & Militarism--Can You See Them At Work?

2008-06-11T11:05:00.001-07:00

BEYOND INVISIBILITY~

(See the 'Structural Violence' post below!) For more information and a wonderful glossary related to 'Structural Violence' from a site dedicated to the work of Paul Farmer go to this link.

Make a meaningful effort, prior to turning in your final project to scan your work for:

Calling out unexamined privilege in the narratives of your project
Calling out the unexamined/normatized structural violence embedded within the systems of oppression you are researching
Examining key aspects of militarism infecting the problem you are researching.

Good luck!
M.Tamez

P.S. (Hint: Barbara Chasin's book is required reading for answering each of these, and the definitions of structural violence embedded within the post below are essential to take these to task in your own final draft.)

Structural Violence--Beyond Invisibility

2008-06-11T10:16:00.000-07:00

Structural Violence, is a theory which was developed by Norwegian sociologist, Johan Galtung.

This theory is a foundational analysis for serious students of critical intersectional race class gender sexuality studies, critical race studies, gender studies, ethnic studies, migration and diaspora studies, indigenous studies, queer studies, disability studies, and genocide studies.

"Organized armed conflict in various parts of the world is easily traced to structured inequalities. Northern Ireland, for example, has been marked by economic disparities between Northern Irish Catholics-- who have higher unemployment rates and less formal education--and Protestants (Cairns & Darby, 1998). In Sri Lanka, youth unemployment and underemployment exacerbates ethnic conflict (Rogers, Spencer & Uyangoda, 1998). In Rwanda, huge disparities between the Hutu and Tutsies eventually led to ethnic massacres.

While structural violence often leads to direct violence, the reverse is also true, as brutality often terrorizes bystanders, who then become unwilling or unable to confront social injustice. Increasingly, civilians pay enormous costs of war through death and devastation of neighborhoods and ecosystems. Ruling elites rarely suffer from armed conflict as much as civilian populations do, who endure decades of poverty and disease in war-torn societies."

All Readings Required. Blogging Requirement for Readings Ends on June 11th.

2008-06-04T14:50:00.000-07:00

Yes, all readings are required. This is the reality of a 6 week course.

Bloggings on assigned readings all due by Wednesday, June 11, 2008.

This give you two days to fine-tune the final project. (This is the really challenging reality of taking a 15 week intensive reading/writing course in 6 weeks--it can be killer and even brutal. Welcome to the "Carnegie Mellon Research I Institution" reality.)

You MAY continue to finish up your blog reading responses up to the 13th. However, if you are really ambitious, you can get them all wrapped up and entered by the 11th.

I don't REQUIRE anyone to blog after the 11th, UNLESS you have not completed all other assigned readings.

Advice: Do the best you can; be realistic about the grade you want to achieve.

FINAL PROJECT!

2008-06-03T14:25:00.000-07:00

Final Project--Deadlines & Guidelines

1. ABSTRACT. DUE: June 9, 2008, 3pm, NO EXCEPTIONS. 10 pts deducted for each day late.

GUIDELINES & SPECIFICITIES~

MUST contain:

Clear, proofed, polished prose

Creative title
Topic statement
Thesis (claims, position taken, main argument)
Supporting theories to be used (selected DIRECTLY from assigned readings)
3 preliminary references to support your project (selected DIRECTLY from assigned readings, films, or other assigned media)

2. FINAL PROJECT. DUE: June 13, 2008, NO EXCEPTIONS. No late projects accepted. 0% earned if 'no show.'

Note!: You must be prepared to discuss your project PRIOR TO the final delivery date. Each student is responsible for presenting a polished DRAFT of their project on the assigned dates. I will provide a sign up sheet.

