...strong defender to this view is McElroy, who reflects this in her writing of “XXX: A Woman’s Right to Pornography”. Opponents of McElroy’s view raise moral concerns, arguing that the First Amendment does not protect expression that corrupts people's behaviour, therefore defending the suppression of pornography because it perpetuates gender stereotypes, as women are reduced to nothing more than sex objects which promotes violence against women and that men are viewed as “naturally” oppressive and violent and they are ruled by their sexual natures. Opponents also believe that even if pornography is viewed as speech it should be treated as a low value form of speech that is not entitled to First Amendment protection. According to the Radical feminist view, men are socialized to have sexual desires and to feel entitled to have those desires met, whereas women are socialized to meet those desires and to internalize accepted definitions of femininity and sexual objectification. As men cling to the masculine idea that their sexuality is an absolute expression of their need and dominance, they prevent women from effecting new attitudes, self-realizations, and behaviours. Radical...
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...Intersectionality within feminist discourse has always been important to discussions of inequality and working towards solutions. Intersectionality is the way in which different identities, and therefore discriminatory systems, are intertwined and cannot be disconnected from each other. This is why it is so important to use intersectionality when employing the feminist perspective. From our class readings, most of the authors use many examples of intersectionality in their analyses. The books Lucky and Conquest, as well as the excerpt from Half the Sky, all include these examples. The author of Lucky makes very careful descriptive choices in her novel that utilize intersectionality. In the section “Prohibition and Prostitution” from Half the Sky, the authors devote their writing to another form of...
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...Compare the way in which both writers use satire as a device to continue the accepted female roles in their respective society Margaret Atwood and Mary shelly use satire as a device to criticise the accepted roles of women in their respective societies. Shelly magnifies the popular ‘angel of the house figure’ in order to critique the expectation that women must remain pious and devoted to their male counterparts more over this male dominated Chinese box narrative is reflective of Shelley’s attempt to distance female voices in order to highlight the powerful patriarchal society in which Shelley herself and other females were subjected to in the 1800s. Oppositely Attwood uses Offred as a mouth piece to denounce the unrealistic ideals that women faced in the previous 1980s American society but her conformity to the totalitarian regime allows Attwood to effectively condemn the new gender roles which have been assigned to the women. Conceivably women with in the 1980s enjoyed liberation added by the gains of the second wave feminist movement contrastingly the 1800s confined women to a domestic bubble where her only role was to fulfil their maternal duties. The 60s and 70s encapsulate the removal of conservative views and the emergence into a new age where women governed their own lives and experienced a sense of autarchy never seen previously. Attwood thus uses the hand maid’s tale to reassert the thoughts of whether the freedom is experienced is sustainable or rather an illusion...
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...validity of women. Most advocates of Feminism have become Feminist critics. Feminist critics are more “concerned with the ways in which literature [, or roles in society,] reinforce or undermine the economic, political, social, and psychological oppression of women” (The OWL at Purdue 2010). Feminist critics call their practice, reading through “Feminist Lens”, which is the idea of reading literature and “striving to expose the explicit and implicit misogyny in male writing about women” (Richter 2016). The Feminist lens are feminist critics way to expose the negative perceptions of women that is expressed by...
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...Critically evaluate the strengths and weaknesses of feminist standpoint theory. Feminist standpoint theory is a theory which argues that the social science which is feminism should be practiced from the standpoint of women, or from particular groups of women, as some believe that women are better equipped to understand and comprehend certain aspects of society and the world. A feminisms standpoint epistemology proposes that it makes women’s experiences the main point of thinking, rather than it being a man’s. Nancy Hartsock is a female philosopher and is widely known for her work in feminist epistemology and standpoint theory, particularly her Feminist Standpoint essays. Hartsock came up with the theory that standpoint feminism is founded in Marxist ideology. She argued that feminist standpoint could be developed from Marx’s understanding of experience, and could be used to criticise patriarchal theories. She also adds how a standpoint view of feminism is essential when examining the systematic oppressions in a society in which standpoint feminists claim devalues and disregards women’s knowledge. Standpoint feminism draws on the idea that because women in all different types of societies all have significantly different lives and roles to those than men have, they believe that because of this, women hold a different type of knowledge. As women are a subordinated group, it allows them to see and understand the world different and in ways that differ completely and challenge...
