How are gendered identities shaped by society? How are our identities formed by but also resistant to cultural norms of masculinity and femininity? How is gender related to sexual difference? How do gender relations intersect with race, class and sexuality? This course gives an accessible and lively introduction to Gender Studies. It introduces key concepts of gender, sexuality, and gender presentation, and the social aspects of gender.  

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. demonstrate an understanding of key ideas in gender studies through oral and written discussion;
2. identify, evaluate and select relevant sources in gender and sexuality studies;
3. analyse and apply theories of gender, sexuality and identity; and
4. write cogently and critically about issues related to gender and sexuality.

Required Resources

Required readings for this course can be accessed through the Wattle site.

Please note that the course Wattle site will be a key resource for students and one of the main ways your teachers will communicate with you. On Wattle you will find: the links to required readings, weekly reading questions, supplementary readings and other resources such as videos, detailed information on assessment and any announcements related to the course. Lecture PowerPoints will also be available each week. Please check Wattle frequently, including the notice board.

Recommended Resources

The following texts are recommended as useful resources for the course although you are not required to buy them. They are on short loan in the Chifley Library.

• Braithwaite, A., &. Orr, C. M. (2016) Everyday women's and gender studies: Introductory concepts. New York: Taylor & Francis. (e-book)
• Cranny-Francis, A. et al (2004) Gender Studies: Terms and Debates, Basingstoke: Palgrave.
• Evans, M. & Williams, C. Gender: The Key Concepts. Taylor & Francis (e-book)
• Griffin, G. (2017) A dictionary of Gender Studies. Oxford: Oxford University Press. (e-book)
• Holmes, M. (2009) Gender and Everyday Life, London: Routledge.
• Holmes, M. (2007) What is gender? Sociological Approaches, London: Sage. (e-book)
• Launius, C. & Hassel, H. (2015) Threshold Concepts in Women’s and Gender Studies, New York: Routledge. (e-book)
• Pilcher, J. (2004) 50 Key Concepts in Gender Studies, Oaks, California: Sage.
• Stryker, S. & Aizura. A. (2013) The transgender studies reader 2. New York: Routledge.

A note on course content

The Nature of Class Sessions*:

Learning is an active process in which we will all participate. Active learning implies the importance of understanding and experiencing ideas as they relate to our own lives, rather than reciting a list of facts. This course should provide us with plenty of material upon which to reflect as we consider the pervasive influence of gender on personal identity and social structures. This active process is continually evolving with no clear beginning or end. Hence, this course should become a dialogue between all of us as we reflect upon the material presented and its relevance to our experiences. Such a conversation includes responsibilities to which we must all agree. Clearly, one initial responsibility involves being in class regularly. However, merely being in class is not enough to create a climate in which we can all learn. Being prepared for class is an additional commitment that is necessary from each of us. The nature of the material presented invites critical reflection of the ideas and a willingness to share our insights and perspectives on personal and potentially controversial issues. Moreover, because you will be expected to examine your own behavior and because the issues may be controversial, there may be moments of discomfort or emotional reaction for some of you. You are encouraged to allow yourself to be “uncomfortable” in those times of discomfort, to keep an open mind, and to explore concepts more deeply in those instances. A final, and vitally important, responsibility involves a willingness to be open to and consider the thoughts and ideas of others in the classroom. If there are 20 of us in the room, there will be at least that many different perspectives. You may not agree with the views expressed by others in the course, but we must all agree to respect each individual’s rights to have and share their own experiences. I also encourage you to discuss your feelings with your tutor in private if you are unable to do so in class. (*Adapted from text written by Dr. Jessica Kratzer)

Staff Feedback

Students will be given feedback in the following forms in this course:

• Students will receive individual written feedback on blog posts and responses
• Students will receive informal feedback on discussion contributions during the tutorials
• Students will receive verbal feedback as a group throughout the semester
• Students are able to meet with their tutor (during consultation times or by appointment) to receive one on one feedback

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.

