Please answer all the questions below. The first two questions are designed to be answered with essays that are a bit longer in length, with much more detail and much more evidence from the course readings. The second set of essays are a bit shorter in length, and are designed in such a way that you need to be more selective in your evidence. The essays in part II still require that you use evidence to support your answers.

Your essays should be written in a single Word document, as Turn It In will only allow you ONE single upload. Please submit your midterm exam by 11:59, 9 October

Part I

Answer the following questions with essays of approximately 600 words each.

1. What are the key ways scholars have distinguished between sex, gender, and sexuality?

2. How have sex and gender been constructed historically? In other words, how have understandings of maleness and femaleness as well as masculinity and femininity changed? (Responses to this question must include evidence [quotes and/or examples—all cited] from the Hoffert, Schiebinger and the Laqueur)?

Part II

Please answer the following questions with 150-200 word essays each (450-600 words total)

3. What are the differences between women’s history and gender history?

4. How have cultures adopted multiple genders?

5. Describe the “transformative account of gender development,” and explain why it’s necessary.

In answering the questions above, be sure that you use ample evidence from the course readings. This should include direct quotes, paraphrases and examples. You must absolutely cite every piece of evidence you use from the readings. Make sure that you are balancing the readings from which you cite—don’t over-rely on the Renzetti while neglecting the Hoffert, for example. Your essays will be evaluated according to the following criteria:

20% – Clear, focused, central argument for each essay

30% – Evidence is balanced, related to the question, clearly connected to the central argument, and unpacked for the reader

10% – Citations, which are correctly done, consistent, and thorough

20% – Organization is clear, consistent, and appropriate. Each essay has a solid introduction and conclusion that clearly establishes the central argument and parameters of the essay. Each essay also has strong topic sentences that help drive the argument. Every paragraph is fully developed and meets the criteria for a paragraph.

20% – Style and Grammar. The essay is nicely crafted with solid, effective prose, and is grammatically correct with good spelling and careful punctuation.

Submit a minimum 3 pages in Word document containing the following (You can go over 3 pages, if you need to):

• Write down your earliest recollections about being a boy or a girl.
• Which relative or family friend had the strongest influence on your perception of your own gender?
• How did other people treat you?
• How did the expectations for girls and boys differ?
• How were they the same?
• What kinds of toys did you have? How was your room decorated?
• What kind of clothes did you wear for “dress up” occasions?
• What kinds of activities did you engage in?
• To what extent do you believe gender differences influence your daily lives now?
• What strategies will you use (or are they currently using) in the gender socialization of your own children?

Objective:

To demonstrate an intimate, critical understanding of argument as well as to argue a specific issue through the mouthpieces of others, with your “mouthpiece” (point of view) being predominant.

Writing Assignment:

You will host a dinner party and invite 2 guest who hold contrary views on a current topic. Think carefully about what the “argument” at dinner will be. Choose guests that will make the dinner’s discourse interesting, lively, and—most importantly—thought–provoking. The choices are limitless . . . Be clever! Be creative!

Using quote and analysis of those quotes present both guests opposing point of view, but ultimately, the host has the “winning” point of view. You should persuade your “guests,” but also your readers of your research paper.

Requirements:

*YOU are the host; thus, the essay must be written in first person. You can “color” who you are but keep it close to reality. Maybe a projection of yourself in ten years (a nurse, a politician, a professor, a biologist, etc.)

*Set up the context of the dinner party. Where is it happening? Why are these “people” all there? Are they all invited? What will you serve?

*Think critically about the menu, music, and surroundings. Do these play a role in regard to the argument? There should be symbolic reasons for these choices.

Other Requirements:

**Very important** The lengthier part of the “essay” needs to deal with a specific issue, theme, or concept that can be argued using logic and credible scholarly research/evidence. In regard to specifics, you can choose, for example, water pollution in Los Angeles, NOT pollution in general; to stop the war in Syria, not war in general, etc- so be SPECIFIC and narrow in your focus

Length of argument: MORE SPECIFICALLY around 60% approximately of your paper’s length needs to be argument, counter-arguments, and rebuttals. The “I” narrator should represent your real feelings and your point of view should ultimately be the winning argument for the argument portion of your essay to be successful.

The readers of your “dinner party” essay should be clear of the host’s perspective as well as be influenced by that perspective (by the end). By page three or so of the essay, the focus of the argument needs to be clear.

