SYLLABUS - RS 284, WS 261: WOMEN IN THE GREAT RELIGIONS, FALL 2009:

Instructor: Dr. Doris Jakobsh, (Dr. J) Room: PAS 1229 Time: T, Th. 11:00 – 12:20 Office: HH 323 Office Hours: Tuesdays, 1:00-2:00 by appointment only – please e-mail or phone in advance

IF YOU DO NOT MAKE AN APPOINTMENT, I CANNOT GUARANTEE THAT I WILL BE IN MY OFFICE

Contact Instructor: [email protected] , or, 888-4567 X 33565; if e-mailing, please identify the class number in the subject line

There will be a heavy emphasis on weekly films, on-line Course Description: discussions as well as lectures that will shed a more This course will be looking at various religious traditions, including Hinduism, Buddhism, encompassing light on women’s roles within the various Sikhism, Christianity, Judaism, Chinese religious traditions, Islam and New Age religious traditions covered. traditions, including Goddess spirituality from the perspective of women. While the development of each tradition will be briefly discussed, the course is not an introduction to each religious tradition; instead, the focus will be on women’s realities, roles and contributions to the various traditions. There will be a heavy emphasis on weekly films that will shed a more encompassing light on women’s roles within the various religious traditions covered.

Power Point Presentations utilized for each lecture will be posted at least one hour before class. This course is highly interactive; the instructor will be giving lectures, but there will be weekly in-built time for class discussions. Further, much of students’ work will take place on-line. Students MUST have read the course materials before class; only then will students be able to understand the lectures and contribute to the course discussions. If you are not able to do so, perhaps this is not the course for you.

Pedagogical Aims:

improve reading comprehension, written and oral expression gain a basic understanding of the nature, role and meaning of women in religious traditions from ancient times to the present evaluate the influence of the shift from a key role of the feminine in religions to very male dominated religions that are the major religions today and what it means for human self-understanding today

1 engage in active, collaborative, computer enhanced learning gain a deeper insight into one's own worldview and perspectives become a more imaginative, contemplative and critical thinker learn that genuine learning is enjoyable as a lifelong process become acquainted with the Chicago Citation Style, to be used for all written class requirements, see end of Syllabus

These are some of the questions that will be explored in the course:

How do women experience their relationship with the sacred, give voice to it, and describe it? What rituals and roles do women participate in? Are they excluded from any in their religion? What religious rituals, lives, and communities have women created for themselves? What authority and power have women held in religion and how have they expressed that authority and transmitted it to others? What is religion for women?

Course texts:

1) RS 284 readings, on course website 2) Leona M. Anderson and Pamela Dickey Young, Women and Religious Traditions, in Bookstore 3) Elena Dykewomon, Beyond the Pale, in Bookstore

Important Dates:

Week 1 – presentation groups chosen, online discussion groups chosen o Read through ‘Understanding Plagiarism’ on our course website, under ‘Lessons’. o Do the ‘Plagiarism Quiz’ on our course website (you may be surprised at what you DON’T know about plagiarism) September 22, in class – 1 page, double-spaced – what is your impression of ‘women in religion’ based on your own experiences Week 2 – 11 - on-line component; reflection paragraphs due on Friday, 12:00 noon AFTER the previous week’s readings and film (in other words, you have 1 week to write your reflection, providing you have watched the film and done the readings. You are being given a choice on which weeks to reflect on, given that it is inevitable that you will miss an occasional film – films will NOT be available outside of class time September 23 - presentations start immediately following lecture, thereafter weekly November 11 - in class, novel commentary due

2 November 26, in class – 1 page, double-spaced – what is your impression of ‘women in religion’ after you have taken this course December 1 – Final review questions handed out December 4, in class - Final review returned to Maureen Fraser, RS Department Administrator, HH 323A, 2:00 pm

COURSE REQUIREMENTS - Overview:

Group: in-class discussions (participation mark) – (10%) class presentations (12%)

Individual: 6 two page, double-spaced on-line reflections (30%, 5 marks each) 1 page, double-spaced initial thoughts on ‘women in religion’ (2%). 1 page, double-spaced final thoughts on ‘women in religion’. How has your thinking changed since you started this course? (2%) Beyond the Pale novel commentary (20%) Final Review Questions (24%)

DETAILED COURSE REQUIREMENTS:

IMPORTANT NOTE: Always use Chicago Citation Style, see last page of this syllabus.