GUIDELINES & SPECIFICITIES~

MUST contain:

4 specific visual components to balance, anchor, define, and contour word-based narratives/arguments
7 academic sources/ and ... no more than 3 non-academic web sources
MLA, APA, Chicago Turabian Style
ONE OUTSIDE REVIEW OF YOUR 'DRAFT', (POSTED TO YOUR BLOG), AVAILABLE TO READ BY ME, PRIOR TO TURNING IN YOUR PROJECT . THIS REVIEWER MUST BE A QUALIFIED PERSON TO REVIEW THE COMPETENCY OF YOUR WORK, (MENTOR, PROFESSOR, T.A., Writing Center Staff person, ETC.) This person must be properly identified by their name, professional title, and contact information (email).
Creative title
Clean, polished, proofed prose
Analytical organization
Clearly identified theoretical and community-based methodological supports
Clear topic statement and thesis
Specific claims, arguments and positions taken
Evidence of self-reflection
Evidence of application re: key theories of race, class, gender and sexuality assigned through readings
Serious application of key definitions of systems of power, oppression, dominance, colonization, genocide, and resistance
Posted to Blog: (If student wishes to post power-point, she/he may use "Academic Keys" website for temporary storage.)

QUESTIONS?
mtamez@wsu.edu

You are assigned to the following blog for commentary

2008-06-02T16:25:00.000-07:00

THIS PERSON COMMENTS-- ON THIS PERSON'S BLOG:

Darryl Blunt-- Danielle Tews
Heather Dickerson-- Michael Sahari
Raj Foro-- Benny Ward
Mike Graise-- Nora Lee
Rheannon Hawkins-- Kenta Matter
Nora Lee-- Ross McPherson
Kenta Matter-- Catherine O'Francia
Ross McPherson-- Jason Williams
Catherine O'Francia-- Darryl Blunt
Michael Sahari-- Heather Dickerson
Danielle Tews-- Raj Foro
Benny Ward-- Michael Graise
Jason Williams-- Rheannon Hawkins

DIRECTIONS:

Using the responding models "Praise, Question & Offer Suggestions" and "Questions & Quotes", as well as the Working Definitions hand out you received today, practice using some of the tools of power analysis in the context of the blog site assigned to you.

You will examine and explore the blog to the fullest extent possible, reading the entries, using the links provided, and researching the dimensionality of the blog site.

Using Working Definitions, you will connect concepts learned in class to the blogger's sensibilities and critical interests being developed in her/his blog site.

You will organize your thoughts and give meaningful feedback to your class peer.

Using your own format and organization style, you will make relevant connections between your own learning and the learning of your peer.

DUE: End of class, Tuesday, June 3, 2008

WHERE: Posted to the blog under review

COUNTS AS: POP-QUIZ, 15% of the Participation Grade

Unsettling... ! The Absence of Responses to "Unsettling Settler Societies"

2008-06-02T14:38:00.001-07:00

Dear Class,

Due to a 100% lack of responses in your blogs to the chapters assigned in Unsettling Settler Societies ... I am going to give you until Wednesday to catch up on those readings.

Borrow each other's books, or check out a copy from the WSU library to make copies of the chapters. (There are 5 copies in SUMMIT).

I've also noted a lack of comments on each other's blogs.

For today, you will receive a list of 'Working Definitions' to empower your tool kit in intersectional analysis of race-class-gender-sexuality. Using this tool, you will create and compose a review of a class member's blog, assigned to you.

Due: by the end of TOMORROW'S class.

Yes, it is a quiz.

M.Tamez

Reminder! All Reviews Due Today!

2008-05-28T14:41:00.000-07:00

All reviews (of a movie, documentary, art work, musical composition, dance, theater piece, video, web site, book, etc.) are due TODAY....:)

These must be posted by the time class begins at 3:00.

thank you!
Margo Tamez

2008-05-28T14:16:00.000-07:00

Wednesday, May 28, 2008

Today we will talk in a circle format--where each person will be invited to write "Questions and Quotes" (Q & Q) on the boards.

This was a productive format last Friday and the group decided to utilize this discussion and learning format more.

On Thusday, we will work in the computer lab on our blogs for about 25 minutes, and then we will look at class blog responses to the weeks readings, thus far.

On Friday, we will again form a "Q & Q" circle, where student-led teaching and discussion is prioritized.