Guide to emailing your lecturer/tutor

When emailing your lecturer or tutor in relation to the course, please:

• Include GEND 1001 in the subject of your email.
• Include your name (not just student number) and tutorial time if relevant.
• Make the text brief and specific (for example, if you are asking about an assessment item make sure you identify it clearly).
• Read the course outline and other info on Wattle.

We are happy to receive emails from students who have queries about the course but not happy when the email requests information that is available on Wattle or in the course guide. Please spend some time looking for information before sending a message. We aim to respond to email within 24 hours (excluding weekends and holidays). If we do not respond to your email within a couple of days please send again.'

Assessment Tasks

Please note that all assessment tasks must be completed in order to pass the course. Essays and papers should be referenced using the Harvard system. A guide is available on the Wattle site.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introducing & Rethinking Gender	No Blogs/Responses
2	Doing Gender	Blog Post/Response
3	The Uses and Abuses of Gender	Blog Post/Response
4	Gender and Embodiment	Blog Post/Response
5	Sex/Gender: Intersections of Culture and Biology	Blog Post/Response
6	No classes
7	Feminism and Antifeminism	Blog Post/Response
8	Introducing Sexuality	Blog Post/Response
9	Sexual Movements and Sexual Norms	Blog Post/Response
10	Interrogating Sexual Identities via Marriage Equality	Blog Post/Response
11	Intersectionality -- Gender, Race and Class	Blog Post/Response
12	Sexuality and Gender Online	Take home exam due during exam period

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Blog Posts	35 %	01/01/9999	01/01/9999	1, 2,3,4
Blog Responses	25 %	01/01/9999	01/01/9999	1,2,3,4
Take Home Exam	35 %	07/06/2019	01/01/9999	1,2,3,4
Participation	5 %	01/01/9999	01/01/9999	1,2,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Blog Posts

What: 2 x 750 word blog posts

The aim of this task is to promote critical engagement with the required readings and to make relevant connections between the readings and resources beyond the readings (i.e.; news, popular culture texts, readings in other courses). Doing the two blogs may also help you select your essay topic. At a more general level the task aims to encourage you to take an active and reflective approach to their learning—a skill and habit that will be of great value during to you during your time at university.

When: TBA in first tutorial

Blogs will be used to guide conversation in tutorials each week, therefore it is imperative that blogs are submitted 12.00pm on Friday the week before they will be discussed in tutorials. This gives students/tutors adequate time to engage with blogs before tutorials.

How: Blogs are to be submitted via Wattle – submission of blogs will be illustrated in Week 1. Blogs also need to be brought to the tutorial.

Assessment Criteria: Blog

1. Timing and clarity: Blogs must be submitted on time – a schedule for blog submission will be negotiated in week one. Blogs must be clearly labelled identifying who is making the post. Each blog must be given a heading.

2. The blog must include relevant citations. The blog must make relevant connections to course readings.

3. Blogs must move beyond description to analyse material, and apply ideas in the readings. Blogs should have an argument related to a specific issue in the reading and ask questions of the readings. Blogs need to engage the class and stimulate class dialogues.

4. Blogs will be assessed on grammar, punctuation and spelling.

The Rubric for Assessment of Blogs is posted below:

