Detailed instructions for the project (5-6 pages) are linked below, but some cho
Detailed instructions for the project (5-6 pages) are linked below, but some choices for the final project include:
Write a research paper offering deeper analysis into any of the issues from the first part of the course (any of the social, cultural, political, or economic issues that inform the choices mothers make to work full- or part-time or to stay home without outside employment
Detailed instructions for the project (5-6 pages) are linked below, but some cho
Detailed instructions for the project (5-6 pages) are linked below, but some choices for the final project include:
Write a research paper offering deeper analysis into any of the issues from the first part of the course (any of the social, cultural, political, or economic issues that inform the choices mothers make to work full- or part-time or to stay home without outside employment)
The research paper options will require you to cite from at least 3 outside, academic, secondary sources.
Referring to this week’s reading, pages 37 – 82 in Click!
1. Martin describes t
Referring to this week’s reading, pages 37 – 82 in Click!
1. Martin describes the “click” as “the flipping of the switch.” In the introductory readings on feminism, Baumgardner and Richards state that most come to feminism through personal experience.
Share YOUR click moment in 550-600 words. Even if you don’t identify as a “feminist” (yet — or maybe you never will), you are enrolled in this class and there most have been a click moment that led you to consider this class or, perhaps, you’ve had some moments of “recognition” or awareness since enrolling. . Maybe, like many other women, you felt compelled to take action and publicly ask that question, “what it mean to dress like a woman?” or, perhaps, take action and show people the many ways
However large or small, share your “moment” (or simply “a moment”) or realization that have, at the least, caused you to ponder things you’ve taken for granted up to now or those that have (or will) act as a catalyst for action in your life.
In addition, compare and contrast your moment of recognition with at least 2 of the click moments shared in pages 37 – 82
https://drive.google.com/file/d/11gtNDUU3DB8rL13cb…
link to book here^
For this assignment, students will create a listicle examining feminism OR women
For this assignment, students will create a listicle examining feminism OR women’s struggle for equality
After reading chapters 3 -5 in Grassroots this week, answer the following in 550
After reading chapters 3 -5 in Grassroots this week, answer the following in 550-600 words:
1. How did the reading confirm or dispel the ideas you had about what it means to be an “activist” (in any movement, feminism or otherwise)? How — be specific. How did the readings expand the possibilities for action? Describe 3 ways you can be actively involved in the feminist movement (or any other movement that inspires you)?
2. List and describe at least 2 pieces of practical advice on how to become active and list and describe at least 2 missteps or pieces of advice offered in the chapters for budding activists.
3. Is outrage, even anger, valuable or helpful when it comes to activism? Why or why not (or both)? Explain
Many people who otherwise support feminism, don’t identify as a “feminists” beca
Many people who otherwise support feminism, don’t identify as a “feminists” because:
1. They don’t know enough about feminism to claim the label
2. They are deterred or turned off from feminism (and learning what it actually is) because of the stereotypes that are all pervasive (in fact, most people know more about the negative stereotypes than they know about the women and men in the movement or what the movement actually stands for, let alone any historical leaders and/or accomplishments)
3. Some may know what feminism is (and aren’t distracted or deterred by the stereotypes), but they don’t think they’re “active” enough with a capital “A.”
In last week’s reading, “What is Feminism?”, Baumgardner and Richards state that “the goals of feminism are carried out by everyday women [and, I will and, men] themselves.” This means that everyday people are enacting the goals of feminism every day in both large and small ways. You need not be a “professional” activist to be an active feminist.
After reading chapters 3 -5 in Grassroots this week, answer the following in 550-600 words:
1. How did the reading confirm or dispel the ideas you had about what it means to be an “activist” (in any movement, feminism or otherwise)? How — be specific. How did the readings expand the possibilities for action? Describe 3 ways you can be actively involved in the feminist movement (or any other movement that inspires you)?
2. List and describe at least 2 pieces of practical advice on how to become active and list and describe at least 2 missteps or pieces of advice offered in the chapters for budding activists.
