Choose one of the options for each paper. Read through all of the choices before you pick the one for your paper.

Papers may be handed in any time before the due date, but they must be handed in by the beginning of class on the respective due date. They must be typed (not handwritten -- illegible papers will not be graded.).

For some assignment choices, I’ll refer to these two "base" questions:

1. What is most significant to you about this topic? (This could include new information, new insights, or information you are hesitant to accept.) Why is it significant to you?
   
2. How do you think the information in the textbook will change what you will think or do in the future? Give your reasons for change (or lack of change).

Each paper must be a minimum of 1 (full) page and a maximum of 3 pages, not counting the title page (use double line spacing, with 1 inch margins on all sides).

Each paper must have a title page with the name/number of the paper, student's name, and "Trinity College." For basic instructions on how to format a paper, consult the "partial APA format" handout.

Each of the papers will be worth 5 points, and will be graded based on these three categories:

          1. Completeness (most important) — fully answering the questions; carefully considering the topic and questions.

          2. Personal Sharing — Inclusion of personal "I" messages (e.g., "I think.... I feel.... I like.... I want...."). These  messages should be directly related to yourself, rather than concerning others. ("I think it is wrong for people to engage in premarital sex" is not personal, while "I think it is wrong for me to engage in premarital sex" is personal.)

          3. Coherence — clarity, spelling, punctuation, and grammar; the reaction papers do need to be  understandable, your points need to be clearly stated.

Since papers are due before class begins on the due date, one full point will be deducted if a paper is turned in after class has begun. For every full day after that, 1 point will be deducted for lateness, until all 5 points have been deducted. If the paper is not handed in at all, it will count against your overall grade (i.e., don’t give up just because the paper is late). If the paper cannot be given directly to Prof. Chapman, it must be handed to a member of the office staff (LSC214), with the staffperson recording the time and date that the paper was received. (Special arrangements may be made for circumstances beyond your control. It is your responsibility to let me know as soon as possible that such conditions exist.)

Choice 1 – 1:

Briefly describe how female genital mutilation (FGM) has been justified in one culture or historical period. Answer one of the base questions (your choice) and this: Can you think of any similar North American practices? (If so, what connections can you draw between FGM and the similar US practice(s)?  If not, why do you think that is?)

Choice 1 – 2:

How and when did you first learn basic information about sexual anatomy and/or reproduction? Was the information conveyed to you in a positive, neutral, or negative way? Also answer one of the following:

1. Can you talk to your parents about sex now (as an adult)? Do you think that will ever change (once you have finished this course, gotten married, turned 50...)? If you had children of your own, would you want them to be able to talk about sex with you?
2. If you’re planning on having children, how will you address sex ed. with your kids? (Be specific; for example, should one parent be responsible for sex ed. talks? Or should the mother educate daughters, father educate sons? Or, both parents talk to any/all of their kids?)
3. If you’re planning to not have children (or are not sure), talk about how you would respond if a niece or nephew asked you questions about sexual anatomy or reproduction.

Answer both base questions in relation to Masters & Johnson’s and Kaplan’s models of sexual response.

Interpret your score on the BSRI: what category do you fall in? do you agree with this label? why/why not? (E.g., explain why you think the BSRI failed to accurately measure your gender role orientation.) What changes would you suggest for the BSRI (& why)?

Have you ever experienced or observed gender stereotyping or discrimination in the classroom? Briefly explain the event and how you reacted to it. How do you think the information in the textbook will change how you will respond to gender stereotyping/discrimination in the future? (Give your reasons for change, or lack of change.) Keep in mind that gender stereotyping & discrimination happen to men as well as to women!

Answer base question #1 in relation to the material in Chapters 3 and 5 about aging and sexuality, and answer one of the following:
a.  What were your views about aging and sexuality before you read Chapters 3 and 5? How have they changed since you read those chapters?
b.  Think about the people you personally know who are over 60 years old: what sorts of attitudes toward sex do they express (if any)? what impact does this have on your own views of aging and sexuality?

Choice 3 – 1:

Describe 3 elements of the "Miracle of Life" video that were most significant to you. (For example, this could include new information, new insights, or information you are hesitant to accept.) Why was each one significant to you?

Choice 3 – 2:

Describe 2 elements of the "Miracle of Life" video that will probably change what you will think or do in the future. Explain how you think your thoughts/actions might change (and why -- give your reasons for the expected change).

Choose one of the standards listed on pages 203 – 204, and briefly describe 2 examples of that standard given in the media (news, newspapers, tv, radio, movies, magazines). What is your personal view of this standard? Has your view changed, either during your life or as a result of this class? How do you think this standard influences (positively or negatively) people’s lives?

Pick one disability group described in chapter 6, and briefly describe the sexual needs and capabilities of persons in that group. Describe 1-2 ways in which society can help improve the quality of life (in terms of sexuality) for these individuals. Also answer base question #1.

If you did not choose option #1-2 for the first reaction paper, you can respond to that set of questions for this assignment (call it "Reaction Paper #4-3").

Study the ‘keys’ given in the box on page 249. IF (and only if – don’t force an argument for this paper!) you have an argument or ‘heated discussion’ with a good friend (or your significant other or a parent), try using them: be calm and nondefensive, and show validation for him/her. Describe which steps you used (or tried to use), how it felt, and how the other person reacted.

Think of a specific occasion when you experienced a communication problem with someone of the opposite sex because of gender differences in communication. Describe the event and the ways in which you both communicated (using the concepts given in pages 249-256 in your textbook), and answer base question #2.

List examples from the media for 3 of the 6 types of love (eros, etc.) described on page 260. Do the media examples follow the research findings about those types of love (e.g., is the ludic couple or person dissatisfied? is the agapic person/couple very happy?)? Also answer base question #1.

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