See you then,
Margo Tamez

Friday-Class Round-Table Discussion: "TOUGH GUISE" & "DREAMWORLD 2"

2008-05-21T14:52:00.000-07:00

REQUIRED:

Each student will prepare ahead of time and bring to class Questions and Quotes (Q & Q)

Pose open-ended question and one typed quote from the films: "Tough Guise" & "Dreamworld 2". Your questions could address something specific you found provocative, disturbing, profound...or a theme running through the film.

Along with the quote, write a paragraph or two explaining why you find the quoted significant/noteworthy.

Come to class prepared to dialogue and to discuss. You will be called upon to take a pro-active role.

Margo Tamez

Please Post a Photo of Yourself

2008-05-19T13:57:00.000-07:00

Hi all class bloggers,

Please post photos of your self on your blog roll. For convenience sake, this helps us to get to familiarize ourselves with one another as we make responses to each other's blogs.

thanks,

Margo Tamez

PREPARING FOR WRITING THE 'REVIEW' & CHOOSING A FINAL PROJECT TOPIC

2008-05-19T12:53:00.000-07:00

Critical Engagement, Evaluation of Sources, and Developing a Project

> Critical thinking is learning to think for yourself, yet to also acknowledge that no project develops independently of a community. Always acknowledge your path to the project itself, who ‘raised you’, so to speak. Sometimes our most important ‘sources’ in discovering and nurturing your project are people who really did raise us! Our communities are essential voices and influences in our research. At the same time, you are urged and encouraged to develop your own opinions, positions and claims, backed by sound structures of reasoning and support. You may need to develop new ‘logics’ that are not already apparent or which do not exist in the texts available to you. This kind of critical thinking is concentrated on the process of learning, grappling with new ideas and sources, composing your ‘mosaic’ of definitions, arguments and reasons. Critical engagement is shedding the ‘skin’ or ‘role’ of passive student and to assume the embodiment, posture and critical language and thinking of a self reliant thinker and researcher.

> Critical thinking enters into important decisions in your daily life and affects your growth process in school and work. The term critical thinking describes the deliberate thinking where you are intentionally deciding, making choices, ‘deliberating’ on what to believe and how to act according to the way new knowledge stimulates different and necessary behaviors and thoughts. Critical engagement helps you to examine a problem or issue from many angles to arrive at the best possible solution. You are taking control.

> Critical thinking is by no means restricted to academic matters! At certain points in our lives, we face situations in which it is not clear how we should proceed. Examples can include career choices and educational choices. The act of purchasing a car, renting an apartment, choosing a major all involve critical thinking to a certain degree. Without thinking carefully, you may make spur-of-the-moment decisions. In order to think critically you need to have sufficient background information concerning your subject. The information below will assist you with the decision making process of finding a topic and developing the areas that are most interesting and important to you.

To practice ‘thinking/being/behaving independently’ for our purposes in this class means, thinking with rigor and with tools in order to avoid the pitfalls of falling back onto the very binaries and normative structures (which are systems of power, oppression and privilege).

Rejecting the ‘passive’ learning role:
Therefore, to be an ‘independent and critical thinker’ is a process of becoming / getting weaned/unplugged from the passivity of not challenging the normative ideologies circulating inside our heads on a regular basis. Consider the following guidelines:

1. Avoid making inaccurate generalizations, such as ‘women are too emotional’.
2. Avoid oversimplifying complex problems.
3. Accept that diversity of opinions exists.
4. Remain open to new or even stronger ideas than ones you’ve.
5. Withhold judgment until you are sure.
6. Evaluate for yourself the opinions of ‘authorities’, ‘authors’, in complex ways, with an understanding that all knowledge is constructed and has bias.
7. Ask questions for clarification when speaking with someone who holds opposing views.
8. Avoid stereotyping the sources you read/view/see, and avoid stereotyped thinking/productions/viewpoints—irregardless of the source.
9. Acknowledge that stereotyping, racism, sexism, homophobism, and classism exists and that they are systems of power which do particular things within texts. They make specific kinds of meanings. They do certain kinds of work.
10. Do acknowledge your sensitivity to the work that they systems of oppression are doing within your study, subject, project, interest area.