Rubric

	Unsatisfactory	Fair - to - Good	Very Good	Exceptional
Timing and Clarity 10%	Does not update blog within the required time frame.	Blog posts may be missing a date stamp and appropriate heading identifying topic.	Updates blog when required, most posts are date-stamped, headings are appropriate.	Updates blog as often as required; all posts are date-stamped and headings are engaging and give a clear indication of content.	/10
Citation selection and evaluation 40%	Images, media or text created by others do not display appropriate copyright permissions and do not include accurate, properly formatted citations. Does not Identify, evaluate and select relevant sources in gender and sexuality studies or relevant course readings.	Some of the images, media or text created by others do not display appropriate copyright permissions and do not include accurate, properly formatted citations. Some relevant sources in gender and sexuality studies are identified and evaluated. Some engagement with relevant course readings.	Most images, media or text created by others display appropriate copyright permissions and accurate, properly formatted citations. Identifies and evaluates sources in gender and sexuality studies, beyond the set readings. Makes connections to relevant course readings.	All images, media and text created by others display appropriate copyright permissions and accurate citations. Identifies and evaluates sources in gender and sexuality studies, and, resources beyond the set readings. Makes numerous clear and relevant connections to course readings.	/40
Content and Creativity 40%	Postings show no evidence of capacity to analyse and apply theories of gender, sexuality and identity. Postings do not stimulate dialogue and commentary and do not connect with the audience.	Postings provide minimal evidence of capacity to analyse and apply theories of gender, sexuality and identity. Postings are brief and unimaginative, and reflect minimal effort to connect with the audience.	Postings provide moderate evidence of capacity to analyse and apply theories of gender, sexuality and identity. Postings are generally well written with some attempts made to stimulate dialogue and commentary.	Postings provide comprehensive evidence of capacity to analyse and apply theories of gender, sexuality and identity by: ...building a focused argument around a specific issue or ...asking a new related question Postings are creatively and fluently written to stimulate dialogue and commentary.	/40
Quality of Writing and Proof-reading 10%	Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.	Written responses include some grammatical, spelling or punctuation errors that distract the reader.	Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.	Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication	/10
Total /100

Assessment Task 2

Blog Responses

What: 2 x 500 word blog responses

The aim of this task is to promote engagement with the blogs and to make relevant connections between the blogs and the readings. Blog responders must respond to at least one blog (in the week allocated) two times a semester. They may make connections between blogs in order to develop a theme. They may take the conversation in a new direction in response to a blog/blogs. The blog/blogs to which you are responding must be clearly identified in your post. Blog responses will be utilised in tutorials to guide discussion.

When: TBA in first tutorial

Blog responses will be used to guide conversation in tutorials each week, therefore it is imperative that blog responses are submitted 12.00pm on Monday the week before they will be discussed in tutorials. Students will be allocated weeks to respond in tutorials in week one.

How: Blog responses are to be submitted on Wattle – submission of blog responses will be illustrated in Week 1. Blog responses also need to be bought to class.

Assessment Criteria: Blog Responses

• Timing and clarity: Blog responses must be submitted on time – as agreed in the first tutorial.
• Blog responses must be clearly labelled identifying who is making the post.
• Blog responses must give a clear indication of blogs to which they are responding.
• Postings must engage with and extend the weeks blogs, moving beyond description.
• Blog responses will be assessed on grammar, punctuation and spelling.

Rubric

	Unsatisfactory	Fair - to - Good	Very Good	Exceptional
Timeliness and Tags 10%	Does not update blog within the required time frame. No blog identified in blog response.	Blog posts may be missing a date stamp and appropriate heading identifying topic. Unclear which blogs are being responded to.	Updates blog when required, most posts are date-stamped, headings are appropriate and blogs being responded to are clearly identified.	Updates blog as often required; all posts are date-stamped, headings are engaging. Blogs being responded to are clearly identified.	/10
Content and Creativity 40%	Postings do not stimulate dialogue and commentary and do not connect with the week’s blogs.	Postings are brief and unimaginative, and reflect minimal effort to connect with the week’s blogs.	Postings are generally well written with some attempts made to stimulate dialogue and commentary in tutorial/on Wattle. Postings connect well with the week’s blogs.	Postings are creatively and fluently written, stimulating dialogue in the tutorial/on Wattle. Postings engage with and extend the week’s blogs.	/40
Quality of Writing and Proofreading 10%	Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.	Written responses include some grammatical, spelling or punctuation errors that distract the reader.	Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.	Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication	/10
Total

Assessment Task 3

Take Home Exam

Length: 1500 Words

Value: 35%

The expected time required to write a very good answer to the Take Home Exam is ½ day- 1 day. You need to treat the Take Home Exam like an exam – this means that you cannot discuss the question with your classmates, and you need to prepare the answer entirely by yourself. You cannot seek help from your lecturer or tutor – this would obviously be unfair to other students. If you think some aspect of the question is unclear, you may seek clarification from your lecturer. Your Take Home Exam paper must be submitted via Turnitin.