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...Feminist Movement Firstly, we would like to talk about the causes and the beginning of feminist movement. the About two centuries ago, human society has many changes and movements; the occurrence of human right and its acceptability, the attention of the importance of democracy, the change of production to industry, instead of agriculture, and the advance of technology. These changes and movements cause some women getting the chance of education as same as almost men, and make women working outdoor instead of doing household work. These phenomena cause people questioning about the original belief that proposes women are inferior to men, and the difference between men and women is natural matter which is unchangeable. People tried to find the reason why this belief occurred and has still endured for a long time. In addition, there is a social movement which tried to change this belief, including the condition of the inequality between men and women. This social movement is called feminism. This social phenomenon began, in 19th century, in the western side of the world, because women didn’t accept the original culture, their role in society, the inequality of gender, and the oppression of men. However, this contradiction in terms of gender has been argued up to the beginning of 20th century. Feminism has rapidly grown since the last forty years of 20th century. People become awakened to study about women in several measurements, especially in the study of the relationship...
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...Multiple Critical Perspectives ™ Teaching J.D. Salinger's The Catcher in the Rye from Multiple Critical Perspectives by Stephanie Polukis ™ Multiple Critical Perspectives The Catcher in the Rye General Introduction to the Work Introduction to The Catcher in the Rye S ince The CaTCher in The rye was published in 1951, the book has received mixed reviews. While sev- eral critics commend Salinger’s thorough development of the narrator, the realistic use of vernacular in the narration, and the accurate portrayal of post-World War II teenage life, others feel that the novel is perverse and immoral. In fact, The Catcher in the Rye was on the public school’s banned book list for its use of profane language, depiction of underage drinking, and sexual allusions. However, regardless of the challenges to the novel, the book was a New York Times Bestseller for thirty weeks, and remains popular in the twenty-first century. While the novel in its present form is roughly 214 pages long, the story evolved from short stories published by J.D. Salinger in the 1940s. “I’m Crazy,” published by Collier’s magazine in 1945, developed into the conversation with Mr. Spencer in Chapter 2 and Holden’s visit to Phoebe in Chapters 22 and 23. While the story features Holden, the Spencers, and Phoebe, it also includes Jeanette—the housekeeper— and Viola—Holden’s youngest sister, who have both been omitted from the novel. Salinger’s “Slight Rebellion Off Madison...
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...Future of Feminism.” by Jessica Valenti Slut. This attention-grabbing noun is used throughout the world in the continuing feminist protest that has started since May 2011: Slutwalks. It all began when Michael Sanguinetti, a Toronto police constable, made a statement on how women should not “dress like sluts” in order to be safe from being sexually assaulted at a safety forum in Osgoode Hall Law School on January 24th 2011. His words infuriated many, and Sonya Barnett and Heather Jarvis, Co-founders of Slutwalk Toronto, decided to take action to disaffirm the victim-blaming claim. Originally expected to be a small-scale protest, Slutwalk drew attention and became a worldwide phenomenon, which also triggered both positive and negative responses; Jessica Valenti, Gail Dines, Wendy J Murphy and Keli Goff all published articles to express their opinions. Valenti supported Slutwalk in her essay, “Slutwalks and the Future of Feminism,” whereas Dines and Murphy’s “SlutWalk is not sexual liberation” and Goff ‘s “Dear feminists, Will You Also Be Marching In N***erwalk? Because I Won’t.” opposed it. These writers are all famous feminists; Dines is a seasoned professor and author, while Valenti and Goff are new feminist bloggers who are described as “the pioneer in bringing feminist action online” and “a breath of fresh air,” respectively. Although all of these writers had clear stances, Jessica Valenti gives the most objective and convincing argument about Slutwalk, providing factual and...
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...BIOGRAPHY Virginia Woolf, an English author, feminist, essayist and critic, was born on January 25th, 1882 to Sir Leslie Stephen, the editor of Dictionary of National Biography, and Madam Julia Prinsep Stephen, a nurse who published a book on nursing. Virginia’s maiden name was Adeline Virginia Woolf. She grew up in an atmosphere conducive to her future career as a writer since her father, Leslie Stephen, was a respected and well-known intellectual and writer. Although she was not sent to a university as her brothers, she was able to educate herself thoroughly by delving into the volumes of her father's vast library. Woolf grew up during a period of intense feminist activity in London and was an active member of various women's organizations. By the time she came into her own as a writer, significant advances had been made in women's rights. By 1918, a limited franchise had been granted to women in England. During the interwar period, Woolf was a significant figure in London literary society and a member of the Bloomsbury Group. Her mother’s sudden death in 1885 and that of Stella, her sister whom she looked up to as a mother were the catalysts for Virginia’s mental breakdown. Modern scholars have suggested that her mental breakdown and subsequent recurring depression were as a result of the sexual abuse which she and her sister Vanessa were subjected to by their half brothers, George and Gerald Duckworth. Virginia married Leonard Woolf, a journalist, in 1912 and they collaborated...
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...“Third World” and African women in the Western Discourse: The notion of “global sisterhood” [1] implies that all women all over the world share the same problems, oppressions and priorities. “First World” women’s writing on women from the “Third World” has enriched the quality and quantity of the literature in Gender Studies. They have opened new epistemological horizons led mainly by “Third world” writers. One of the main critiques of the dominant discourse, which mainly has been produced by western, white and middle class scholars is it’s not just for the sake of feminism, epistemology and humanism concerns, nevertheless, it was to elaborate on the differences among the “us” – a superior western culture – and “them”, the backward and primitive culture of the “Third World” countries (Walley, C.J 1997:409). This discourse introduces women of the “Third World” as consistent group within context, apart from their class and ethnicity. The consequence of such understanding of “Third World” women within the western discourse is characterising these women as “subjects” or “phenomena” out of the economic, legal, social, and religious and kinship structures of their communities, (Chandra Talpade, Mohanty. 1988: 78 – 80). Furthermore, “Third world women” have been presented based on their gender therefore secondary to men, and as being from the “Third World” and therefore secondary to the first world, thus they were considered ignorant, poor, domestic, victimized and tradition-bound...
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...Writing for me was never a struggle, I was just lazy. I learned to write better when I started college. I would practice writing more because I had to. My writing improved and I desired to write more. When a student doesn’t want to write because they feel they can’t, you can’t expect them to try. Writing is hard and messy; it takes will and caring enough to want to write. It’s that more interesting, stimulating and fun when you write about something that captures your interest to get students motivated to write. I’ll start with one good old fashion method, “motivation.” Motivation plays an essential role in developing good writing skills. Teachers want to be able to present students with the materials and tools they need to gain their interest. It’s also important for them to have access to everything they need at their fingertips. What I also think would make a student’s successful at writing is to implement writing workshops daily, into their everyday curriculum. Routines and rituals are set-up for the workshops. This gives them something to look forward too. It’s a way to work out the things that they struggle with, like not getting enough writing or expectations of how much they should write about. They need to grow on those things, motivate them to focus and brainstorm on ideas and get those ideas down on paper. Motivate them to share and reflect on what they write about. Every day, during the beginning of the class, they start with an expectation for the activity, they...
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...In the past 5 years, I have been using my opportunities for writing in my work environment. I work in a Mini Medical Health insurance company where I have to communicate with not only my co-workers but the clients. A lot of my writing is done through emails and billing. I also write letters to our patients who are also members, notifying them of any problems regarding their insurance. Another form of writing I do through out the week is discussion questions for my English class and my Math class. The discussion questions are usually about what we learned that week. One example of the discussion questions would be, “How would I improve in my writing”? Another example would be, “How does mathematics affect our lives?” Also, I would respond to one of my classmate’s answer and give them my feedback on what they wrote. I know that writing is used a lot in the business world and that I need to improve in it because I am not very good at writing. It is hard for me to come up with ideas and conclusions. Writing also sometimes is confusing for me when it comes to using certain words in writing. An example would be remembering when to use the words” there” and “their”. One is talking about a place and the other about a group of people, but sometimes I use it incorrectly in my writing. What I would do in that situation is look it up in a dictionary to make sure I use the correct word in the sentence. There was once a time when I wrote an email to my boss and I did not proof...
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...understand | استنتج | 5 | explicit | specific | صريح | 6 | frequently | Much , a lot | كثيرا | 7 | illustration | clarification, explanation | توضيح | 8 | critique | criticism | نقد | 9 | generalization | popularization | تعميم | 10 | desirable | eligible | مرغوب فيه | 11 | authors | writer, bookkeeper, prosaist | الكتاب | 12 | assignment | task, mission, job | مهمة | 13 | argue | dispute, debate, quarrel, | تجادل | 14 | proposition | suggestion, motion, | اقتراح | 15 | mass | Collective, memorial prayer | كتلة | 16 | perception | understanding, grasp | الإدراك | 17 | influenced | affected | متأثر | 18 | apparent | visible, obvious, manifest | واضح | 19 | theoretical | abstract, notional | نظري | 20 | approaches | oncoming, access | المناهج | 21 | argument | excuse, pretext, | حجة | 22 | coherent | solid, concrete | متماسك | 23 | demonstrate | explain, expound, | شرح | 24 | | | | 25 | | | | 26 | | | | 27 | | | | The Explanatory Synthesis The purpose of this handout is to describe briefly the purpose of the explanatory synthesis essay and to provide you with some writing suggestions. In the explanatory synthesis, writers divide a subject into its component parts and present them to the reader in a clear and orderly fashion. You will present the facts objectively, without judgment. Your purpose is to use your sources to inform your readers. In developing a thesis for your explanatory synthesis, base your thesis on...
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...Experiences as a writer My experience as a writer is very limted. As a mechanic and seeing that this is my first time attending college I do not have much experience. The only time have to dedicate to writing is when I’m off from work. I am usually writing about my feelings for my loved ones in a journal. When at work I am required to write reports on the equipment and the functions of the machines. At school I am allowed to expand my knowledge for writing. My feelings towards writing are mixed. On one hand I enjoy writing but, because of my lack of knowledge and my busy schedule I do not have time to fully dedicated myself to it. To me in order to write u have to have a feeling towards it, and truly understand what you are doing. I believe that you cannot simply jump into writing it has to be learned over time and practice in order to become a good writer. My experience from writing comes from my journal entries that I try to write in every day. I believe that is going to help me become more adjusted to writing in a class room. My bad experiences with writing come from when I was in high school. I was not a very good writer and it showed in my grades. I do believe it’s because of I lacked the passion to write. So that taught me that whenever I pick a topic to write about it has to be sometime that I could relate to as closely as...
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...Imagine reading a poorly written review of a movie that you would like to see this weekend. You cannot follow the characters, action, or conflict because the author of the review rambles on and on. Without clear paragraphs, this review will likely lose your interest, and you may skip the movie altogether! When you are the writer, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Effective writers use a single paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable, and distinct units. Each paragraph focuses on only one main idea and presents coherent sentences to support that single point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. Each paragraph is shaped by Purpose: the reason why the writer composes the paragraph. < Tone: the attitude the writer conveys about the paragraph’s subject. < Audience: the individual or group whom the writer intends to address. < Content: the written material in the paragraph. < 174 WRITING FOR SUCCESS To create longer assignments and to discuss more than one point, writers group together paragraphs and link them together with transitions. The assignment’s purpose, audience, and tone dictate the content, which determines what paragraphs cover and how each will support a main point. The main point of the paragraph is the message you want to share with the...
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