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Women & Gender Studies

WGSI Writing Goals. One valuable outcome of participation in WIT has been the development of WGSI writing goals, and their ongoing refinement. Our current writing goals for students in WGSI are the following:

Participating in WIT since 2008
LWTA Salina Abji
  1. Understand the structure of an essay and have some mastery of related skills (construction of a thesis, use of evidence, appropriate style/tone, deployment of theoretical frameworks, appropriate use of sources, including references);
  2. Articulate and compare various theoretical frameworks;
  3. Construct critical analyses that synthesize and assess various interdisciplinary arguments;
  4. Develop writing styles and knowledge of genres appropriate to various community contexts and organizations (e.g.,policy documents) and various disciplinary approaches;
  5. Develop structural and linguistic means to describe applications of theory to practice, particularly for practicum placements;
  6. Use various research genres (e.g., annotated bibliographies) and effectively present research in written and oral forms    (e.g., senior essay).

In the first years of the WIT program, we attended to Goals #1 and #2, in the first and second-year courses involved in WIT. In 2010-11, through developing course-specific program interventions and in adding three third year courses, we began to address Goals #3 - #6. In our annual retreat last year, we articulated our over-all intellectual goals for the four years of our program as follows: first year — introduce students to key themes and issues in women and gender studies; challenge pre-existing stereotypes of women and gender studies; second year — for majors and specialists, deepen knowledge of theory, history and critical texts; for all students, offer a small number of breadth courses which deepen themes articulated in the introductory course; third year — further introduction to disciplinary perspectives, including disparate methodologies; fourth year — students should be able to engage in original research on topics in women and gender studies.

Over the next three years, as we continue to refine our pedagogical expectations, we also want to begin to nuance our writing goals so that they are more closely pegged to our expectations at these different levels. For instance, at the first year level we might need to introduce the idea of using and citing academic literature, at the second year level deepen this with a focus on annotated bibliographies; at the third consider how to identify appropriate materials in various disciplinary and interdisciplinary settings; and at the fourth year level think about how to do a full-scale literature review for an original thesis.

 WGS Courses that have participated in WIT:

  • WGS160Y
  • WGS260H
  • WGS271Y
  • WGS273Y
  • WGS360H
  • WGS300H

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