1) In-class discussions (participation mark)

It is important that you come to class prepared for discussion. This means having done the reading for the week. These discussions may take place on either the Tuesday or Thursday of the week. A ‘participation mark’ means that you contribute. Simply being in class isn’t enough. Come to class prepared to discuss 3 points from each of the readings on the weekly reading list. If you miss more than 2 classes in the semester, you will automatically lose the entire mark - (0/10).

2) 1 page, double-spaced – initial thoughts on women in religion

3 - this is not a formal essay – it is simply an opportunity for you to share your own thoughts on women in religion based on your own experiences and observations - no additional research is necessary - due September 22, in class

3) Group presentations, size of group dependent on class size

Commencing week 3, 3-4 students per group (depending on class size) will make a presentation based on an essay chosen by the professor. These are available in e- format on our class website. Each presentation should be 25 minutes in length; you will be docked if your presentation is longer than 25 minutes. Each presentation MUST be accompanied by a power point presentation. If you wish to use hand-outs or any other means of communicating with the class you are welcome to do so. There are four aspects to this presentation:

1) A concise overview of the article – 5 main points made by the author 2) An evaluation of the article itself 3) Engage with your other course content, particularly the readings, through this presentation – good tie-in with other course content will be rewarded 4) Do additional research into the major ‘issue’ presented by your article – do NOT rely exclusively on one article to give an adequate overview of the main issue 5) Good engagement with your class peers as part of the presentation – be creative!

Use the ‘Evaluating Journal Articles’ outline below as a guideline for the questions to ask yourself (you do need to adhere to the 4 points covered above though). The topics you will be asked to cover will generally NOT be addressed in specific detail in the course lectures, so this will give an added dimension to in-class learning. The topics and papers for each presentation can be found in the weekly course schedule below.

Each presentation should include a typed outline of your presentation, and, any additional resources you may have utilized in your presentation which must be handed in to your professor on the day of your presentation. Your outline and any presentation materials, i.e., power point, will also be posted on the course website, and must be sent in to the professor (via e-mail) no later than the day after your presentation.

Each presenter will receive the same mark unless there are obvious discrepancies in the presentation or preparation thereof, in which case the professor will need to be informed and discussions will follow.

4 4) 5 on-line reflections – to start week two and ending week eleven, 2 page each double-spaced, 12 point font

In the online course, through UWAce, go to the ‘Lessons’ tab where the majority of the course content is located. These reflections are a way for students to engage meaningfully in both the readings and the films viewed in class You will be expected to post 6 reflections in total, between weeks 2 and 11, inclusive. While it is each students’ choice with regard to the particular week being reflected on, your posting MUST be on the preceding week’s reading and film You do NOT need to do additional research for these assignments. This is your opportunity to engage more fully with the information you are delving into in this class. Most of these reflections will focus primarily on an additional reading that is required for the week. You will also be expected to draw on the film if one is shown for that particular week. But go beyond an emotional reaction – analyze it, apply it to other readings, your own life experiences. If there are discrepancies between what you have learned the class lecture, the film or the particular required readings, make a note of this and explore why this may be the case You simply need to cite the name of the film when referring to it. Each three-page reflection is due on the course website, through UW-ACE, one week after the course material is covered, the following Friday at noon. The system is set up to monitor when you post your reflection and will reject late postings, even if just a couple of minutes after 12:00 noon.

Information for Students Using UW-ACE

ANGEL is a web-based course management system that enables instructors to manage course materials (posting of lecture notes etc.), interact with their students (drop boxes for student submissions, on-line quizzes, discussion forums, course e-mail etc.), and provide feedback (grades, assignment comments etc.). The degree to which UW-ACE is utilized in a particular course is left to the discretion of the instructor and therefore, you may find a large variance in how UW-ACE is being used from one course to another.

1. Logging Into UW-ACE

Since UW-ACE is a web-based system, you will need a browser

2. Choosing a Browser

5 The following are formally supported and tested: With PCs running Windows OS: Internet Explorer 7.0 or greater, Firefox 2.0 or greater With Macs running OS X: Firefox

3. Locating UW-ACE on the Web

Once you have started up your browser, type in the following URL: http://uwace.uwaterloo.ca or go to the University of Waterloo’s homepage and select the UW-ACE hyperlink

Provide your Quest/UWdir userid and password. Once you have logged in, you should see a list of your UW-ACE courses under the Courses header bar. Clicking on the course name will take you to that course.

