ENGLISH 13

Semester 1, AY 2020-2021
Weeks 6-10, Module 3: Writing for Inquiry

Introduction

This module is focused on teaching you how to appreciate high-level academic texts and help
you understand how to write them. It contains activities that inquire about gender, and how these
gender issues affect society and the way we live our lives. It contains three texts that explore
gender, and the activities in this module will culminate in an academic paper that will explore
gender and popular culture.

Goals

You should be able to understand and generate writing that inquiries into or explores gender
issues in society. You should be able to formulate questions, seek possible answers, and present
the answers to your queries or investigation in relevant contexts.

Learning Outcomes

At the end of this module, you should be able to:

1. Experience the process of writing as textual construction: thinking about, questioning,
integrating, and creating knowledge;
2. Relate critical reading to critical writing by reading for ideas in classroom discussions,
reading classmate’s works for the revision process, and reading for research in writing
documented essays; and
3. Generate writing that explores the relationship between gender issues and popular culture
in an essay composed of 1,500 to 2,000 words, supported by solid research using a
minimum of 15 credible sources in appropriate academic format.

Activities

This is the list activities that you will work through in this module:
a. Create a research-based slide presentation in an online exhibit;
b. Read academic texts about gender;
c. Answer worksheets about the academic texts;
d. Participate in an online discussion about the academic texts;
e. Research about the context of certain texts;
f. Watch short videos clips about gender and respond to them;
g. Write short writing assignments based on the texts read or video clips watched;
h. Research on gender issues and popular culture;
i. Write an academic essay about gender and popular culture.
TEXTO1: “Introduction” to The Second Sex by Simone de Beauvoir

Week 6, Module 3: Inquiry on Feminism

Motivation
Week 6

Before we begin the module, think about the questions below:

1. Why should we discuss gender?

2. Do gender inequalities affect the way we experience the world?

Submit your answers on the “Question” posted in Google Classroom:

Deadline:

Pre-Reading
Week 6

To prepare for the reading, please research in online newspapers and magazines to answer the
question below:

“Is there equality in the sexes between men and women in Philippine society?”

The answer to the question should be seen in a slide presentation with correct documentation (of
both images and text). The minimum number of slides should be five, the maximum number
should be 10. The last slide(s) should be your “Works Cited” Page.

Share your slide presentation in an online “exhibit” in Google Stream. Write a class comment on
everyone else’s slideshow, with the minimum of one word (not an emoticon) and a maximum of
one paragraph.
Deadline:

Your teacher should process this online exhibit with you before you go forward.
While Reading
Week 6

As you read the essay, “Volume I: Facts and Myths Introduction” from Simone de Beauvoir’s
“The Second Sex,” you will come across parts of the text in the worksheet below. In order to
check your reading comprehension and to practice your paraphrasing skills in preparation for
the inquiry paper, answer the worksheet. Please copy and paste the worksheet below, and once
answered fully, submit to your teacher’s email. 3 points each.
Deadline:

Name:
Section:

WORKSHEET OF “THE SECOND SEX”

(Volume I “Facts and Myths” Introduction)

Instructions: While reading the text, pay attention to the parts of the texts below and restate
them in your own words (this is called a paraphrase). 3 points each.

