Women’s studies

 

Choose from one of the essay prompts below.
For your essay use any three (3) of the assigned readings as support for your response. Readings are defined in Essay Question Requirements as Readings one (1) through fifty-five (55) found in chapters one through six.
Please read through the Essay Requirements for more information on using resources to lend support to your response.
Your essay should be a minimum of three pages, double-spaced as more fully explained in the Essay Requirements. Be sure to read through the Essay Requirements for the format of your essay.

Essay Question One:
Patricia Collins argues that “Either/or, dichotomous thinking is especially troublesome when applied to theories of oppression because every individual must be classified as being either oppressed or not oppressed. The both/and position of simultaneously being oppressed and oppressor becomes conceptually impossible” (73).
Define, dichotomous thinking. Discuss the issues that arise from this kind of thinking.

Essay Question Two:
“The term postfeminism [was coined] by those who recognize feminism as an important perspective but believe its time has passed and it is now obsolete” (Shaw and Lee 20).
How does the notion that women have already achieved equality intersect with capitalist concerns of consumption and personal style?

Essay Question Three:
The phrase “romanticized sexual violence” is one that we have encountered in our study.
Define this phrase. Discuss how such a dichotomous phrase as “romanticized sexual violence” can be a reality. What are the dangers? What are the causes?

Essay Question Four:
Audre Lorde declares that when we look closely at our lives to question our purpose, and assess our goals, that it is the quality of light we use that matters. Lorde argues that poetry provides that light, “for it is through poetry that we give name to those ideas which are—until the poem— nameless and formless, about to be birthed, but already felt” (Lorde 281).
Explain what Lorde means by poetry as light. We have read several poems so far this semester, use any three of the poems to support your response.

ESSAY QUESTION REQUIREMENTS
The shape of your essay question:
Your response to the essay question should be approximately three pages in length.
Your paper should be double-spaced, typed in standard 12-point font, with one inch margins on all sides, and must be in .doc, .docx, or .rtf format. Your name, the course name, the due date and my name should appear in the upper left hand corner. Pages should be numbered and you should use MLA format for incorporating sources. Information on MLA can be found at the Online Writing Lab (OWL) at Purdue University. See link for OWL below.
For each essay you are required to choose from any three (3) of our assigned readings from chapters one through six as support for your response. Assigned readings are defined as Readings (1) through fifty-five (55). You may use text by editors Susan M. Shaw and Janet Lee as support, but that information will not count as assigned readings.
Be judicious with the passages you quote–don’t over quote. Use only that portion of the quotation that adds support, then either preface it or follow it with your discussion to explain why it matters. Do not simply add a quotation. Your discussion must explain why this particular quotation is important as support. Remember to cite your sources with both parenthetical citations following each quotation and a works cited list at the end of your essay.
When you first mention an author, use the author’s full name. Subsequent references to the author should be by last name only.

Here are some examples of citations and punctuation:
MLA (Modern Language Association) defines a citation as the author’s name and page number
enclosed in parentheses to identify the source and location where the material can be found.
As Burton F. Porter argues “We find out what we think by writing it down” (Porter 2). Notice that the period comes after the parenthetical citation (Porter 2). If I change the sentence to include my own comment “We find out what we think by writing it down,” and I agree with that completely (Porter 2), then the comma goes inside the quotation marks. If this quotation exceeded four lines then the entire quotation would be indented one inch, the quotation
marks removed, and the citation would follow the period. For more information on citations and punctuation, go to Purdue’s Online Writing Lab at OWL.

Your works cited section would then include an entry for Porter: Porter, Burton F. The Voice of Reason: Fundamentals of Critical Thinking. Oxford: Oxford UP, 2002. If I were citing an article by Porter rather than his book, I would put the name of the article in quotation marks, followed by the name of his book, and publishing information.
Scholarly Resources:
If you include an outside resource in addition to the required resources noted above, you have easy access to the library at https://www.clcmn.edu/library/. If you use the internet as an additional resource, use either .edu or .org domain. Wikipedia is not considered a scholarly resource.
Grading Rubric
I will use the following rubric for grading your essay questions:
In-depth Analysis (65%)

Topic is logically developed, shows critical thinking; there is clear progression to the conclusion.
Scholarly Resources (20%)

Minimum of three of the assigned essays from our text as support.
Quality of Writing (15%)

Essay is well organized, transitions are clear, citations and works cited are complete, grammar and spelling errors are minimal.

