You must draw on at least two sources from the syllabus, while you are welcome to supplement it with other scholarly or non-scholarly works Olga Marques and Lisa Monchalin, “The Mass Incarceration of Indigenous Women in Canada: A Colonial Tactic of Control and Assimilation.” Neo-Colonial Injustice and the Mass Imprisonment of Indigenous Women. Lily George, Adele N. Norris, Antje Deckert and Juan Tauri, eds. Palgrave: 2020, 79 Stormy Ogden, “Pomo Woman, Ex-Prisoner, Speaks Out.” Attachment(s): GUIDELINES FOR PREPARING WRITTEN ASSIGNMENTS The following elements will be considered with regards to evaluating and grading the written assignments handed in for this course. Please read these notes very carefully before doing your written work. Grammar and Punctuation. Any time you make a statement that is not considered ″common knowledge″ you have to indicate the source of this information, i.e., who said it, when, and, where (text, publisher, edition, page, etc.). For exams, author’s name is enough. Adequacy Vis-a-vis Brilliance: It′s perfectly all right to talk about other people′s /″authorities′″ views on different issues and to later string together a bunch of paraphrases and quotes. This, however, will never get you anything above a ″B″. To get anything above that you′ll have to carry out outstanding and above-average work. The latter means: (a) making a critical use of the sources of information available/employed (i.e., clearly demonstrating where you agree or disagree with ″x″ or ″y″ person, source and why); and (b) carrying out an original interpretation and analysis of the information and opinions you include (i.e., confronting and comparing different data and/or opinions, pointing out contradictions or similarities between data and/or opinions, summarizing views and coming to logical conclusions, etc.). Coherency and Consistency: Starting out to prove one thing and concluding just the opposite, without making note or explaining the nature of this change, is an example of incoherence and lack of consistency in one′s argument. Stating one′s views and then presenting ″supporting″ data or opinions that does not prove your point is another example. The emphasis of the course is on critical thinking.