Page Original Text Paraphrase

#
23 “So not every female human being is (1)
necessarily a woman; she must
take part in this mysterious and endangered
reality known as
femininity”.
23-24 “But conceptualism has lost ground: (2)
biological and social sciences no longer
believe there are immutably determined
entities that define given characteristics
like those of the woman, the Jew, or the
black; science considers characteristics as
secondary reactions to a situation.”
26 “Humanity is male, and man defines (3)
woman, not in herself, but in
relation to himself; she is not considered
an autonomous being.”
29 “That is, in the master-slave relation, the (4)
master does not posit the need he has for
the other; he holds the power to satisfy this
need and does not mediate it; the slave, on
the other hand, out of dependence, hope, or
fear,
 internalizes his need for the master;
however equally compelling the
need may be to them both, it always plays
in favor of the oppressor over the
oppressed: this explains the slow pace of
working-class liberation, for example.”
30 “Hence woman makes no claim for (5)
herself as subject because she lacks the
concrete means, because she senses the
necessary link connecting her to man
without positing its reciprocity, and
because she often derives satisfaction from
her role as Other”.
31-32 “But there are deep analogies between the (6)
situations of women and blacks: both are
liberated today from the same
paternalism, and the former master caste
wants to keep them ‘in their place,’ that is,
the place chosen for them; in both cases,
they praise, more or less sincerely, the
virtues of the “good black,” the carefree,
childlike, merry soul of the resigned black,
and the woman who is a ‘true woman’—
frivolous, infantile, irresponsible, the
woman subjugated to man.”
33 “One of the benefits that oppression (7)
secures for the oppressor is that the
humblest among them feels superior: in the
United States a ‘poor white’ from the
South can console himself for not being a
‘dirty nigger’; and more prosperous
whites cleverly exploit this pride.
34 “Those who are not threatened by their (8)
fellow men are far more likely to recognize
woman as a counterpart; but even for them
the myth of the Woman, of the Other,
remains precious for many
reasons; they can hardly be blamed for not
wanting to lightheartedly sacrifice all the
benefits they derive from the myth: they
know what they lose by relinquishing the
woman of their dreams, but they do not
know what the woman of tomorrow will
bring them.”
35 “We will not let ourselves be intimidated (9)
by the number and violence of attacks
 against women; nor be fooled by the self-
serving praise showered on the ‘real
woman’; nor be won over by men’s
enthusiasm for her destiny, a destiny they
would not for the world want to share.”
37 “But what singularly defines the situation (10)
of woman is that being, like all humans, an
autonomous freedom, she discovers and
chooses herself in a world where men
force her to assume herself as Other: an
attempt is made to freeze her as an object
and doom her to immanence, since her
transcendence will be forever transcended
by another essential and sovereign
consciousness.”

Post-Reading I
Week 6

The Guide Questions below should help you understand the essay thoroughly. Your teacher may
ask you to answer them (or particular numbers) in an email or in Google Stream. It is also
possible that your teacher will ask for a Zoom meeting in order to discuss this further.

Please clarify with your teacher which questions should be answered and in what platform.
Deadline:

Guide Questions:

1. What fact/myth is being explored in this essay?

2. What is the most damaging myth/fact in the essay?
3. What other myths/fact can you find in multimedia?
4. What other myths/facts can you find in Philippine society and traditions?
5. What does it mean, to be Other?
6. Why does Beauvoir compare and contrast the situations of African-Americans with
women?
7. Do you agree that males have historically defined women? Is this a problem? Why or
why not?
8. According to the essay, why haven’t women spoken up against this oppression?
9. Is this essay still applicable today? Why or why not?
10. What would you add to this essay to make it more relevant to today?
Post-Reading II
Week 6

The URL below will bring you to a CNN page entitled “A Beginner’s Guide to Philippine
Feminism”:

https://cnnphilippines.com/life/culture/2019/4/15/philippine-feminism.html

Read the essay and watch the video clips to contextualize feminism in the Philippines. Write a
one-page reaction paper to what you have read, written, and discussed in this module and submit
in the Assignment part of your Google Classroom.

Have complete citations, including interesting comments or insights from your classmate(s) or
teacher. Strive to have interesting and/or original insights given what you have read.
Deadline:

Rubric for Reaction Paper/10 points:

Insights/Reaction Quality of Language and Correct

(1-3 points) Appreciating the Grammar Documentation
Reading (1-2 (1-3 points) (1-2 points)
points)
Graded according to whether Graded according to Graded according Graded according to
the entry shows whether the entry to the adherence to whether the entry
original/insightful/interestin shows a thorough correct grammar has parenthetical
g content. appreciation and and language use. documentation and a
understanding of the Highest points works cited page at
text shows articulate the end. If only one
use of the of these, this could
language. be 1 point. If there is
no accreditation, 0
points given.

Key Points

In this module, you have discovered the different issues regarding women and the inequalities
that are found in society. You have appreciated one of the canonical texts about it and have seen
how this can be applied to Philippine society. You have also been able to exercise the skills of
reading comprehension, analysis, synthesis, and evaluation when it comes to reading an
academic text and creating short responses to the text. These skills should help you when it
comes to writing your final writing requirement in this module, the Inquiry Paper.
TEXT 02: “Men, Heterosexualities, and Emotional Life” by Victor Jeleniewski Seidler

Week 7, Module 3: Inquiry on Masculinities

Motivation
Week 7

Before we begin the module, think about the questions below:

1. Why should we discuss masculinities when it comes to gender?

2. What is toxic masculinity? Is this present in the Philippines?

Submit your answers on the “Question” posted in Google Classroom by your teacher. Make sure
that you turn it in, with the button that says, “Turn It In!”