> Research can be a communicative and emancipatory process! Me-Search, We-Search and Re-Search –more than books, it is a community of voices which have not been heard or listened to.

> When preparing/practicing/accomplishing research for college courses, apply critical thinking techniques when designing your search and evaluating materials found in books and journals related to your search.

Too often, students are socialized to feel outside 'knowledge' production, that 'real knowledge' is something that happens in lofty places, in a mysterious process, and then arrives in a bound book---apart from real life. find information and the mechanics of writing a research paper (how to use the results of research in a coherent paper). Students need to be given structures to evaluate diverse sources of knowledge from diverse communities in order to have a research project which is balanced in terms of 'scholarly' resources and community-based knowledges that may not be available in university settings (oral histories, interviews, photographs, journals, diaries, community archives: murals, quilts, building projects, gardening and agricultural coops, fsheries, archives of labor histories, etc).

> Scholarly resources are usually focused on a particular subject area and can include such titles as the Journal of Advertising, Journal of the American Medical Association, Journal of Basic Writing, etc. General interest titles might include Newsweek, Time, U.S. News and World Report, etc.

> Authors of scholarly articles are experts in their field of study and generally write articles in one subject area. The authors at Time magazine write a variety of articles on various subjects.. One week they may write an article on a new AIDS treatment, and later an article on United States foreign policy. These writers are not usually experts in a particular subject.

When you do read a book or an article to support your ideas, intuitions, curiosity... give your full attention and focus on several key points:

1. Is the article or book biased? This means does the article try to influence the reader in thinking one way or another.
2. Does the background of the author lead to conclusions concerning the article? For example, would the director of an animal testing laboratory write an article which is different from that of a member of an animal rights group.
3. What is the authority of the author? Is the author an expert in this particular field of study? Does the article or book give any background information on the author? Does the author a Ph.D. in a subject; is she or he a physician or researcher?
4. Is the article scholarly or of general interest? A scholarly article should include research findings, statistics, a bibliography or references. It should be written by experts in a particular subject. General interest titles are usually not written by subject experts.
5. How are articles accepted for publication? Most scholarly journals have an editorial board comprised of individuals in the subject area who determine which articles to accept for publication.
6. Is there an abstract at the beginning of the article? An abstract is a summary of the article. Most scholarly articles have an abstract at the beginning.
7. When looking at books, keep in mind the following questions:
1. Do you need books which cover new technologies; for example, in computers or nursing?
2. Do you need a book with up-to-date statistics?
3. Do you need sources which cover new trends in a particular area?
If you answered yes to any of the above questions, pay particular attention to the publication date of the books.
8. When reading books, you may want to look for book reviews or a critical analysis. Also, you could look for background information on the author which may give you insight of why that person wrote the book.

WHAT ELSE? WHAT IS MISSING FROM THE ABOVE LIST?:

Why are ‘scholarly texts’ and ‘books’ and ‘journal’s the privileged narratives of ‘authentic’ or ‘approved’ knowing?

Which narratives does this leave to the margins, to the peripheries, and under-developed, diminished?

➢ Oppressed groups’ histories, knowledges, and ‘citizenship’
o Slaves, indentureds, bonded people
o Women
o Indigenous people
o Elderly
o Children
o Homosexuals, gay, lesbian, queer, transsexual, transgender, bisexual communities
o Dispossessed, dislocated
o Wage-earners
o Unemployed, underemployed
o Migrants, immigrants YOU CAN FILL IN SOME TOO….
o _______________________
o ________________________
o _______________________
o _________________________
o __________________________
o etc…

Who is/are ‘We the People’?

Choosing the Research Project and Tips on Narrowing the Topic:

Another aspect of the critical thinking process is the ability to narrow a research topic into smaller pieces. For example, you decide to develop you project on Masculinity, Sexuality & AIDS, but that is a BROAD TOPIC. There are some articles and books on this subject covering a wide range of subtopics. You would want to narrow down this topic to something more manageable. One could start narrowing it to sub-topics: “At the U.S.-Canada Border”, or “in the Spokane metropolitican area”, etc. You might narrow the topic even further: “Among White-Heterosexual Males” . The same process can be applied to searching for journal articles. For example, if you decide to write a paper on AIDS you, for example, can narrow your search to locate articles on AIDS and Males and Treatment. Using this process you can find enough information on a subject without being overwhelmed.

