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
Paper 2: Short Critical “Cultural Artifacts” Paper & Remix Presentation
Due Date: Oct. 1 (for Peer Response over class zoom or discussion board post – we’ll
discuss it)
Final Copy:
Oct 13, 2020 to D2L Essay 2 Artifacts Submissions Folder by 11:30 PM EST
2 things to Produce:
- A 2 Page Analytical Paper (it can be a little shorter, say 1 ½ pages) analyzing the Artifacts from the Mutter Museum Online Exhibits About Freaks, Abnormality, Medicine, etc. As this is more of an Analytical Paper, please use Third Person (they, etc.) NO “I” “We” “You” in the paper except in the last reflective paragraph at the end, when you reflect on the creating of your presentation.
- A Powerpoint, Prezi, or Video (your choice) presenting your artifacts to the rest of us. This “Remix” presentation rubric is the last page of this document.
- NOTE: You may choose your own artifacts or images—say ads on smoking over the decades, or pill ads over the decades to make your paper and presentation about, as long as they are medically-related. In the summer, when I teach this assignment over compressed weeks, Mutter is easier, but you may choose your own artifacts and thesis here.
- Given remote teaching, I envision posting your PPTs and Videos to the discussion boards asynchronously. (We can talk about it later).
Mutter Museum Online Exhibits are here: http://muttermuseum.org/exhibitions/online-
(the ones that have much content are the ones that say “To Launch this exhibit, click here.” The other exhibits have photos you can also use those, particularly the Memento Mutter one if you click on “Learn More About this Exhibit”)
You can read up on who Dr. Mutter was, at the website, & in a review of this biography.
I’ve posted a book review of his biography from NPR, as NPR is not accessible in China
.
Assignment Background: Our study of critical discourse reveals to us that considering familiar things in new ways enhances our understandings of the artifacts that inform our everyday lives. In this paper you will have the opportunity to analyze artifacts to shed new light on the meanings of those artifacts. Remember as you select your artifact(s) that your goal is to practice using critical analysis and critical writing to generate new knowledge about those artifacts. Basically, how to we attach or create social and cultural meanings to objects and images.
Context: Daily, people are confronted with various images, discourses, points of view, etc. Clearly, social consciousness requires us to do more than merely identify with these things. To make decisions about where we stand on political, ethical, commercial, etc. interests, we must use our critical abilities to analyze the artifacts that create and inform our realities.
In this paper, your job is to select a set of cultural artifacts that share a common theme and use the critical concepts we have studied (in readings too) (Normalcy, Beauty, Enfreakment, Race, Gender, Social Constructionism, Etc.) to discern what those artifacts mean and how they mean what they mean. Again, how do we attach or create social and cultural meanings to objects and images?
In terms of abnormal “Freak” or Medicialized bodies /illness/normalcy, much of American history of freak shows and tension and medical ads lie in cultural artifacts — in ads, figurines/dolls, the circus, in political cartoons. Much of freak imagery or medicine has been appropriated as well, perpetuating certain ideas and stereotypes in American culture (think the Theraflu commercial where he’s a “freak” when he’s ill then turns “normal”, or the Incredible Hulk, the Indian images found on Cleveland Indians gear, the Washington Redskins, as “savages” and so forth. In terms of tattoos or piercings, one might think about fashion, when everyone started getting Asian calligraphy tattoos, for instance. did this make the artifacts lose their cultural significance?).
For this assignment, please select at least TWO (2) images from Any of the Online exhibits
to analyze.
Please note: You may use quotes and moments from the course readings and films to support
your findings about the artifacts. This includes Ethnic Notions. You may also do some outside
some outside research on your own, about the images you choose —news articles, magazines,
blogs, anything but Wikipedia. I like Ethnic Notions as an example because you have professors
talking about the cultural significance of the artifacts, talking about how people make
assumptions based on the artifacts. It models the kind of analytical thinking we want you to do.
A page on analyzing visual rhetoric:
http://writingcommons.org/open-text/information-literacy/visual-literacy/breaking-down-an-
image/399-breaking-down-an-image
YOU MAY NOT USE WIKIPEDIA OR DICTIONARY.COM AS SOURCES. I DON’T EVEN WANT TO SEE IT ON YOUR WORKS CITED PAGE!