4. Checking Your Userid and Password

Your password can be checked by going to: http://watiam.uwaterloo.ca/search/

If your password check fails, you can unlock your password and receive a new one by going to: https://watiam.uwaterloo.ca:8181/idm/user/login.jsp

If you still can not get on after checking and resetting your password, please confirm with your instructor that you are on the class roster. Only students with courses using UW-ACE will have access to the site.

5. Getting Help

A UW-ACE student guide can be found by selecting Help on left hand panel of the UW- ACE home page, and selecting the hyperlink UW-ACE Help for Students Additional queries can be sent to uwacehelp@ ist.uwaterloo.ca.

IF YOU HAVE TECHNICAL DIFFICULTIES WITH UW-ACE – DO NOT CONTACT DR. JAKOBSH – FOLLOW THE DIRECTIONS GIVEN ABOVE – i.e., contact UWAce

5) Beyond the Pale – Novel Commentary, 10 – 12 pages

6 This is NOT a book review. Your task is to read the novel from the perspective of women and Judaism, tying in your course readings and films, as well as additional research into your paper to come to an understanding of the novel as an example of fiction delving into Jewish women’s religious realities. Some pertinent questions are:

1) Within which aspects of Jewish ritual life do women play active roles, as presented by the novel?

2) Do women come to terms/transform their unequal status within their established religious tradition? Is this an issue in the novel?

3) How do/can individuals come to terms with their own experiences if they are outside of ‘traditional expectations’ in terms of sexuality/sexual orientation within this novel?

4) How does religious life in the ‘old world’ and ‘new world’ change for women?

5) Based on your own understanding and experience, how important is sexuality/ sexual orientation to religion? Tie this in with what you have learned from the novel and class readings

Each of these questions must be touched on in your novel commentary. You are of course not limited to the issues raised above. You must include at least four additional scholarly/academic resources in your novel commentary; these can be either journal articles or essays within scholarly volumes. Your sources will be evaluated. The book commentary must be typed in a 12 point font. I have posted a number of resources for you on our class website that will help you in this assignment

6) 1 page, double-spaced – final thoughts on women in religion

- this is not a formal essay – it is a final opportunity for you to reflect on women in religion after having taken this course. - Bring in your own thoughts on your own tradition, as well as others. Discuss how you see things similarly or differently than when you began this course - due November 26, in class

7) Final Review Questions

7 The review will consist of three questions. I will expect a three to four page answer for each question. The review will be handed out December 1 and must be returned to Maureen Fraser, RS Administrator, HH 323A, December 4 by 2:00 pm.

There will be no extensions for these review questions. Answers must typed, double-spaced and in a 12 point font. If papers are handed in after 2:00, they will be docked .5 mark. Maureen Fraser will not be in her office again until the 6th of December.

GENERAL NOTE: LATE PAPERS ARE DOCKED .5 MARK PER DAY:

I WILL NOT ACCEPT PAPERS AT ALL AFTER DECEMBER 5, THE LAST DAY OF CLASSES

PLAGIARISM:

I take plagiarism very seriously. This is what the university guidelines have to say, Policy 71: “Plagiarism, which is the act of presenting the ideas, words or other intellectual property of another as one's own. The use of other people's work must be properly acknowledged and referenced in all written material such as take-home examinations, essays, laboratory reports, work-term reports, design projects, statistical data, computer programs and research results. The properly acknowledged use of sources is an accepted and important part of scholarship. Use of such material without complete and unambiguous acknowledgement, however, is an offence under this policy.” See http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm When citing sources utilize the Chicago Citation Style; see end of syllabus for an overview of this style. You will be docked if you do not follow this citation style. Students are also directed to “How to Avoid Plagiarism and Other Written Offences: A Guide for Students and Instructors” http://watarts.uwaterloo.ca/~sager/plagiarism.html For any additional research you may wish to be doing at the library, here is the Library’s Subject Guide for Religious Studies: http://www.lib.uwaterloo.ca/discipline/religious/index.html.

If you wish to speak to someone in Dana Porter library about additional research in Women and Religion, the Religious Studies contact person is Sandra Keyes, [email protected]

8 Academic Integrity: in order to maintain a culture of academic integrity, members of the University of Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. Discipline: A student is expected to know what constitutes academic integrity, to avoid committing academic offenses, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offense, or who needs help in learning how to avoid offenses (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline, http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm Grievance: A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4, http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 - Student Petitions and Grievances (other than regarding a petition) or Policy 71 - Student Discipline if a ground for an appeal can be established. Read Policy 72 - Student Appeals, http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm Avoiding Academic Offences: http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html

Weekly Class Schedule:

Week 1: Introduction Readings: Anderson and Young, ix-xv Joan Acker (1992) “From Sex Roles to Gendered Institutions,” Contemporary Sociology, 21: 5 (Sept.) pp. 565-569. Fatemeh Fakhraie, “The dos and don’ts of defending Muslim women,” Altmuslimah, http://www.altmuslimah.com/a/b/a/3171/. This commentary has been chosen as a possible lens through which to view the religious traditions of ‘the other’ as well as those within Islam. See a pdf of the article on our course outline. Wendy McElroy (2005) “Religion and American Feminism,” SOCIETY (March/April), pp. 28-31.

Sept. 15 Introductions

9 Course overview Short lecture (Introduction to the study of women and religion…perhaps to finish on Sept. 17)

Sept. 17 Presentation topics/groups chosen Film Discussion – if there is time

Week 2: Hinduism Readings: Anderson and Young, 1-44 White and S. Rastogi, “Justice by any means necessary: Vigilantism among Indian Women,” Feminism & Psychology, 19:3, pp. 313–327.

Sept. 22 Lecture: Women in Hinduism

Sept. 24 Film Class discussion – film and readings On-line Reflection, due the following Friday at noon

Week 3: Sikhism: Readings: D. Jakobsh, “Women in Sikhism.” This essay will be included in the upcoming edition of Anderson and Young’s Women and Religious Traditions, due 2010). It is being used with express permission by the publisher. D. Jakobsh and E. Nesbitt, “Introduction: Contextualizing the Issues,” especially pages 1-32. This is the introductory chapter on a new edited volume to be published by Oxford University Press, forthcoming 2009.

Sept. 29 Lecture: Women in Sikhism

Oct. 1 Presentation: ARTICLE: Nicola Mooney (2006) “Aspiration, reunification and gender transformation in Jat Sikh Marriages from India to Canada,” Global Networks, 6:4, 389-403. On-line Reflection, due the following Friday at noon

Week 4: Buddhism:

10 Readings: Anderson and Young, 80-107 E. Tomalin (2009) “Buddhist Feminist Transnational Networks, Female Ordination and Women's Empowerment,” Oxford Development Studies, 37:2, pp. 81-100.

Oct. 6 Lecture: Women in Buddhism

Oct. 8

Presentation: ARTICLE: R. Anderson, E. Martin (1997) “Rethinking the Practice of Mizuko Kuyõ in Contemporary Japan. Interviews with Practitioners at a Buddhist Temple in Tokyo,” Japanese Journal of Religious Studies. 24:1–2, pp. 121-143.

On-line Reflection, due the following Friday at noon

Week 5: Chinese traditions: Readings: Anderson and Young, pp. 108-136 Anne E. McLaren (1998) “Crossing Gender Boundaries in China: Nüshu Narratives,” Intersections: Gender, History and Culture in the Asian Context, 1 (September).

Oct. 13 Lecture: Women in Confucian, Taoist and Shinto Traditions

Oct. 15 Film Class discussion – film and readings – please ensure you have read McLaren’s article, as the film for this week is directly related to this reading. On-line Reflection, due the following Friday at noon

Week 6: Indigenous Traditions Readings: Anderson and Young, 137-159 K. Wilson (2005) “Ecofeminism and First Nations Peoples in Canada: Linking culture, gender and nature,” Gender, Place & Culture, 12:3, pp. 333-355.

Oct. 20 Lecture: Women in Indigenous Traditions

11

Oct. 22 Film On-line Reflection, due the following Friday at noon

Week 7: Judaism: Readings: Anderson and Young, 45-79 Orit Avishai (2008) “’Doing Religion’ in a Secular World: Women in Conservative Religions and the Question of Agency,” Gender and Society. 22:4 (August), pp. 409-433.