Reading 1 “Claiming an Education” by Adrienne Rich, pg 28-30
Reading 2 “Forty Years of Women’s Studies” by Beverly Guy-Sheftall, pg 30-32
Reading 3 “No More Miss America” by New York Radical Women, pg 33-34
Reading 4 “A Day Without Feminism” by Jennifer Baumgardner and Amy Richards, pg 34-37
Reading 5 “Feminist Politics: Where We Stand” by bell hooks, pg 37-39
Reading 6 “The Power and the Gloria” by Rachel Graham Cody, pg 39-43
Reading 7 “Facebook for Women vs. Facebook Designed by Feminists: Different vs. Revolutionary” by C. V. Harquail, pg 43-45
Reading 8 “Still Needing the F Word” by Anna Quindlen, pg 39-40
Reading 9 “My Heroines” a poem by Marge Piercy, pg 47-48
10″Toward a New Vision” by Patricia Hill Collins, pg 72-79
11″Intersectionality” by Vivian M. May, pg 79-85
12″There is No Hierarchy of Oppression” by Audre Lorde, pg 85-86 “
13White Privilege and Male Privilege” by Peggy McIntosh, pg 86-93
14″Cisgender Privilege” by Evin Taylor, pg 93-94
15″Opening Pandora’s Box: Adding Classism to the Agenda” by Felice Yeskel, pg 95-100
16″Don’t Laugh, It’s Serious, She Says” a poem by Ellie Mamber, pg 100
17″Report from the Bahamas” by June Jordan, pg 99-103
“18Our Grandmothers” by Maya Angelou, pg 112-114
19The Social Construction of Gender” by Judith Lorber, pg 141-143
“20Unraveling Hardwiring” by Cordelia Fine, pg 144-149 *
“21What’s Up with Boys?” by Michael Kimmel and Christina Hoff Sommers, pg 156-159
“22When I Was Growing Up” poem by Nellie Wong, pg 159-160
“23Through the Lens of Race: Black and White Women’s Perceptions of Womanhood” by Isis H. Settles, Jennifer S. Pratt-Hyatt, and NiCole T. Buchanan, pg 160-172
“24Wrestling with Gender” by Deborah H. Brake, pg 173-180
Breast Buds and the ‘Training’ Bra,” by Joan Jacobs, pg 205-209
“25If Men Could Menstruate” by Gloria Steinem, pg 209-210
“26Prosthetic Power” by Aimee Mullins, pg 210-211
“27Beating Anorexia and Gaining Feminism” by Marni Grossman, pg 211-213
“28Ethnicity and Body Consciousness” by Dara N. Greenwood and Sonya Dal Cin, pg 214-221
“29What We Do for Love” by Rose Weitz, pg 221-231
“30Bodies and Bathrooms” by Dan Frosch, pg 245-246
“31If the Clothes Fit: A Feminist Take on Fashion” by Minh-Ha T. Pham, pg 247-248
32Thinking About Shakespeare’s Sister” by Virginia Woolf, pg 276-278
“33The Wife,” poem by Emily Dickinson, pg 278
“34Rush Limbaugh and the New Networked Feminism” by Tom Watson, 278-281
“35Poetry Is Not a Luxury” by Audre Lorde, pg 281-282
“36Enlightened Sexism” by Susan Douglas, pg 283-287 (Susan Douglas spoke in Part 3 of Makers: Women Who Make America)
“37If Women Ran Hip Hop” poem by Aya de Leon, pg 287
“38Vampires and Vixens” by Alison Happel and Jennifer Esposito, pg 288-293 “Don’t Act Crazy, Mindy” by Jeather Havrilesky, pg 293-295 “39Beyonce’:Feminist Icon?” by Sophie Weiner, pg 296-297
“40The Cult of Virginity” by Jessica Valenti, pg 334
“41Gate C22” poem by Ellen Bass, pg 339
“42A World of Difference” by Leila J. Rupp, pg 339
“43Some Like Indians Endure” poem by Paula Gunn Allen, pg 346
“44New Orientations: Asexuality” by Karli June Cerankowski and Megan Milks, pg 348-354 “Dismantling Hierarchy, 45Queering Society” by Andrea Smith, pg 354-356
“46Queering Black Female Heterosexuality” by Kimberly Springer, pg 356

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