The paper must include:
- A thesis, a.k.a. main focus point: A thesis for me means stating not just what you intend to “prove,” but how you intend to prove your argument. This doesn’t mean every specific example/detail you are going to use in your analysis; rather your thesis should include key words/concepts that provide a kind of “road map” for how to follow your analysis. Every strong argumentative analytical essay contains three essential components:
- What are you going to “prove” (the argument)
- How you are going to prove it (the method)
- What is the point of reading — what is the significance of your argument? (Yes, the people in “Eye of the Beholder” are trapped within certain conventions of gender/beauty, so what? What are we supposed to learn from this?)
- 2 pages in length (10 or 12 pt. font w/1” minimum margins).
- Follow MLA format. See Purdue OWL website. Please put Works Cited on a separate page.
A Word about your findings: You ought to be able to say something here beyond “stereotypes are bad” or ”these images are abnormal” as your conclusion. These are things we already know. The point here, in thinking about meaning, is to say what ideas or images are perpetuated via these artifacts; how do these artifacts influence how we think about and see Freaks/Outsiders, past and present, not simply that they are about abnormal bodies!
Analytical Papers
Everyone must turn in their own individual paper
Papers should be two pages in length, and should be an argument addressing the following:
About the Artifacts:
- Why changes or issues did you notice about issues of race/class/gender/sexuality, disability re: Freaks/Outsiders/Abnormal Bodies and/or Beauty/Ugliness? What did you personally learn from doing so about issues of race/class/gender etc.
- Given that much of this is historical, do you see links to how we think about these ideas in the present day, for example how and who do we now “Body shame?”
(In the last paragraph, please address your presentations in answering these questions.
You may use First Person (I, We, You) in this last paragraph only.
About the Remix Presentations (see next page):
- Thinking about presentation and the audience, did you learn anything about incorporating a visual aid and if it impacted how you had to think about how to explain an aspect of the presentation or project?
- Given that you also had to think about what an audience will “see” what did you learn about designing pages/slides/film shots?
Multi-modal Literacy Assignment, a.k.a. the Remix assignment
Recasting Freaks and Outsiders
Due Dates: Tues. Oct. 13 (D2L by 11:30 PM)
PowerPoint 4 or 5 slides minimum, or Prezi, or a short 2-3 minute video—your choice as to what works for you; the outcome can, but does not need to have voice audio from you—people who make videos here find this easy and logical to do, so I’m giving it to you as an option.
Posted to D2L (There’s an Artifacts Presentations folder under the “Assignments” module; we’ll discuss zoom possibilities)
The purpose of the Multi-modal literacy assignment is to work with your writing in another “mode” and to think about the different ways that writing can have an effect on an
audience. Also, in the global society and economy in which we find ourselves now, many of you will have to work with writing in different ways in the workplace, and many of you already do. For example, most of you know that what and how you write when you text someone or on a Facebook wall is fundamentally different from what you write and how you present yourself in a cover letter for a job application. Likewise, if you were to take a paper that you have written and have to “covert” it to a Powerpoint presentation, most of you would not simply cut and paste text verbatim, but you would condense your writing into bullet points for each slide and then talk about them. For this assignment, we will work particularly on thinking about skills of delivery or presentation, and on thinking about audience.
This assignment is combined with the Artifacts paper to present essentially what your artifacts are and what your argument about them in your written essay is to the rest of us.
(I’ll be grading on how you use the technology – the combination of texts and images, possible voice over stuff). Don’t just Cut/Paste Images without explaining them. Scan in your artifacts/images or link to them.
- One thing not to do: do not re-work our Personal Literacy (Essay 1) essay. I realize that some classes do this as a remix option; however, given that some of you revealed things about yourselves that you may not want to be public knowledge, I am not allowing that as a remix option.
What Kinds of Things to Produce:
Either:
- a short video
- a PowerPoint presentation beyond just text or Prezi
Here’s an image/artifact. What issues does it raise about gender, the relationships between men and women? (Disney Princesses are complaining about their husbands)
Note: I am grading the presentation or video on content, incorporation of images, and textual explanations and such. Any “effects” (Starwipes. Fisheye transitions in the PPT, and so on will not play a huge factor in my assessment). Though I, the department, and university want you to be adept at technology, certainly, and to understand its affordances and constraints, substance still counts over “glitz.”
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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