Please retain an electronic copy of your Take Home Exam. Unless there are exceptional circumstances, no individual extensions will be granted for the Take Home Exams. If you envisage problems in submitting your Take Home Exam on time, please contact your lecturer. In the Take Home Exam you will need to acknowledge sources that rely on the analysis or arguments of others. You may use any accepted referencing system (e.g. Harvard). Further details will be provided during the semester.

When: Friday 7th June – During examination period - (upload via Turnitin)

What: In this exam you are expected to develop your own argument and draw on a range of sources and ideas. This is a formal piece of writing; your exam needs an introduction, a conclusion and a bibliography in which you list all sources you cite in the exam.

How: Questions will be provided later in the semester, and will be based around the weekly topics. Students can also develop their own question in negotiation with their tutor. The essay must be typed in 12 point font, Times New Roman or similar font, 1.5 or double-spacing.

Estimated return date: The grade will be available after the posting of results for the semester.

Rubric

Content 75%	Unsatisfactory	Fair to Good	Very Good	Exceptional
Answered the question
Topic and key concepts understood clearly
Appropriate research
Clear and consistent argument
Use of evidence to support argument
Critical understanding of literature/texts
Organisation; Style; Presentation 25%
Overall structure
logic and coherence of sentences and paragraphs
writing style (inc. conciseness)
grammar/spelling/punctuation
referencing

Assessment Task 4

Participation

What: Tutorial attendance is required to complete the course as participation is one of the assessment tasks. Tutorials are an important space to discuss readings and ideas from the course in a supportive environment with your peers and tutor. The tutorials will be predominantly student lead. There is a strong focus on listening to peers, there will also be some time for group discussion.

When: Weeks 1-5 and weeks 7-12

How: Tutorials will be student lead and focus on their discussion of blogs and blog responses.

Solo activity: The first 10 minutes each week will be spent with students reading the blogs and blog responses that have been submitted. This means students need to bring the blogs/blog responses to class or have a way of reading them during tutorials.

Your participation in tutorials will be graded and will count for 5% of the total mark for the course.

If you have an unavoidable appointment at the same time as your assigned tutorial, you must make arrangements with your tutor to attend another tutorial. Students who fail to attend any tutorial during any given week should provide a medical certificate (or equivalent) to explain their non-attendance. If you genuinely have to miss a tutorial, you may write an additional 300-word reading summary in lieu of attendance. However this must be arranged in advance of the tutorial, not after the tutorial has been missed. If you miss more than three tutorials without explanation this will significantly affect your ability to pass this piece of assessment.

Assessment Criteria:

In assessing tutorial participation, the following criteria will be taken into consideration:

1. Demonstration of preparation (i.e. completed the reading and thought about it);
2. Demonstration of understanding of or engagement with the topic;
3. Raising relevant questions, points and challenges; and
4. Listening actively and responding to others in a constructive fashion.

More detailed information on tutorial participation assessment and hints on how to participate effectively are available on Wattle.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

The paper for the take home exam should be uploaded by 5.00 pm on the due date. It will be counted as late if received after this time. If you are experiencing difficulties uploading your essay to Wattle, you must email your tutor immediately with your paper or essay attached.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assessments submitted online will be graded and returned online. Exam papers will not be returned.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assignments is not permitted unless stated in the specific assessment information sheet (available on wattle).

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students