Deadline:

Pre-Reading
Week 7

Watch the TED Talk entitled “Let’s Get Rid of Toxic Masculinity” found in the URL below:
https://www.ted.com/talks/victor_rios_let_s_get_rid_of_toxic_masculinity

Write a one paragraph answer to the question:

“What did you think of the TED talk about toxic masculinity?”

Answer this in the Question portion of Google Classroom posted by your teacher. Make sure that
you turn it in, with the button that says, “Turn It In!”
Deadline:

While Reading
Week 7

The text you are about to read can be found in the book, “Mapping the Subject: Geographies of
cultural transformation” edited by Steve Pile and Nigel Thrift. It is entitled, “Men,
Heterosexualities, and Emotional Life,” by Victor Jeleniewski Seidler.

As you read the essay, you will come across parts of the text as seen in the worksheet below. In
order to check your reading comprehension and to practice your paraphrasing skills in
preparation for the inquiry paper, answer the worksheet. Please copy and paste the worksheet
below, and once answered fully, submit to your teacher’s email. 3 points for each answer.
Deadline:
Name:
Section:

WORKSHEET OF “MEN, HETEROSEXUALITIES, AND EMOTIONAL LIFE”

Instructions: The text you are about to read can be found in the book, “Mapping the Subject:
Geographies of cultural transformation” edited by Steve Pile and Nigel Thrift.

While reading the text, pay attention to the topics in the worksheet and summarize what the text
is trying to say about it using your own words. Remember that a summary is not a paraphrase –
it should significantly shorten what is found in the text in your own words while keeping the
essence of its key ideas. 3 points for each answer.

Page Topic Summary of Paragraph(s) Using Your Own Words

158 Split between masculine (1)
reason and sexuality

160 Questioning sexuality as an (2)

“irresistible urge”

161 Kantian mapping of self and (3)

emotions
164 Why men blame women for (4)
their sexual feelings

165 Women as men’s possessions (5)

165- Denial of female sexual (6)

166 desire

170 Rationale for suppressing (7)

one’s feelings and “nature”

172 Split between sex and (8)

intimacy
174 Importance of men taking (9)
responsibility for their own
feelings and to take care of
themselves emotionally

175 Weberian discussion of men (10)

and work

Post-Reading I
Week 7

The Guide Questions below should help you understand the essay thoroughly. Your teacher may
ask you to answer them (or particular numbers) in an email or in Google Stream. It is also
possible that your teacher will ask for a Zoom meeting in order to discuss this further.

Please clarify with your teacher which questions should be answered and in what platform.
Deadline:
Guide Questions

1. Could you relate to the description of masculinities in the essay? Does it remind you of
anyone? Why?
2. How does the split between reason and the body/emotions affect men? Is this a problem?
Why?
3. What was Freud’s insight about masculinities?
4. Is it fair that men legislate according to the expectations of their gender to the rest of the
world? Explain your answer.
5. Is it fair that men consider women as their possessions? Explain your answer.
6. The essay discusses masculinities and is focused on white heterosexual masculinities.
How is this different from Filipino masculinity?
7. Does patriarchy have negative effects on men as well? Explain your answer.
8. Why are men afraid of being vulnerable or showing weakness? How does this affect
them?
9. Is there anything else that should be added to this reading, given the changes in today’s
society?
10. What would you say are the good points about masculinity?

Post-Reading II
Week 7

Write a short one-page essay about the man/men that you were reminded of when reading the
essay. Discuss the parts that you read in the essay (with correct citations) and how it reminded
you of that man. Write a one-page reaction paper to what you have read, written, and discussed
in this module and submit in the Assignment part of your Google Classroom.
Deadline:

Rubric/10 points:

Content Organization (1-2 Language (1-2 Mechanics

(1-5 points) points) points) (0-1 points)
Graded according to whether Graded according to Graded according Graded according to
the essay shows whether the essay to language use. whether the essay
original/insightful/interestin has logical The bare minimum adheres to
g content. Essay should arrangement of (1 point) is in the grammatical rules
show a facility of being able ideas, exhibits correct expression and documentation.
to relate the text to personal coherence and of one’s ideas, and
experience, and eventually, cohesion, and the maximum
to greater issues in society. shows good use of points is given to
paragraphing (as a language that is
rule, paragraphs expressive,
should be 3-5 articulate, and
sentences each, with shows either
a topic sentence, creativity of
 supporting criticality in the use
sentences, and of the language.
concluding
sentence).

