Women Rights During the Fourth Wave of Feminism Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Women Rights During the Fourth Wave of Feminism Assignment
Women, Rights, Fourth, Wave, Feminism, Assignment
The two essays from this week pick up the ideas that Ryan explored in “Gender and Public Access,” and that Fraser raised in “Rethinking the Public Sphere.” McKee is interesting for a couple reasons.
First, he begins by looking at women in the 18thcentury, particularly in France. Ryan, remember, began her essay by pointing out that she thinks women in America followed a different path than did women in Europe.
As you read what McKee writes about the “invention” of public and private in 18th century France and its development over time (especially pp. 34-42), think about how it compares with what Ryan had to say about American women in the 19thcentury. How were the experiences of women different in France and America, and how were they similar?
How are the ideas of public and private similar and different? Look particularly at how Ryan and McKee talk about the “invention” of public and private. What do they mean by that?
McKee also talks about women’s health and the women’s health movement of the 1970s as a counter public. Tierney is talking about similar issues and a similar time period, though she doesn’t use the language of the public sphere. You might find it helpful to try to look at Tierney’s essay as documenting the formation of a counter public.
If you look back at Nancy Fraser, “Rethinking the Public Sphere,” she talks about “the late 20th century US feminist subaltern counter public, with its variegated array of journals, bookstores, publishing companies, film and video distribution networks, lecture series, research centers, academic programs, conferences, conventions, festivals, and local meeting places.”
She continues, “In this public sphere, feminist women have in vented new terms for describing social reality, including ‘sexism,’ ‘the double shift,’ ‘sexual harassment,’ ‘marital, date, and acquaintance rape’” (p. 67).
Which of the things that Fraser talks about as part of the feminist counter public does McKee look at? What about Tierney? What about the case of Francine Hughes and the two films about her?
Remember, you can discuss any or all of the questions posed in the module or you can discuss something else that you found interesting in the reading. Discussion posts should be your original ideas that identify important concepts from the readings.
You shouldn’t quote or paraphrase extensively, except to point out what aspect of the articles you are commenting on. Discussion posts should deal with the course reading for each week, and not general observations on the public sphere or material you have read in other classes.
Material quoted from the readings should total no more than 10% of a discussion post and should include an accurate reference to the source (author and page number). Original posts should explore an issue in some depth, so they should be at least 200 words.
You should also reply to at least one post by your colleagues. Replies can be shorter (50-75 words, minimum), but should indicate that you have read and thought about the material and the post to which you are replying. Replies can, of course, be longer if you have more to say to each other.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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