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Is Hillary Clinton a Feminist?

Writing Project 4 (WP4): Argumentative Essay Requirement Length: 7-8 pages SLOs: 1. Demonstrate rhetorical awareness of audience through different genre-based assignments 2. Read texts in a variety of disciplines and genres, using critical reading strategies 3. Draw connections at the level of ideas across multiple texts. 4. Defend a position in relation to the range of ideas surrounding a topic. 5. Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback, from initial draft to final revision. 6. Demonstrate sentence-level correctness. Important Dates: • Wed 11/2: Peer review of informal proposal of your argument (1-2 pages) • Wed 11/9: First draft (required for passing grade) • Mon 11/21: Final Draft (required for passing grade) Readings: • Sandberg/“Lean In: What Would You Do If You Weren’t Afraid?” (p 642-658) (BB) (required in essay) • hooks/“Dig Deep: Beyond Lean In” (p 659-674) (BB) (required in essay) • Michelle Goldberg/“The Hillary Haters” (Slate.com): http://www.slate.com/articles/news_and_politics/cover_story/2016/07/the_people_who_hate_hillary_clinton_the_most.html • Traister/“Hillary Clinton vs. Herself” (New York Magazine): http://nymag.com/daily/intelligencer/2016/05/hillary-clinton-candidacy.html • Baumgardner & Richards/“A Day Without Feminism” (BB) • Lorde/“Age, Race, Class & Sex: Women Defining Difference” (BB) • McIntosh/ “White Privilege: Unpacking the Invisible Napsack”: https://www.pcc.edu/resources/illumination/documents/white-privilege-essay-mcintosh.pdf • Michael Omi & Howard Winant Racial Formation in the United States 3e, Chapter 8 (211-245) (BB) • Monbiot/ “Neoliberalism: The Ideology at the Root of All Our Problems” (The Guardian): https://www.theguardian.com/books/2016/apr/15/neoliberalism-ideology-problem-george-monbiot • “Neoliberalism” (Encyclopedia Britannica): https://www.britannica.com/topic/neoliberalism Writing Resources: • TSIS, Chapters 3, 4, 5, 7 • WT/”Chapter 16: Organizing and Drafting”. (WT 3e, Pearson 2016). Pages 329-341. (BB) • Chapter 20: Developing Paragraphs and Sections (WT, p 382-389) (BB) Situation: Developing and defending persuasive written arguments and situating yourself in a conversation (academic or otherwise) is an essential component of the First Year Writing Program. It is in fact the organizing philosophy of FYWP, based in part on pedagogical innovations to theory of teaching college writing by authors such as Gerald Graff and Cathy Birkenstein (the authors of our text book for the class). Argumentation uses skills like summary, rhetorical analysis, synthesis, and is a competency that can be used across academic disciplines and across industries in the workplace. For our topic we want you to situate yourself in a conversation close to the heart of the matter of the 2016 U.S. Presidential Election, namely “Is Hillary Clinton a feminist?” and “What is feminism?” Task: In an essay of 7-8 pages, argue a central claim/thesis statement that you support with background information, reasoning, and evidence. Specifically, define and defend a definition of “feminism,” using as touchstones essays we’ve read by Sheryl Sandberg and bell hooks. Using this definition, argue whether Hillary Clinton fulfils this definition of feminism. You will want to consider whether determining whether Hillary Clinton being a feminist is important for her work as a politician, leader, and role model for women (and men). You will need to use at least four of the above readings to define and defend the argument you are making. Writing an argumentative essay is a multi-step process that includes the following steps (roughly in this order, while keeping in mind that you will be revisiting, revising, and refining these throughout the writing process): • Skim through the readings to get a sense of what is at stake in the conversation. • Produce initial drafts that helps situate yourself within the conversation (pre-thesis statement/central claim). • Develop a thesis statement/central claim that you wish to argue. • Find evidence for your thesis statement. • Incorporate evidence into reasoned arguments supporting your thesis statement/central claim. You may wish to introduce (and refute) counterarguments to your main argument. • Read (and reread) relevant readings we have done throughout the semester to find information about what you are arguing. • Read (and reread) our textbook They Say/I Say, and other relevant readings concerning the process of writing/editing/revising, to guide your through the writing process. A Successful WP will: • Include a brief and identifiable thesis/central claim that points the reader to the central concerns of your analysis. This will be a new and original central claim generated by synthesizing the concerns raised by the texts we’ve read. • Form a clear argument while engaging with the key issues/concerns the texts. • Illustrate an understanding of the central claims in each of the readings by including accurate and focused summaries of those readings. • Have an argument that is understandable to someone who has not read the literature you have drawn from. • Contain no plagiarism. • Adhere to MLA style (including all formatting) and including a Works Cited Page. • Be well-organized and free of grammatical errors. • Be written in Times New Roman, 12 point font, double spaced.
Writing Project 4 (WP4): Argumentative Essay Requirement Length: 7-8 pages SLOs: 1. Demonstrate rhetorical awareness of audience through different genre-based assignments 2. Read texts in a variety of disciplines and genres, using critical reading strategies 3. Draw connections at the level of ideas across multiple texts. 4.
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Assignment ID
56253
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CREATED ON
October 31, 2016
COMPLETED ON
November 1, 2016
Price
$30
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