Key Points

In this module, you have discovered the different issues regarding men and the inequalities that
are found in society. You have watched and read texts about masculinity and toxic masculinity in
particular. You have understood how this affects Philippine society and creates a certain
discourse that can be damaging to everyone involved. You have also been able to exercise the
skills of reading comprehension, analysis, synthesis, and evaluation when it comes to reading an
academic text and creating short responses to the text. These skills should help you when it
comes to writing your final writing requirement in this module, the Inquiry Paper.

TEXT 03: “Borderlands/La Frontera” by Gloria Anzaldua

Week 8, Module 3: Inquiry on Lesbianism

Motivation
Week 8

Before we begin the module, think about the questions below:

1. What does LGBT stand for?

2. How do people treat lesbians in Philippine culture?

Submit your answers on the “Question” posted in Google Classroom by your teacher. Make sure
that you turn it in, with the button that says, “Turn It In!”
Deadline:

Pre-Reading
Week 8

Research about the relationship between the United States and Mexico. Answer the following
questions:

1. Why is there a wall between the USA and Mexico?

2. Why would Mexicans want to cross the border?
3. Who were the original inhabitants of Texas?

Answer these questions in the Question part of your Google Classroom.

Deadline:
While Reading
Week 8

The text you are about to read are “The Homeland, Aztlan” and “Movimientos de rebeldia y las
culturas que traicionan”, from the book “Borderlands/La Frontera: The New Mestiza” (pages
1-23), by Gloria Anzaldua.
As you read the essay, you will come across parts of the text as seen in the worksheet below. In
order to check your reading comprehension and to practice your paraphrasing skills in
preparation for the inquiry paper, answer the worksheet. Please copy and paste the worksheet
below, and once answered fully, submit to your teacher’s email. 2 points for each answer.
Deadline:

Name:
Section:

WORKSHEET FOR “BORDERLANDS/LA FRONTERA”

Instructions for Students: Read the whole essay before you fill in the blanks. You will be
reading “The Homeland, Aztlan” and “Movimientos de rebeldia y las culturas que traicionan”,
from the book “Borderlands/La Frontera: The New Mestiza” (pages 1-23), by Gloria Anzaldua.

On the second reading of the essay, figure out what the author is trying to say using figurative
language in this critical academic essay. These can be metaphors, similes, etc. 2 points for each
answer.

TEXTUAL EVIDENCE FIGURATIVE MEANING

LANGUAGE
“Borders are set up to define Borders (1)
the place that are safe and
unsafe, to distinguish us from
them.”

(2) The eagle and the serpent (3)

(4) “Hey cucaracho” (5)

(6) Border culture (7)

“There is a rebel in me – the The Shadow-Beast (8)

Shadow-Beast. It is a part of
me that refuses to take orders
from outside authorities… To
avoid rejection, some of us
conform to the values of the
culture, push the
unacceptable parts in the
shadows. Which leaves only
one fear – that we will be
found out and that the
Shadow-Beast will burst out
of its cage…”
(9) La Mantilla (10)
(11) Half and Half (12)

“I abhor some of my culture’s burras (13)

ways, how it cripples its
women, como burras, our
strengths used against us,
lowly burras bearing humility
with dignity. The ability to
serve, claim the males, is our
highest virtue”.

(14) La Chingada (15)

Post-Reading I:
Week 8

The Guide Questions below should help you understand the essay thoroughly. Your teacher may
ask you to answer them (or particular numbers) in an email or in Google Stream. It is also
possible that your teacher will ask for a Zoom meeting in order to discuss this further.