3. Is outrage, even anger, valuable or helpful when it comes to activism? Why or why not (or both)? Explain
Looking at the evolution of mommy blogging from the beginning (the Lopez and Mor
Looking at the evolution of mommy blogging from the beginning (the Lopez and Morrissey articles) to the present day (the Montei and Jezer-Morton articles), to what extent do you think the culture of mom blogs is a positive thing or a negative thing? What does it do well? What challenges to progress for mothers does it present? Cite from the readings to support your response.
Module 4 Assignments
1. Read Chapter Four
This reading includes the essays provi
Module 4 Assignments
1. Read Chapter Four
This reading includes the essays provided at the end of each chapter. These essays give greater context and voice to many of the concepts explored and often times, students find that they help them grasp the information more fully.
2. Reflection Paper
Write and submit your reflection paper for the assigned chapter. These papers should include information, concepts, etc. that stood out for you in the assigned chapter. Please note that these must be submitted via email before the deadline and meet all of the requirements outlined in course materials.Please be sure that your paper meets the 2 page (double spaced) minimum utilizing normal margins and font no larger than 12pt. It is not necessary to include outside sources, but if you do they must meet the outlined course requirements.
3. Discussion Board
Respond thoughtfully to the questions posed on the “Discussion Board.” It’s also important to respond to at least 3 posts from your classmates. Please note that meaningful engagement with your classmates and their responses to the questions posed is of the utmost importance. More information around the expectations for these discussions can be found in course materials.
4. Midterm & Final Paper Topic
If you haven’t already submitted a proposal of your final paper topic and potential midterm interviewees, please do so. Keep in mind that your topic and interviewee must be APPROVED by the upcoming deadline, not merely submitted for consideration. I have provided a template to help you understand what information is necessary to gain approval, please refer to that template before submission.
5. Video (optional)
Please watch this video which explains the concept of the beauty myth and how it impacts individuals and society.
The Beauty Myth: https://youtu.be/UJh8GEU2qik
As always, please feel free to reach out with any questions
What is your response to Rich’s admissions and epiphanies? If you are a parent,
What is your response to Rich’s admissions and epiphanies? If you are a parent, or think about someday becoming a parent, can you relate to them? What parts of these readings did you respond to most strongly, either positively or negatively? Cite from the readings to support your response. I am a parent of three girls
Adrienne Rich Biography
From the Encyclopedia of World Biography on Adrienne Rich
www.bookrags.com/biography/adrienne-rich/Links to an external site. and from The Oxford Companion to Women’s Writing in the United States. www.english.illinois.edu/Maps/poets/m_r/rich/bio.htmLinks to an external site.Adrienne Rich (born 1929), perhaps more than any other contemporary poet, crystallized in her work and life the deeply complex, awakening consciousness of modern women. There is no writer of comparable influence and achievement in so many areas of the contemporary women’s movement. Over the years, hers has become one of the most eloquent, provocative voices on the politics of sexuality, race, language, power, and women’s culture. There is scarcely an anthology of feminist writings that does not contain her work or specifically engage her ideas, a women’s studies course that does not read her essays, or a poetry collection that does not include her work or that of the next generation of poets steeped in her example.The daughter of Arnold Rich, a professor of medicine, and Helen, a trained composer and pianist, Adrienne Rich described her early upbringing as “white and middle-class … full of books, with a father who encouraged me to read and write.” In 1951, the year Rich turned 22 and graduated Phi Beta Kappa from Radcliffe College, A Change of World was published. Chosen by W. H. Auden for the Yale Younger Poets Award, it was praised for “its competent craftsmanship, elegance and simple and precise phrasing.” Rich herself stated years later that being praised for meeting traditional standards gave her the courage to break the rules in her more mature work.Rich won a Guggenheim fellowship in 1952 and began studying in Europe and England. In 1953 she married Alfred H. Conrad, a Harvard economist, and moved to Cambridge, Massachusetts. Two years later she gave birth to her first child, David, and saw the publication of her second volume, The Diamond Cutters and Other Poems, which received the Ridgely Torrence Memorial Award.In 1957 and 1959 two more sons, Paul and Jacob, were born, and Rich, burdened already under the demands of motherhood, grew even more frightened by the sense that she was losing her grip on her art and her self. Those early years of motherhood are described