Parallel Structure Activity – Alessandra Aguirre, Rachel Ballard, Jacob Woods

Group Work

1. CORRECT
2. We can go dancing in the park or classroom.
3. Jeremy likes to read books that are historic, speculative and realistic.
4. I went to the bar to dance, drink and punch on the rowdy faces. 
5. Buying a car is not a decision to take lightly or to be careless about.
6. CORRECT
7. Sally needs a new stove, dishwasher, and knives for her kitchen. 
8. My first grade teacher taught me how to write, read, and play tic-tac-toe. 
9. She will not admit it or apologize.
10. The whole wheat pasta is better than the enriched wheat pasta.  
11. Literature classes teach students to analyze texts, think critically, and improve their writing. 
12. CORRECT
13. Drunk drivers thoughtlessly take the lives of other people in their own hands, risk their own lives, think only about their own pleasure and fun, and don’t consider the consequences of their actions. 
14. In order to convey the information correctly, the police officer spoke loudly to the crowd, told people where they should stand, repeated the information, and gestured to help people remember. 

Reading Response:

I read Lauren’s response and in the process I saw through her writing that we had very similar experiences with the text. We both had a slightly difficult time full understanding or comprehending the material at first but reached the conclusion that the main purpose was to shoe multi-cultural interaction through a “broken english” frame. We shared similar thought processes which I gathered from her writing and she formulated one of the thoughts I couldn’t communicate in my discussion post which was, “There are many negative connotations about broken English as people could see others as ‘illiterate’ but just because one’s grammar is not fluent does not mean that their points are not understood.” The beauty of Chin’s work was prominent and amazing because despite a slightly different delivery we all reached the same conclusion on the topic and our understanding of it.

Alessandra Aguirre, Celeste Addison, Sathwik Reddy Konatham

The video essay argues that diversity and inclusivity are important but can be done/ implemented poorly. Ultimately we want to include and promote members of all marginalized communities to increase representation throughout all fields, especially something as prevalent as media. The reason diversity in film is not appreciated and in fact is more criticized is because in the process of promoting that person’s marginalized identity you begin to lose the parts of that person that makes them human or more interesting. The entire point of diversity is to put everyone on an equal footing. Just as the essay states, “Iron Man is a movie about a superhero that just happens to be a man.” Representation of diversity in films should be treated the same way.

Clips from movies with female protagonists that are well written as well as clips from movies with poorly written female protagonists are the two dominant visual sources. By showing two examples of movies with female protagonists, one that received immense praise, and one that received immense criticism the author is able to better explain his main points. The examples used were convincing. They aided in his explanation and established clarity when he switched between movies. Movies that focus only on how diversity will be received lose their momentum with the audience.

Alessandra, Amaya, Alec 

1. Drunk drivers are involved in more than 50 percent of traffic deaths.
   1. FACT
2. DNA tests of skin found under the victim’s fingernails suggest that the defendant was responsible for the assault.
   1. FACT
3. A psychologist testified that teenage violence could not be blamed on video games.
   1. FACT
4. The crowds at President Trump’s inauguration were the largest on record.
   1. OPINION
5. “The only thing we have to fear is fear itself.”
   1. OPINION
6. Air bags ought to be removed from vehicles because they can kill young children and small-framed adults. (Based on the activities in Lunsford, p. 63)
   1. OPINION

For my article I chose an argumentative piece from Brookings titled, Women are advancing in the workplace, but women of color still lag behind.” This piece of work supports the progression towards better working conditions and benefits for women of color through use of personal connection to the topic by the author, providing multiple statistics and credible sources, and through the ethos of the author being a woman of color in a position at a respected and accredited university Wingfield covers all of her bases to create a strong and effective argument. Many times when people make an argument for people of color they tend to fall into a loop of bashing white folks and creating enemies. I appreciated and liked that Wingfield was able to address her issue for women of color, also acknowledge the difficulties that white women also face, but ultimately identify that there is a lack of priveledge for women of color and that the difficulties each group faces are very different but share similarites.

Outline:

Intro:

• Discuss the overarching obstacles that are presented to women of color that make careers more difficult as well as contribute to the issue of underrepresentation.
• Introduce different marginalized groups of women and how their experiences differ
  • also the different document pertaining to specific ethnicities’/ races’ experiences

Body:

• Appeal to emotion:
  • authors of different works are all women of color so they speak from a deeper and unfortunately better understanding
• Logos/ Evidence:
  • all of the various sources heavily support their arguments with evidence from credible sources
  • statistics, numbers, logical comparison to the male career experience 
• Credibility
  • authors are women of color
  • hold positions of importance at respective institutions that are producing their works

I read Lauren’s post and found that we share similar experiences as far as a disconnect between language and culture within our own family settings. Lauren said that one of her relatives said, “they won’t understand us they’re American” which caused me to reflect on the experiences I’ve had with my own family members. In fact, I have never felt more judged for not knowing Spanish or for being a Latina born in America than when I’m around my family members. It is funny how those closest to you and the people you should feel the safest around are the ones who can make you feel the most alienated as well. Similar to Lauren with Filipino, I do not speak Spanish but I too have come to realize it isn’t about what I am not or what I don’t have. Instead, it is about how my differences contribute to the conversation and my completely unique perspective of my cultural heritage.

In the academic journal Chicana/ Latina Studies Vol.5, No. 2, published by Mujeres Activas en Letras y Cambio Social (MALCS), Ellie D. Hernández analyzes the intersectionality between Latinas and Feminism in her article titled, “THE FUTURE PERFECT: Chicana Feminist Critical Analysis in the Twenty-first Century.” Hernández explores the relations between Chicana activists and how they are deconstructing the systems put in places that keep them and other women of color from succeeding. “Only in recent years has Chicana feminist analysis found a new direction that advances a set of political goals.” (Hernández, 2006, p.60) These Mexican American women are seeing the potential for political and societal change at their own hands and are moving forward as they identify and heal from the oppression and obstacles that have been bestowed upon them in their respective settings. 

References: 

Hernandez, E.D. (2006) The future perfect: Chicana feminist critical analysis in the twenty-first century. Chicana/Latina Studies, 5(2), 60-91. https://www.jstor.org/stable/23014482

Alessandra Aguirre, Jennifer Danielson, Sathwik Reddy Konatham 

1. The lives of International Students are complicated and overwhelming due to the strong identity of college life in the U.S. In “What Do International Students Think and Feel? Adapting to U.S. College Life and Culture” the author uses the University of Michigan Press newspaper as a way to help and share with students the resources available to them (Gebhard, 2010, pg. 23).

Reference list:

1. N/A

1. Mack, T. (May 1997) Culture shock. Forbes. pp. 188-90

1. Janice C. Simpson’s (May 8, 2006) Chronicler of Culture Shock,” Time, p. 156. Obtained online from the Academic Search Premier database on Feb. 9, 2007.
2. Wright, R. (March 2005), Going to Teach in Prisons: Culture Shock, Journal of Correctional        Education, 56 (1), 19-38.

APA 7th:

• always leaves space at the top of the paper
• APA shows information regarding the author, the class, and the date all in the middle of the first page underneath one another
• encourages to not cite work in the abstract
• citations in the same parenthetical go alphabetically
• only add in location of citation when it is an exact quote and not when paraphrasing
• et al used after first listed author’s name when there are more than three
• levels of headings all have very different rules (flushed to the left, bolded, italicized)
• Same: when using multiple quotes in one line you list the location immediately after the quote
• “references”
• DOI= URL
• at least 20 authors
• abstract is the only indented paragraph

MLA:

• also list similar information in the beginning just different positioning
• alphabetical listing of authors name was similar
• “works cited”
• small additional citation section
• indent every paragraph