Please clarify with your teacher which questions should be answered and in what platform.
Deadline:

Guide Questions:

1. Why do you think there were parts of the text that were in Spanish? Why didn’t the
author translate it to English for the reader?
 2. Why does the text use figurative language (usually used in fiction or poetry), instead of
the straightforward language that is usually used for academic essays?
3. What metaphor did you think was effective in the essay? Explain your answer.
4. Are the stylistic decisions done in #1 and #2 acceptable in academic essays? Why or why
not?
5. According to the essay, who lives in the actual borderlands?
6. According to the essay, who lives in the figurative borderlands?
7. What does this mean, “The US-Mexican border es una herida abierta where the Third
World grates against the first and bleeds. And before a scab forms it hemorrhages again,
the lifeblood of two worlds merging to form a third country – a border culture”. Given
this, what is the border culture – physically and figuratively?
8. What does the author explain about her culture and deviance? Why do you think it’s such
a problem in their culture to accept any kind of deviance?
9. Do you think that the author’s Mexican experience is similar to the Philippine
experience? Explain your answer.
10. What part of the essay did you feel had resonance for you? Why?

Post-Reading II
Week 8

Watch the short clip below:

https://www.youtube.com/watch?v=VFbhkJNWnhU

Answer the Question posted by your teacher on Google Classroom:

“What is the Relationship Between Lesbians and Unicorns?”

Deadline:

Key Points

In this module, you have discovered the different issues regarding lesbianism, and how their
issues are similar to those who have ever felt alienated from the mainstream groups of society.
You have read about how these issues intersect gender, class, and race, and have seen how these
issues oppress people, not only those under the label of lesbianism, but anyone who would defy
the gender stereotypes that are found in society. You have also been able to exercise the skills of
reading comprehension, analysis, synthesis, and evaluation when it comes to reading an
academic text and creating short responses to the text. These skills should help you when it
comes to writing your final writing requirement in this module, the Inquiry Paper.
Final Short Assignment for Inquiry into Gender
Week 8

“What is your metaphor for your gender identity?”

Write about it in a short one-page essay, describing your metaphor and the relationship between
your gender identity and society.
Deadline:

Rubric/10 points:

Content Organization (1-2 Language (1-2 Mechanics

(1-5 points) points) points) (0-1 points)
Graded according to whether Graded according to Graded according Graded according to
the essay shows whether the essay to language use. whether the essay
original/insightful/interestin has logical The bare minimum adheres to
g content. Essay should arrangement of (1 point) is in the grammatical rules
show a facility of being able ideas, exhibits correct expression and documentation.
to relate the text to personal coherence and of one’s ideas, and
experience, and eventually, cohesion, and the maximum
to greater issues in society. shows good use of points is given to
paragraphing (as a language that is
rule, paragraphs expressive,
should be 3-5 articulate, and
sentences each, with shows either
a topic sentence, creativity of
supporting criticality in the use
sentences, and of the language.
concluding
sentence).

Weeks 9-10, Module 3: Inquiry Paper

Instructions

1. Prepare three topics that are related to the texts you have read (in this case, gender) and a
popular culture text (for example, a magazine article, a speech, a movie, television
show, advertisement, etc.) that you would like to write about. If your teacher asks you to,
prepare a thesis statement for each topic.
2. Consult with your teacher about your topic and wait for your teacher to approve one.
3. With the approved topic, research on the internet. Please make sure of the following:
 Sources come from credible resources. The following is a list of resources from
the most credible resource to the least credible resource; (1) academic journals;
 (2) books and textbooks; (2) magazines and newspaper articles based on well-
established publications such as the Philippine Daily Inquirer; (3) official
websites; (4) Wikipedia and others like it; (5) blogs.
 Unless your pop culture text happens to be Facebook pages, please do not cite
FB pages (such as the Mocha Uson FB page), etc., since these are based on
opinions rather than facts.
 You have read at least 15 resources for your paper.
4. Write your paper with accreditation. Remember, you must cite a text every time you
summarize, paraphrase, and quote.
5. Write your paper with the correct accreditation format. Ensure that you have (1)
parenthetical documentation AND (2) List of Works Cited/List of Resources Page. Your
teacher should discuss this lengthily, since not having either one can be considered as an
act of plagiarism.
6. Your paper should have your name, course number, course section, and title.
7. Your paper should be at least 2000 words, double-spaced, font Calibri 12 (unless
otherwise specified by your teacher). It should not go beyond 2500 words.
8. Submit your paper to your teacher on the deadline via email. Please ask for
confirmation from your teacher, as there are times when emails can go to the SPAM
folder or might not have been sent for one strange reason or another.
9. Your teacher should be able to do one of the following:
 Have an online consultation with you discussing your paper via Zoom meeting or
Meets in Google Classroom
 Send comments and feedback on your document to help you revise your paper
through Google Classroom
 Both options above
10. After receiving feedback, write the final draft of the paper. Send this to your teacher on
the deadline. The teacher may ask for the final draft at the end of the semester, to give
you more time to revise.

Deadline for First Draft:

Deadline for Final Draft:

Rubrics for Inquiry Paper

The rubrics below are what we would call a global measurement of assessment, that looks at
papers from a more holistic perspective, instead of the point system we have been using so far.
This helps in understanding that all the elements of a paper should go together, in order for it to
be an excellent academic paper.
 Rubrics with Grade Equivalents

1.0-1.25  is clearly and effectively written;

 demonstrates a deep and intelligent  is properly referenced and well-presented
understanding of, and individual
engagement with the subject matter; 2.5-2.75
 presents a very close analysis of issues or  shows an attempt of an independent
texts; argument and to structure the matter
 addresses a specific issue and develops an coherently;
independent critical or theoretical  demonstrates a genuine attempt at
argument successfully; independent reading and thinking about
 indicates awareness of complexities and the subject matter though the essay may
qualifications in argumentation; contain some oversimplification or
 demonstrates careful thought about the superficiality;
critical, historical, and theoretical context  generally avoids summary, paraphrase, or
of the subject matter; unargued assertion;
 provides evidence of wide-ranging  may sometimes present quotation for
reading; illustrative purposes merely, but does also
 is clearly and effectively written; present the outcome of some critical
 is properly referenced and well-presented analysis;
 is adequately expressed;
1.5-1.75  is adequately referenced
 demonstrates an intelligent understanding
of, and individual engagement with the 3.0
subject matter;  provides clear evidence of having read and
 analyzes issues or texts appropriately; thought about the subject matter;
 addresses an issue and presents a well-  attempts a coherent argument though there
argued, coherent case; may be truncations in argumentation;
 demonstrates careful thought about the  uses some close critical analysis;
critical, historical, and theoretical context  may paraphrase fairly extensively;
of the subject matter;  tends to use quotation for illustrative
 provides evidence of reading beyond what purposes only;
is required for the task;  may tend towards generality in answering
 is clearly and effectively written; a question;
 is properly referenced and well-presented  may present simplistic comment or
unargued assertions;
2.0-2.25  is adequately expressed though there may
 provides evidence of independent reading be some weaknesses in this area
and thinking about the subject matter and  may contain some referencing errors
its contexts;
 shows some clear understanding of 5.0
relevant critical and theoretical  no evidence of having read closely the
considerations and of the conceptual material relevant to the subject matter;
issues raised by a unit of study;  sloppy, inconsistent presentation;
 uses close critical analysis;  preponderance of paraphrase, mere
 avoids summary; summary, or listing of superficial
 indicates an intelligent attempt at a critical characteristics;
or theoretical argument;
 excessive use of quotation for illustrative
purposes only, without any attempt at
analysis;
 excessive level of generality in answering
a question;
 inappropriate or obscure expression;
 incoherent general structure;
 inadequate referencing;
 late submission of work without extension
21

Module 3: Writing for Inquiry

Summary of Activities

Activities Deadline Points for Each

Answers to Motivation Questions for Feminism 2 points
“Is there equality in the sexes between men and women in 10 points
Philippine society?” Slide Presentation
Worksheet for “The Second Sex” 30 points
Answers to Guide Questions for “The Second Sex” 20 points
Short Essay on Reaction to “Feminism” activities, discussion, 10 points
etc.
Answer to Motivation Questions for “Masculinities” 2 points
“What did you think of the TED talk about toxic 5 points
masculinity?” Answer to Question
Worksheet for “Men…” 30 points
Answers to Guide Questions for “Men…” 20 points
Short Essay for the Post-Reading of “Men…” 10 points
Answers to Motivation Questions for “Borderlands” 2 points
Answers to Pre-Reading Questions for “Borderlands” 3 points
Worksheet for “Borderlands” 30 points
Answers to Guide Questions for “Borderlands” 20 points
“What is the Relationship Between Lesbians and Unicorns?” 6 points
Answer to Question
“What is your metaphor for your gender identity?” Short 10 points
Essay
TOTAL (PROCESS) 210 points
Major Requirement: First Draft of Inquiry Paper 100 points
Major Requirement: Final Draft of Inquiry Paper 100 points
TOTAL (MAJOR ESSAYS) 200 points