(source: http://webster.commnet.edu/library/workbook/critical.htm)

REQUIREMENTS OF THE COURSE--REMINDER

2008-05-19T12:51:00.000-07:00

You are required to:

1. Read all assigned texts.
2. Blog on all assigned texts prior to the next class.
3. Participate in all classroom discussions with preparedness.
4. Stay alert, stay engaged--even when you are tired, annoyed, discouraged, bored, or confused. This is academia—get a grip.
5. Prepare a REVIEW of:
a. A film
b. A documentary
c. A book
d. A music recording
e. A website
f. Other?
WHERE? On your blog
WHEN? Due May 28th
LENGTH? No more than 1000 words (4 pages
double/spaced)
CRITERIA? Must show evidence of proof-reading,
error free (spelling, sentence construction, syntax, punctuation, …).
6. Plan for your FINAL PROJECT:
a. Power Point
b. Professional Poster
c. Film
d. Documentary
e. Traditional Paper
f. Mixed-Media
g. Web-site
h. Other?
WHERE? Launched or posted to your blog
WHEN? Due June 13th
LENTH? Minimum of 3 visual images, Minimum of 4000 words, Minimum of 7 sources, and according to MLA/APA/Chicago style guide.
7. Present your FINAL PROJECT in class:
a. June 5, 6, 9, 10

Reading Responses in Your Blog: A Guide

2008-05-19T09:19:00.000-07:00

Meaningful engagement and critical thinking in your personalized blog is a necessary criteria for demonstrating appropriate learning levels of ‘participation’ and ‘skills’ level of this academic course.

Here are some guides to build the capacity of the integrity, texture, richness, and critical rigor/edge in your blog:

Student blogs with “critical edge” show individuals who are constructing powerful, and empowering, narratives. Critical edge emerges through a process of inquiry, curiosity, and a measure of risk taking. “Critical edge” develops through daily application of blogging in conversation with issues, concepts and experiences. Student blogs with “critical edge”eir unique voice which~

➢ justifies their reasons for certain positions on a story-specific issue.

➢ goes beyond the question-and-answer and recitation type of response to texts that usually deal only with literal thinking

➢ identify and evaluate reasons as well as draw specific conclusions, which are often revealing of the individual—collective symbiosis of true communities engaged in analyzing community’s struggles

➢ formulate hypotheses and identifying central themes and issues.

➢ pose questions,

➢ assume more responsibility for determining what needs to be understood and for directing their own learning processes

➢ take positions in response to a question,

➢ consider other viewpoints,

➢ identify reasons in support of their positions,

➢ evaluate supporting reasons for truth and acceptability, as well as falsehoods, myths, fiction, and destructive texts

➢ draw final conclusions based on discussions with a community of learners, and are interactive, not singular in their thinking patterns

➢ take responsibility for their own learning and for evaluating their own thoughts

➢ show a participating posture as a learner and critically engaged thinker

➢ questions and reflects upon the intersections of knowledge, knowledge-making, and power

➢ tries new approaches to theorize different kinds of texts/ideas/issues which she/he is grappling with

➢ sustains an interest in the productivity of self-reflective, creativity

➢ is engaged with critical persons in respectful dialogue with one another

➢ makes predictions, assumptions about the text under consideration based on its title and cover and what they already know about key words in the title; and, can reflect back upon their assumptions and make necessary shifts and enlarge their understanding

➢ Evaluates truths, acceptability of supporting reasons as well as fallacies, constructedness, and power structure designing ‘truth’

➢ Drawing final conclusions on the merit of the possible answers

Was this helpful to you?
How will you incorporate these into the development of your voice and your critical posture in your blog?
When will you begin the development of incorporating these guides in your class blog?