to articulate experiences with both privilege and oppression structuring gender, English homework help

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  • Readings for Paper One

    1. Read the following essays – you WILL quote and refer to them in this assignment (use your critical reading worksheets to help you gather writing materal):

  • Instruction Steps for Completing Paper One

    Why You are Writing:

    1) to articulate experiences with both privilege and oppression structuring gender in ways that are alternately banal and dramatic, painful and pleasurable.
    2) to highlight your complex relationships to privilege and oppression, as you write through categories of privilege/oppression you have often not considered (race, gender, ethnicity, religion, social class, biological sex identity, sexual orientation, body ability do matter in this assignment).
    What You Are Writing: 

    Manifesta! This is both a personal narrative and an argumentative paper!

    Your paper will include these components: a vivid story from your life, and an analysis of that experience that draws on that story to develop commentary on privilege, oppression, and gender difference.  Acknowledging your own status as a privileged and/or oppressed person reflects a personal experience that engages gender and male privilege. Consider the following questions in your reflection:  who benefits from socio-structural arrangements that underpin your experience?  How are we all entangled in histories of both privilege and oppression? Given the pervasive draw of privilege and the challenge of engaging gender, how do we unravel and dismantle the injustice of oppression?
    How You Are Writing:

      •  a “hook” that captures your audience’s attention. This might be an image, an anecdote, a quote/epigraph, an irritation – something that orients your reader to the richness of your manifesta.
      •  enough background information to orient your reader to your topic without including so much that the paper becomes top heavy. 
      •  a mapping sentence or other way of presenting the organization of your essay. (“This essay will address…. by…”). Students often mistake mapping statements for thesis statements. Don’t make the mistake of thinking that rephrasing the assignment can serve as your thesis. A thesis makes a specific, contestable argument rather than saying something like “this paper will explore the role of privilege and oppression in structuring diversity and power according to gender.”
      •  a thesis that presents, in a single sentence, the argument your essay does. A strong thesis will reflect on how power inequities or the struggle against them work.

    Part One is the story:
      •  Your story should use descriptive imagery. Imagine your story as you write it to help you convey the images from your memory.
      •  Use first person; this is your story, you should feel comfortable allowing your voice to come through
      •  The story should set the scene, yet not take up the bulk of your essay. Remember to tell your story fully but also leave room for your critical analysis.

    Part Two is the analysis:
      •  Clearly explain how concepts like intersectionality, male privilege, feminism help you to understand and read your story in a new way, and how or why that matters in the context of power and gender.
      •  Analyze the event you narrated, emphasizing how story and concept illuminate power disparities according to gender and, if you like, acts of resistance against injustice.

      •  Be honest! Stories about power and inequality can bring up awkward or taboo subject matter. This material is exciting to think about and requires that we “stay with it” as writers. Articulating mixed feelings, awkward silences, relationships lost or solidarities gained will help you fully unfold your story and the lived experience of power and difference.
      •  Be self-reflexive—consider your complicity in participating in power relations, what you wish you’d said or done but didn’t; what was tough or inspiring or frustrating or illuminating. Definitely don’t feel the need to paint yourself as innocent or perfect. None of us are.

      •  Conclusion: restate thesis and review your points. End with open questions, a sense of urgency, or a larger reflection about what you learned from your experiences. 
      •  Conclusions will also consider how the concept and the event shed light on each other. You might consider some of these questions: What did you learn about your life story, or about gender in general, through examining your experience? What did you learn about male privilege and gender when you examined them through your life story? Did this assignment make the concept more concrete, for example? Expose its complexities? Did it illuminate an under-considered aspect…?
      •  Be wary of overly tidy or grand conclusions that make overarching generalizations or that tie things up with a too-tidy bow. Examine the complexities, dwell on the paradoxes, do not be in a hurry to resolve unknowns and tensions. Conclusions can lay out tough territory; they don’t need to propose solutions to poverty or racism orhetero/sexism in the U.S.
      •  A strong paper might suggest ways to refine, expand or amend  concepts so that they better reflect experiences and structures of gender inequality. See if you can move past flat definition to get into a deeper discussion about how these concepts help us make meaning and what they let us see (or don’t let us see).

    APA or MLA format style
    3-7 pages
    Formal English
    First and Third Personal Narrative Style

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