Sexual Assault and
Sexual Harassment Coordinating Advisor Laraine Zappert at 327-8259
Residence Deans, Office of Residential Education 725-2800
Cowell Sexual Assault Response and Recovery Team (C-SARRT)
Cowell Sexual Assault Prevention
Sally Baird 725-4211
Self Defense, Safety, &
Campus Police 9-911
SURE Escort Service 725-SURE
Self Defense through Cowell Health Promotion 725-4211
Women Defending Ourselves 289-7944
Bay Area Model Mugging
The Bridge (24-hour peer counseling)
Counseling and Psychological Services (CAPS) 723-3785
Support Network for Battered Women
Nutrition and Eating
Call for Appointment: 723-4841
Nutrition Services 723-1999
BIFSE-Body Image, Food, and Self-Esteem Group 723-0545
Sexual Health Peer Resource Center, Cowell 723-3739
Safer Sex Shoppe, Firetruck House
LGBCC-Lesbian, Gay, and Bisexual Community Center 723-4222
AIDS/HIV Anonymous Testing and Peer Counseling 725-3190
Tutoring and Writing Resources
WCT TUTORIAL CENTER: The Writing and Critical Thinking Tutorial Center
is located in Wilbur Module A, room 21, Escondido and Campus Drive.
There is a conference schedule/sign-up sheet on the back of the door. Wendy
Goldberg, tutor, can be reached at wendyfay@leland (also at 856-8518 and
CENTER FOR TEACHING AND LEARNING (CTL):
CTL offers students the help of PEER WRITING TUTORS (tutors are nominated
by WCT instructors, who consult in their training). Tutoring takes place
in Meyer Library, rooms 311 and 317, from Sunday through Thursday. The
time schedule of each individual peer tutor (including resident tutors)
is now posted on the web. "To avoid
'double-booking,' students no longer sign up in CTL for the Meyer tutors.
They should now request an appointment at the time of their choice by e-mailing
the tutor scheduled in that slot."
Six dorms (Kimball, Lantana, Mirrielees, Roble, Toyon, and West Lagunita)
have RESIDENT WRITING TUTORS (additionally, a few non-resident writing
tutors will also offer hours in the dorm). Students can e-mail resident
tutors for appointments or drop by in the hopes of filling an open slot.
An ONLINE TUTOR can be consulted at writutor@CTL or on
the web. Note: At present, all peer tutors available to work
directly with WCT classes have been assigned. However, Stephen Peng, the
Student Writing Coordinator for the Center for Teaching and Learning, has
suggested that other tutors might be interested in working with WCT should
the demand arise.
ACADEMIC RESOURCE CENTER (ARC), Arilliga Family Sports Center, Dining Hall:
ARC academic tutoring is most frequently used by, and oriented toward,
athletes but is available to any Stanford undergraduate.
DEPARTMENT OF LINGUISTICS/ENGLISH FOR FOREIGN STUDENTS (EFS): EFS courses
are open to undergraduates by special permission only. The EFS program
can provide students with a list of tutors ("fee arrangements must be made
independent of the English for Foreign Student program"). Cristy Juencke
(3-1310) is available to talk to instructors concerning students' difficulties
with spoken or written English.
EL CENTRO CHICANO'S WRITING AND MENTOR PROGRAM (ECCWMP): Rosalinda Ramirez
is coordinating the ECCWMP, which is "designed to further assist [students]
in developing university level writing skills (both in English and Spanish)
and in navigating academic life at Stanford." Classes are held on Tuesdays
and Thursdays at 1:30 - 4:00 pm at El Centro Chicano. Hours will
be added as needed. Students can drop by or reach Rosalinda at 3-3091 or
DISABILITY RESOURCE CENTER (DRC): Meyer, room 123, 3-1066. Instructors
can consult counselors at DRC about referring students for diagnosis or
counseling. Students are also welcome to visit the DRC independently.
COUNSELING AND PSYCHOLOGICAL SERVICES (CAPS), Cowell Student Health Center:
3-3785 (all hours). Students who are diagnosed with writing phobias can
find help at CAPS. Students can set up appointments directly;
instructors can also speaks with counselors about referring students. CAPS
sponsors a range of workshops and support groups.
THE BRIDGE: 3-3392 or drop in (563 Salvatierra Walk). Peer counselors
at the Bridge are available to talk to students any time. The Bridge sponsors
a variety of workshops and support groups.
SUMMARY OF WRITTEN ASSIGNMENTS
I. Graded Writing Assignments
II. Ungraded writing assignments (must be handed in on time for credit):
10/13 Topics distributed for Paper #1 (5-6 pp)
10/20 Paper #1 due at beginning of class; rewrites due_10/27
11/17 Topics distributed for Paper #2 (5-6 pp)
11/24 Paper #2 due at beginning of class; rewrites due_12/1
12/3 Final paper topics distributed (10-12 pages)
12/10 Final papers due in History Dept. office by 3 p.m.
A. 1-2 page weekly responses to required reading due to section leader
before section, starting Oct. 2-3
B. 1-2 page responses to required films due to section leader by day
film is assigned on syllabus, except where otherwise noted:
C. 4-5 page small group summary/evaluation paper, due at last lecture (12/3),
based on ongoing journal and short thought pieces for small groups
Film Screening Schedule below
10/1 "Small Happiness" [58 min.]
10/13 "A Veiled Revolution" [27 min.]
10/27 "Global Assembly Line" [58 min.]
11/5 "Still Killing Us Softly" and "Mirror, Mirror"
[films shown in class; responses due in section]
11/12 "Choosing Children" [45min.]
11/26 "Voices from Inside" [60 minutes; response due in class 12/1
Tips for Graded Papers:
We are interested in
how well you comprehend the issues raised in readings, lectures, and films
and in your abilities to express your views clearly and persuasively.
Papers will be evaluated on clarity of argument, use of evidence, and stylistic
presentation. At the beginning of a paper, state your thesis or argument
in response to the question or topic; then structure the paper clearly
to establish your points; use topic sentences to show where the paper is
going; avoid overgeneralization (re: historical periods, cultures, classes,
races, etc.--look for patterns but be aware of distinctions). Some
common pitfalls: women are victims; nothing changes; my experience (personal,
family, group) is the most relevant; my experience (personal, family, group)
is not relevant (i.e., "I can't speak because I'm not the most oppressed").