Oct. 27 Lecture: Women in Judaism

Oct. 29 Presentation: ARTICLE: Esther Fuchs (2008) Reclaiming the Hebrew Bible for Women. The Neoliberal Turn in Contemporary Feminist Scholarship Journal of Feminist Studies in Religion, 24.2, pp. 45–65. On-line Reflection, due the following Friday at noon

Week 8: Christianity Readings: Anderson and Young, 160-186 Elizabeth A. Johnson (1990) “Feminist Christology,” from Consider Jesus: Waves of Renewal in Christology, New York: Crossroad, 1990. Go through website “Christ Language and Feminist Theology,” in UW Ace website, from http://www2.kenyon.edu/Depts/Religion/Projects/Reln91/Gender/godlang&fe mchristology.htm#%20Christology

Nov. 3 Lecture: Introduction to Women in Christianity

Nov. 5 Film On-line Reflection, due the following Friday at noon

Week 9: Christianity Readings: Anderson and Young, 244-255

12 U. Blohm (2006) “Women Clergy Working with Rituals,” Feminist Theology. 15:1, pp. 26- 47.

Nov. 10 Lecture, Part II

Nov 12 Presentation: ARTICLES: Jennifer A. Hudson, “God our Mother. The Feminine Cosmology of Julian of Norwich and Hildegard of Bingen,” Medieval Forum, San Francisco State University. Thomas L. Long, Julian of Norwich's "Christ as Mother" and Medieval Constructions of Gender, Thomas Nelson Community College, paper presented at Madison Conference on English Studies. James Madison University. March 18, 1995 On-line Reflection, due the following Friday at noon

Week 10: Islam: Readings: Anderson and Young, 187-217 Farida Shaheed (1999) “Constructing identities: culture, women’s agency and the muslim world,” International Social Science Journal, UNESCO, 159, pp. 61-73. Ingrid Mattson, “Can a Woman be an Imam? Debating Form and Function in Muslim Women’s Leadership,” accessed at the Macdonald Center for the Study of Islam and Christian-Muslim Relations website, http://macdonald.hartsem.edu/, at http://macdonald.hartsem.edu/muslimwomensleadership.pdf, see course website for pdf.

Nov. 17 Lecture: Introduction to Women in Islam

Nov. 19 Film On-line Reflection, due the following Friday at noon

Week 11: Islam Readings: Anderson and Young, 256-262 C. Raudvere (2003) “Knowledge in Trust: Sufi Women in Istanbul,” Social Compass. 50:1, pp. 23-34. T. Basit (1997) “`I Want More Freedom, But Not Too Much’: British Muslim girls and the dynamism of family values,” Gender and Education, 9:4, pp. 425 - 439.

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Nov. 24 Lecture: Part II

Nov. 26 Presentation: ARTICLE: Y. Atasoy (2006) Governing women's morality: a study of Islamic veiling in Canada,” European Journal of Cultural Studies. 9:2, pp. 203-221.

Week 12: Women in New Age Traditions: Readings: Anderson and Young, pp. 218-243 Rosemary Radford Ruether (2004) “The Normalization of Goddess Religion,” in Beverley Clack (ed.), Embodying Feminist Liberation Theologies, A Special Issue of Feminist Theology. 12.2 (January), pp. 151-157. Kristy S. Coleman (2005) “Who’s Afraid of ‘the Goddess Stuff’?” Feminist Theology 13.2 (2005) 217-237

Dec. 1 Lecture: Women and Goddess Traditions – Guest Lecture

Dec. 3 Presentation: ARTICLES: Marguerite Rigoglioso (2005) “Interview with Starhawk,” Feminist Theology. 13:2; 173-183. Carol Christ “Why Women Need the Goddess.” Originally presented as the keynote address to an audience of over 500 at the "Great Goddess Re- emerging" conference at the University of Santa Cruz in the spring of 1978. It was first published in Heresies: The Great Goddess Issue (1978), 8-13, and reprinted in Carol P. Christ and Judith Plaskow, eds., Womanspirit Rising: A Feminist Reader on Religion (San Francisco: Harper & Row, 1979), 273-287, as well as in Carol P. Christ, Laughter of Aphrodite: Reflections on a Journey to the Goddess (San Francisco: Harper & Row, 1987) 117-132, see course website for pdf. Last On-line Reflection due this week.

LAST DAY OF CLASS!

A COUPLE MORE NOTES:

14 WHILE I AS YOUR PROFESSOR WILL MAKE EVERY EFFORT TO FOLLOW THIS COURSE OUTLINE AS CLOSELY AS POSSIBLE, AN OCCASIONAL MINOR CHANGE MAY BE MADE.