with unflinching honesty and vivid detail in “When We Dead Awaken: Writing as Revision,” an essay in which she chronicles her anger, fatigue, and frustration as a young mother who feared she had failed both as a woman and as a poet. As her journal entries from these years reveal, this was an emotionally and artistically difficult period; she was struggling with conflicts over the prescribed roles of womanhood versus those of artistry, over tensions between sexual and creative roles, love, and anger. Yet, in the late fifties and early sixties, these were issues she could not easily name to herself; indeed, they were feelings for which she felt guilty, even “monstrous,” and for which there was as yet no wider cultural recognition, much less insight or analysis.Despite her fears Rich did continue to write, publishing Snapshots of a Daughter-In-Law in 1963 and Necessities of Life, which won the National Book Award, in 1966. By then Rich’s metamorphosis from housewife to active feminist was underway, and many of her new poems were illustrating that change. Gone were the traditional rhymed stanzas and the detached tone. In their place a new, bolder language asserted itself, signaling a new and bolder Rich who was no longer reluctant to deal with personal issues or to express her outrage over social and political conditions. Poetry had become for her a means of changing people’s ideas and attitudes about themselves and their world.In the late 1960s Rich moved to New York City with her husband and began teaching at Swarthmore College, at the graduate school of Columbia University, and then in the open admissions program at the City College of New York. In 1969 Leaflets, a collection of poems about the political turmoil of the 1960s, was published, and Rich’s reputation as an activist poet was established.Throughout the 1970s Rich’s work continued to reflect her deepening commitment to feminism, to nature, and to social involvement. Her collections The Will to Change (1971), Diving into the Wreck (1973), and The Dream of a Common Language (1978) all deal in some sense with these themes. Rich’s poetry has clearly recorded, imagined, and forecast her personal and political journeys with searing power. In 1956, she began dating her poems to underscore their existence within a context, and to argue against the idea that poetry existed separately from the poet’s life. Her poetry was honored with the National Book Award in 1974 for Diving into the Wreck (which she accepted jointly with Alice Walker and Audre Lorde in the name of all women who are silenced), two Guggenheim Fellowships, the first Ruth Lilly Poetry Prize, the National Poetry Association Award for Distinguished Service to the Art of Poetry as well as numerous other awards.Of Woman Born: Motherhood as Experience and Institution, published in 1976, revealed another side of the poet. An historical and political study of immense scope, the book confirmed her ability as a competent scholar and researcher. Over the years, Rich taught at Swarthmore, Columbia, Brandeis, Rutgers, Cornell, San Jose State and Stanford University. From 1976 until her death in 2012, she lived with her partner, the writer and editor Michelle Cliff.1
For your article analysis assignment, you will summarize and analyze the assigne
For your article analysis assignment, you will summarize and analyze the assigned article (Hagsploitation) as well as provide media examples of the analysis.
Finally, you will provide feedback on at least 1 article analysis submitted by a colleague. Please be respectful in your feedback of others’ work.
The format will be the following:
1) Summarize the reading in 1 paragraph. The paragraph should be at least 3-4 sentences, you may go beyond this if needed. Please use full sentences. Title this section “Summary”.
2) Select 3 key themes/terms highlighted in the reading. Analyze and discuss the key themes/terms. Your analysis of each key theme should be at least 3 sentences long, you may go beyond this if needed. Please use full sentences. Title this section “Key Themes” before providing the key themes.
3) Provide 2-3 applied media examples that illustrate the key themes. Provide the media clip
and discuss how it is connected to the readings. (Provide 2-3 applied examples in total, not for each key theme). Title this section “Media Examples”.
Below are some methods you may use:
3a) Are there media clips (tv, youtube, social media) that might
provide an example of themes discussed in article?
3b) Are there current events or a recent news article that illustrate what
is being discussed? What are the connections? How can we apply the
themes in your assigned article to what is going on in today’s world?
Please provide the links to current event webpage.
3c) Is there music that relates to the themes? Provide the link to the
music, provide the song lyrics, and analyze song. Discuss
how it illustrates reading themes.
Some suggestions for success in the assignment: Move BEYOND summary to critical analysis. What does this mean?
Be as specific as possible in the information you provide. Don’t assume we know what you know.
Please don’t use AI to write this, my professor has AI detectors. Please follow all the instructions.