Social Media Portrayal [submitted by student]

Statement of Goals and Choices [submitted by student]

Sexism is a form of prejudice or discrimination based on a persons sex or
gender. Sexism is genderless, but it does seem to affect women more than
it does men. These things can be seen in workplaces, homes, but mainly
on social media. The more popular types of sexism are seen in gender
roles and stereotypes. A lot of sexism comes from the idea that one sex
(men) are more dominant than the other sex (women). On social media
such as Instagram there tend to be sexist sayings and quotes directed
towards me and women. The issue that is presented about both sexes
have many varieties in which they come. One example is from Gilbert
Arenas, Arenas made a post on Instagram with the caption of Now this is
what America was hoping for when they announced the #WNBA back in
1996 The caption is longer and gets very piggish. The video that he
posted was of two women in thongs playing basketball. There are many
way that sexism is displayed on social media. One of the main ways that I
am seeing it in is the memes. The memes say things that shouldnt
necessarily be said. They make it okay because they can actually be funny.
My issues with this is my concern on if we are being desensitized to the
situations at hand.

COMPLETED ASSESSMENT TOOL:

10 Points: Evidence of Process Work and Substantial Revision Effort
3 out of 3 points: Explanation of thought process throughout the creation
of piece included in Statement of Goals and Choices
0 out of 3 points: Brainstorming and Rough Drafts included with
submission; Initial Concept/Plan and Rough Drafts submitted on time
0 out of 4 points: Noticeable growth from brainstorming and rough
drafts to final submission
David, your SOGC really helped me understand your reasoning behind choosing your
topic. I really liked hearing your thoughts! Next time, I would love to see you be even
more specific about the choices you made within your project. For example, you could
explain why you choose the memes that you did or why you chose not to write captions
for your posts. You did not receive points for the sections regarding
Brainstorming/Rough Drafts because those were not included in your submission.

8 Points: Purpose/Awareness of Audience

1 out of 3 points: Explanation of reasoning behind choosing specific
platform included in Statement of Goals and Choices
I out of 3 points: Purpose is clear throughout piece
I out of 2 points: Word choice appropriate to audience
In your SOGC you mentioned a post on Instagram related to your topic- good job being
specific in referencing something that influenced your platform choice! However, you did
not include why you chose Instagram, so that is why you did not receive full points. You
received an incomplete (I) for the last two parts of this section because these are two
areas that we were not on the same page for this assignment. I apologize for not
communicating about these areas more clearly to you, David. An incomplete gives us
the opportunity for a second submission after we talk about these areas.

7 Points: Knowledge of Social Justice/Human Rights Issue

I out of 3 points: Knowledge of issue portrayed in piece
I out of 4 points: Accuracy of information given in piece (check your
facts!)

Okay, so both of these areas were demonstrated in your SOGC- good job!
As we move forward with the second submission of your portrayal, lets
take a look at translating what you said in your SOGC into your piece itself.
Grade: I + 4 out of 25

Note: There was clearly a gap between my expectations for this

assignment and the students understanding of my expectations. While I
thought I clearly communicated that the social media portrayal was
functioning as a means to take action against the issue, the student simply
portrayed the issue itself. I see now how my language in the assignment
handout wasnt specific enough. However, in a real classroom situation, we
would have had multiple workshops and brainstorming opportunities
throughout the unit during which I would have seen the students process
work. Additionally, I would have received the initial concept/plan and a
rough draft prior to receiving the final submission in a real classroom. We
did not have those workshops or separate draft submission days for our
fake students, so that prevented me from catching the students
misunderstanding of the assignment early on. I also think that in the actual
unit we would have had enough conversation and other lessons about it to
make expectations even more clear. I realize now that I should have been
more specific in my communication and grading an assignment that is not

what I was asking for has been a learning experience for me. In this
situation (receiving no draft work, maybe the student was absent on all of
the workshop days), where I was not able to catch the misunderstanding
early on, I would give the student an incomplete with the option of a
second submission. I would meet with the student face to face to discuss
more of his perception of the assignment and help him understand what I
was expecting. I would not make the student totally redo the assignment
from scratch, but rather help him see ways to make the assignment meet
the requirements. For example, this student could use the same posts for
the means of education/awareness about the issue by adding captions that
describe the underlying sexist messages found in the memes and why they
are problematic. I would give the student a week to resubmit the
assignment with initial concept/rough draft due dates within that week.