I EXPECT STUDENTS TO BE ON TIME FOR CLASSES. THE DOOR WILL BE SHUT AT 11:05. IF YOU HAVE AN EXCELLENT REASON WHY YOU WILL BE LATE FOR CLASS, PLEASE LET YOUR PROFESSOR KNOW IN ADVANCE.

15 JOURNAL/ SCHOLARLY ARTICLE EVALUATION (TO BE ADAPTED TO YOUR PARTICULAR ARTICLE)

To evaluate a journal article look for:

Purpose of Article: Why was the article written? To: o persuade the reader to do something?

For example: vote a certain way, purchase an item, attend an event

o inform the reader?

For example: results of a study/experiment, what happened at an event

o prove something?

For example: that a behavior is bad/good, a method works/doesn't work

Type of Journal/Volume: For university-level term papers, information should be obtained mostly from scholarly journals or books. o Scholarly Journals or books contain articles describing high quality research that has been reviewed by experts in the field prior to publication. o Trade magazines may be useful for topics in business or where economic data is needed. o Popular magazines, such as Time and Newsweek, should be used sparingly, or not at all.

Organization and Content: Is the material organized and focused? Is the argument or presentation understandable? Is this original research, a review of previous research, or an informative piece?

Bias (of the publisher): Some publications have an inherent bias that will impact articles printed in them. Is the journal: o left/liberal? o right/conservative? o center? o an alternative press? o published by a political action (PAC) group?

16 Date of Article: Some topics, such as those in the health sciences, require current information. Other subjects, such as geology, value older material as well as current. Know the time needs of your topic and examine the timeliness of the article; is it:

o up-to-date, o out-of-date, or o timeless?

Bibliography: Scholarly works always contain a bibliography of the resources that were consulted. The references in this list should be in sufficient quantity and be appropriate for the content. Look for: o if a bibliography exists, o if the bibliography is short or long, o if the bibliography is selective or comprehensive, o if the references are primary sources (ex. journal articles) or only secondary sources (ex. encyclopedias), o if the references are contemporary to the article or much older, and o if the citation style is clear and consistent. Usefulness: Is the article relevant to the current research project? A well-researched, well-written, etc. article is not going to be helpful if it does not address the topic at hand. Ask, "is this article useful to me?" If it is a useful article, does it: o support an argument o refute an argument o give examples (survey results, primary research findings, case studies, incidents) o provide "wrong" information that can be challenged or disagreed with productively Authority: Is the author an expert in this field? Where is the author employed? What else has he/she written? Has he/she won awards or honors? Coverage: Does the article cover the topic comprehensively, partially, or is it an overview? Audience: For what type of reader is the author writing? This ties in with the type of journal, as popular magazine are geared to the general reader, while trade magazines are for the specialist and scholarly journals are directed at researchers, scholars or experts in the field. Is the article for: o general readers, o students (high school, college, graduate),

17 o specialists or professionals, o researchers or scholars? Illustrations: Are charts, graphs, maps, photographs, etc. used to illustrate concepts? Are the illustrations relevant? Are they clear and professional-looking?

ADAPTED FROM: http://manta.library.colostate.edu/howto/evaljrl2.html

18 Chicago Citation Style

An Overview for Writers of Term Papers, Theses, and Dissertations, 6th edition Adapted from Long Island University’s Manual, at: http://www.liunet.edu/cwis/cwp/library/workshop/citchi.htm

You can also go directly to the Chicago Manual of Style Online, at http://www.chicagomanualofstyle.org/home.html

Book

Okuda, Michael, and Denise Okuda. 1993. Star trek chronology: The history of the future. New York: Pocket Books.

Journal Article

Wilcox, Rhonda V. 1991. Shifting roles and synthetic women in Startrek: The next generation. Studies in Popular Culture 13 (2): 53-65.

Magazine Article

Smith, Jane. 1996. There is no resisting the Borg queen. Maclean's, December 2.

Newspaper Article

Di Rado, Alicia. 1995. Trekking through college: Classes explore modern society using the world of Star trek. Los Angeles Times, March 15, sec. A.

Newspaper Article - No Author

Newsday. 2003. Activision suing over Star trek. July 2, Queens edition, sec. A.

Website

Lynch, Tim. 1996. Review of DS9 trials and tribble-ations. Psi Phi: Bradley's Science Fiction Club. http://www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html (accessed October 8, 1997).

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