*There needs to be quotes from each of the original works as well as ample research. Use parenthetical citations. That’s how I will distinguish between research and new, made up dialogue.

Creative License and Limitations:

*Cannot change the character’s personality

*Need to stay within the page limitations 4-5 pages

*Need to use proper grammar.

*Use language appropriate for the character. You can use slang and colloquialisms ONLY when using dialogue. The prose portion needs to be very formal. Think about the rhetoric behind your choices—don’t write anything “just because”; KNOW why you’re using a certain image, symbol, allusion, or word choice.

*Use COLORFUL, sensory, unique language and descriptions. Invent fresh similes and metaphors. Play with language. Have fun. Be creative.

* Should be complete with a Works Cited page at the end.

*This “party”—if prepared with savvy critical thinking—should allow you to be creative while expressing a particular view on an issue that you may be passionate about.

Required Sources:

1. Two Scholarly sources (peer-reviewed academic journals, and/or credible books—or e-books—from “real publishers).
2. Two Open (newspapers, magazines, videos, YouTube, TED Talks, blogs. But do review quality).
3. All guests need to use some of their original quotes and cite all original texts.

Write a paper of 500-750 words, in which you evaluate your opinions and beliefs regarding older adults and address the following:

1. Describe stereotypes about the elderly that are prevalent in society, and how those stereotypes affect your personal beliefs concerning the elderly.
2. Describe the physical and cognitive issues involved in aging.
3. Discuss the mental health treatment issues involved in working with the aging client. Include end-of-life considerations in your discussion.

Include at least two scholarly references in addition to the textbook in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

	1 Unsatisfactory 0.00%	2 Less than Satisfactory 74.00%	3 Satisfactory 79.00%	4 Good 87.00%	5 Excellent 100.00%
70.0 %Content
20.0 %Describe stereotypes about the elderly that are prevalent in society, and how those stereotypes affect your personal beliefs concerning the elderly	Does not discuss prevalent societal stereotypes about the elderly and how they affect the student’s personal beliefs regarding the elderly.	Discusses stereotypes about the elderly and how they affect the student’s personal beliefs regarding the elderly, but the information provided is inaccurate or irrelevant.	Provides a cursory but accurate discussion of stereotypes about the elderly and how they affect the student’s personal beliefs regarding the elderly. Information provided is not adequately supported with scholarly references.	Provides a thorough discussion of stereotypes about the elderly and how they affect the student’s personal beliefs regarding the elderly. Information provided is adequately supported with scholarly references.	Provides a thorough discussion of stereotypes about the elderly and how they affect the student’s personal beliefs regarding the elderly. Information provided is adequately supported with scholarly references and the student illustrates advanced knowledge of stereotypes involving the elderly and how they influence their own views.
25.0 %Describe the physical and cognitive issues involved in aging.	Does not describe the physical and cognitive issues involved in aging.	Describes the physical and cognitive issues involved in aging, but the information provided is inaccurate or irrelevant.	Provides a cursory, but accurate description of the physical and cognitive issues involved in aging. The information provided is not adequately supported with scholarly references.	Provides a thorough description of the physical and cognitive issues involved in aging. The information provided is adequately supported with scholarly references.	Provides a thorough description of the physical and cognitive issues involved in aging. The information provided is adequately supported with scholarly references and the student illustrates advanced understanding of the physical and cognitive functioning of older adults.
25.0 %Discuss the mental health treatment issues involved in working with the aging client. Include end-of-life considerations in your discussion.	Does not discuss the mental health treatment issues involved in working with the aging client, including end-of-life considerations.	Discusses mental health treatment issues involved in working with the aging client, including end-of-life considerations, but the information provided is inaccurate or irrelevant.	Provides a cursory, but accurate discussion about mental health treatment issues involved in working with the aging client, including end-of-life considerations. The information provided is not adequately supported with scholarly references.	Provides a thorough discussion about mental health treatment issues involved in working with the aging client, including end-of-life considerations. The information provided is adequately supported with scholarly references.	Provides a thorough discussion about mental health treatment issues involved in working with the aging client, including end-of-life considerations. The information provided is adequately supported with scholarly references and the student illustrates advanced understanding of considerations for treating aging clients.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and assignment)	Template is not used appropriately or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage