Social Roles that Are Considered to Be Suitable Based on Gender Paper In this unit, we will be discussing ideas about the social roles that are considered

Social Roles that Are Considered to Be Suitable Based on Gender Paper In this unit, we will be discussing ideas about the social roles that are considered to be suitable based upon one’s gender, and we will explore the assumptions upon which these ideas are based.

The reading assignments below will each provide a slightly different perspective on the topic of gender stereotypes. As you read, pay attention to what each writer’s main argument is and how it relates to the other writers’ arguments. Since the texts that we’re reading are online and you may not want to (or be able to) print out all of the readings, the next page, entitled How to Create a Reading Journal, will show you how to record your responses as you read.

Reeves and Sawhill, “Men’s Lib!” (Links to an external site.)

Soh, “The Futility of Gender-Neutral Parenting” (Links to an external site.)

Slaughter, “A Toxic Work World” (Links to an external site.)

Orth, “How Diversity Messaging Can Undermine Women in the Workplace” (Links to an external site.)

In addition to readings about the topic that we’re exploring in this unit, you will be reading pieces that provide perspectives on reading and writing.

In order to think critically about the assigned readings, it is important to read actively, with a pen or pencil in your hand. Keeping a reading journal will help you to work on your comprehension and analysis of each assigned reading.

Divide your notebook pages into two columns:

Evidence Interpretation

(I read, I noticed…) (I think that, I realize, I wonder if…)

As you read each of the four assigned essays, take notes in your evidence column regarding what stands out to you as your read—specific lines, phrases, words, stylistic devices, assumptions, etc. (even if you’re not immediately sure why each detail may be important). Then, interpret what you notice in your interpretation column. By “interpret,” I mean: tell us why the example you recorded in your evidence column strikes you. What idea or question does it raise? What impression does it create?

Here is a brief video that will give you a visual of how to create your reading journal:

Now that you have learned a strategy for journaling on the texts that you read, as well as a strategy for keeping track of the author’s key concepts, the next step is summarizing what you have read.

A summary is a brief 4-5 sentence paragraph in which you capture the author’s main argument. I recommend that you begin by taking a look at your list of key words for a text and then try to use those key words in your summary. Ask yourself: what is the author’s main argument about those concepts? Then try to summarize the argument in 4-5 sentences.

A typical way to begin a summary is with the author’s first and last name and with the title of the piece. If the piece is an article, you would want to make sure that (in accordance with MLA style), you include the article title in quotation marks (not italics).

As you have seen, this week’s lectures have taken you through a series of steps that will assist you in comprehending what you read. It is only once we have figured out what an author is arguing that we can begin to engage in critical thinking and respond.

reading journal–> identifying key words–> summarizing–>responding

As your reading in They Say, I Say taught you, there are 3 main was of responding in academic writing:

–agree

–disagree

–agree and disagree (in which you agree with part but not all of a writer’s argument)

With these ways of responding in mind, we’re going to bring together all that you have learned this week

Choose one key quotation from each of the four essays that you read that you feel is important, quotations that capture what the main idea of the piece is. We’ll call these quotations “Golden Lines,” or lines that are extremely valuable. Then, go through the following steps:

Type the quotation (golden line)
Directly underneath the quotation, summarize what the author is saying in the quotation. In each summary, use one of the verbs on p. 39 of They Say, I Say under the heading VERBS FOR MAKING A CLAIM. Try to use a different verb for each summary. For example:

Soh emphasizes that…

Explain how the idea in the quotation is important to the overall meaning of the reading.
Respond to the idea of the quotation. Do you agree? Disagree? Why? What would you add? See Chapter four of They Say, I Say for templates for disagreeing (p. 60), agreeing (p. 62), and agreeing AND disagreeing simultaneously (pp. 64-66). Use these templates from They Say, I Say to help you structure your sentences.

Your initial post should respond to all four questions below and should be around 300 words. In your response, be sure to include reference to specific moments, language, and details from the reading. In other words, be sure to include specific textual evidence.

1. Share the golden line that you selected from one of the readings this week. Be sure to tell us which article and author you’re referring to, keeping in mind that article titles belong in quotation marks. After including the quotation, you should:

Summarize what the author is saying in the quotation.
Explain how the idea in the quotation is important to the overall meaning of the reading.
Respond to the idea of the quotation. Do you agree? Disagree? Why? What would you add?

-2.

Complete a reading journal entry for all four assigned essays following the instructions in the Reading Journal Lecture. Upload a picture of your journal pages for one of the articles. You should choose the journal entry you are most proud of. If for some reason it is easier for you, rather than taking a picture you could type your insights and upload the file. I would expect around 10 details per poem in your evidence column. In your interpretation column, explain why the details you chose are important and what you’re starting to wonder and realize. It’s ok to ask yourself questions in your journal. But you want to also make statements