CARLA
Gender by Advice: Normative Behaviors for Men and Women in Russian Advice Literature 
Unit Assessment

Submitted by Olga Livshin

Time Frame:

2-4 50-minute periods (depending on the number of students) 

Materials Needed:

  • A computer with PowerPoint software that supports Cyrillic fonts
  • An LCD projector for projecting the PowerPoint presentations
    • Alternatively, if access to this equipment is not possible, the instructor can ask the students to present with other visual materials (for example, posters or handouts).
  • A server with enough space for student pairs to store their files in preparation for the presentations, made accessible to students, or one ZIP disk for each pair of students (if ZIP disks are used, computers must have ZIP drives) or another type of memory storage.
    • Note: Floppy disks do not have enough memory storage space to store PowerPoint files.

Description of Task:

Final Presentation in PowerPoint

Basic explanation of the task:

In pairs, students put together a presentation аt least 10 - 12 minutes in length using PowerPoint, comparing and contrasting behavior proposed to either men or women in two advice texts (found online). For a detailed description of the assigment, please see the section entitled "Your Final Presentation" on the Website for this unit (see attachments). Students also receive the rubric for the final presentation during Lesson 2, Day 2 (also attached to the Unit Assessment).

Important points about the task (to be emphasized to the students at the end of the period of Lesson 2, Day 2):

  • Students are encouraged to choose websites to be analyzed from the list on the Website for this unit. If they would like to work on sites other than those specified, they must get them approved with the instructor before beginning to work on them.
  • Beyond providing the basic knowledge about these two texts (for example, whether each site emphasizes stereotypical masculinity or femininity or departs from the stereotype in some way), students will need to pick a question or theme that will be central to their presentations. The presentation will be focused on that question or theme: compare and contrast how the texts treat this question or theme. Contrast can be due to two authors' contrasting points of view or two dissimilar milieus where gender is understood differently, or both. The idea is to get several varying perspectives on areas of gender in the contemporary Russian society. For example, a presentation can focus on the differences in the behaviors recommended in a text from a Christian site and from a popular advice site to a man in a situation involving extramarital relationships.
  • In the comparative analysis, comparisons and contrasts should be concrete, showing work with the actual texts, rather than students' existing ideas about, for example, what a religious group would say about a certain question. The comparisons and contrasts should be made in a meaningful manner, to support the points about the main differences between the sites. Students should specify the importance of the specific comparisons and contrasts to the main points.
  • Because this is a group project, partners must be engaged equally in both the preparation and presentation of the task.
  • Students should maintain eye contact with your audience whenever possible. They should refrain from reading from a sheet of paper in a monotonous manner.

Using the PowerPoint software to enhance the presentation (points to emphasize to the students during PowerPoint Tutorial/Group Work Day):

Using PowerPoint software, students will have the opportunity to present their comparative analysis of two texts in a clear, easy-to-follow, and engaging manner. They will not be showing anything on the Internet; instead, they will incorporate fragments of the texts and images (where appropriate) from the websites into their PowerPoint Files.

To make the most of the software for this presentation:

  • Clarity. During the Tutorial/Group Work Day, when talking to the students about the specifics of using PowerPoint for the presentation, encourage students to use PowerPoint while conceptualizing their presentation. Work with PowerPoint in "Outline" view, which will allow you to focus on the "big picture": the main points that you will make. This way, you will be able to focus your presentation and organize your points around the main idea. Then identify specific comparisons and contrasts that you can make and put them in as subordinate points to the main points that you are making.
  • Easy-to-follow format.  Break down complex points into small, easily understandable "bits" of information. Use large font for maximal exposure of your points to your reader.
  • Engaging the viewers. Use effective visuals. These can be images from the site that illustrate the text, or PowerPoint ClipArt, or other visual matter that uniquely supports the points made.

Process

Presentations will be made in class. After each presentation, there will be a Q and A period in which students can ask questions. Each student are required to come up with at least two questions throughout a class period in order to receive their participation grade for the presentation periods (see below).

Grading Breakdown: The final presentation vs. other assignments

This unit has a large facet of interaction and presentation by students to other students and the instructor. Therefore, a large percentage of the grade is dedicated to the final presentation and to participation, as follows:

  • The final presentation counts as 55% of the final grade for the unit
  • Homework counts as 20% of the final grade.
  • Participation counts as 15% of the final grade.
    • Participation includes the work in small groups. The instructor takes not of student involvement in, and substantive contribution to, the group effort by walking around the small groups and occasionally joining the small groups.
  • Participation in Q and A periods after each presentation counts as 10% towards the final grade.
    • At least 2 questions during each class period during presentations should be asked by each student. Questions should be of relatively high quality: presenters deserve to be heard and engaged in dialogue. Therefore, students are asked to take notes and ask substantive questions.

References and Resources:

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota