Please choose one out of the two options for your individual presentation, which will be recorded
and uploaded to Canvas to the relevant Module and will not be longer than 10 min (preferably 5-7
min). There is an option to present it synchronously, at least to me, so please let me know if that is
your preference. See in the following two options for your presentation (you should choose one):
1. Presenting your own case study
The case study should reflect the current subject we are learning and be relevant to our course.
Please choose a case that is socially and/or culturally common, important and known. A case that
studying it would help us understand wide phenomena, significant values and alike.
The presentation should include the relevancy of the case to the course and current subject,
description of it by using learned terms from in-class discussions and readings, and two new
insights/understandings that derive from studying the case (or regarding the subject through the
case). I will explain more in class and/or individually.
2. Presenting a new academic article (from one of the recommended journals
(see on Canvas, in Modules, week 2)
The presentation should explain why the article is relevant to the course and current subject, and
include a description of it by using the article’s language along with the learned terms from in-class
discussions and readings. The presentation should include one new insight/understanding of the
subject through the article. I will explain more in class/or individually.
These presentations (both options) prepare you for your assignments and exam, check your
involvement, understanding, and ability to use the course material in studying out-of-the-class case
studies and/or other gender and communication scholarship.
While you are encouraged to consult with Dr. Aronis about your presentation, you are required for
1. Receive comments on your presentation by Dr. Aronis –at least TWO DAYS BEFORE the
presentation’s due date. Please use my OFFICE HOURS.
2. Submit a final version to Canvas by 6 pm, the night before your presentation is due.
3. Be prepared to respond to the class’ feedback and questions
• Failing to address one of these requirements will result a lower grade.
By Monday, February 14th at 10 am – please sign up for your presentation. Write your name next
to a date and subject that you are interested in presenting about. I allow a presentation with a
classmate if you would like to reach out to one another, or leave a message on the google sheet
Please see the schedule in the following Google Sheet on Canvas:
See in the following pages the rationale of the individual presentation and the rubrics scores that
will be used to evaluate your work. Both will help you achieve a high grade on this assignment.
Individual presentations: rationale and expectations
Almost each presentation that makes its way to class is a result of a process of a hard and creative
work of the student, including one-on-one interaction with Dr. Aronis. It is one of the course
teaching-learning methods. Instead of only listen to your instructor, which never has the whole
“truth” and “knowledge” (even though sometimes it looks like this) – the idea is to make you, the
students, actively and significantly contribute to the contents of the course and give your own input
You are expected to present for 5-10 minutes a well-done presentation, that your audience would
be excited about. At the first slide please mention the title. At the following slides present the case
or article and the main argument/analysis. The last one-two slides will include insights and a
further understanding of the case regarding our course and certain subject. At the last slide please
include *all* your references and sources.
You are expected to present insights. Also in your essays and other assignments. What are they? By
the dictionary, they are the acts or results of apprehending the inner nature of things. In practice,
these are certain understandings that derive from your analysis. Insights evolve as a result of a
reflection on your work and its broader meanings. Insights evolve usually by answering questions
as ‘what does this analysis mean, or could teach us about gender in society? About gender identity?
About gender roles or power relationships?,’ ‘how can we culturally/socially understand
masculinity, femininity, feminism, etc. from this analysis?.’ Hence, the insights are not the analysis
itself, but something that we can understand from the analysis, or from the article we are presenting
(not merely its clear argument). The insights, as the work itself, are not meant to reflect self or
individual expression or understanding of a personal aspect– but cultural and social understanding.
Students are expected to be respectful to all presenters, to ask questions or add
suggestions/comments as a feedback to their peers’ presentation.
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