Please read/watch TWO of the following texts: “The Trash Heap Has Spoken,” Carmen Maria Machado (Links to an external site.) “Dinner With The Bishop,” Patricia Lockwood Actions Euphoria, episode 2, “Stuntin’ Like My Daddy” (HBO) (Links to an external site.) BeastStars episode 9 “Into The Lion’s Den” (Netflix) (Links to an external site.) Outlander, season 1, episode 7, “The Wedding” (Netflix) (Links to an external site.) The Incredible Jessica James (Netflix, 2017) (Links to an external site.) Dope (2015) (Links to an external site.) Dude (Netflix, 2018) (Links to an external site.) Lars & The Real Girl (2007) (Links to an external site.) Any episode of Vanderpump Rules (Bravo/Hulu) (Links to an external site.) Hawkeye 011 .pdf Actions NOTE: You may select your own texts for analysis i.e. watch anything on Netflix in which masculinity is an operative force in the narrative, but the texts I’ve chosen above each speak directly to the scholarly texts below Now review at least ONE of the following scholarly texts: Hegemonic_Masculinity-_Rethinking_the_Co.pdf Actions boys-men-practice-guidelines.pdf Actions There Is No Hierarchy of Oppression.pdf Actions Performative Acts and Gender Constitution.pdf Actions Sugar-Coated Discrimination (gender).pdf Actions Analysis of the Female Presence in the Male-Dominated Comic Book.pdf Actions culture – adorno.pdf Actions Theorizing the Bachelorette- “Waves” of Feminist Media Studies.pdf Actions REQ Masculinity as Homophobia.pdf Actions Visual Pleasure (and the Male Gaze).pdf Actions The Matrix of Oppression and Privilege.pdf Actions This Sex Which Is Not One – Luce Irigiray.pdf Actions REQ Patriarchy, the System An It, Not a He, a Them, or an Us.pdf As Women Take Over a Male.docx Actions HostileandBenevolentSexism.pdf Actions Interrupting the Cycle of Oppression REVISED.pdf Actions Just Walk On By A Black Man Ponders His Power to Alter Public Space REVISED (1).pdf Actions Learning Gender.pdf Actions Men and Women Are From Earth Sp2016.pdf Actions Real Men Join the Movement.pdf Actions The Cost of American Privilege.pdf Actions Dismantling Hierarchy, Queering Society.pdf Actions Fear pf Feminism, Why Young Women Get the Willies.pdf Actions Feminist Questions of Christianity.pdf Actions The Cult of Virginity.pdf Actions The Impact of Multiple Marginalization.pdf Actions The Problem When Sexism Just Sounds So Darn Friendly.docx Actions The Transformation of Silence into Language and Action.pdf Actions PART 2 Please compose a 500-word informal essay in which you use the scholarly text as a lens with which to contextualize (compare/contrast with an awareness of medium & context) the framing/function of masculinity/gender in BOTH creative texts you read/watched for this lesson. Your essay should: Focus on developing one cohesive argument about gender/masculinity as it relates to the three texts. That does not mean one paragraph, remember. Constructing an argument means accounting for complexity. Consider only the dimensions of the issue that are relevant to your central point. Feature direct quotes from ALL THREE of the texts about which you are writing, formatted according to MLA in-text citation specs. (Links to an external site.) The challenge here is to make thematic/sociological connections vis-a-vi masculinity as an operative force drawing from different types of sources. In other words, perform a close reading of the creative texts (stories/shows/films) using the scholarly text to support your argument. — Brainstorming Ideas: Identify some feature of the text, some passage, some instance that piques your interest and write about it! Perhaps begin writing a series of precisely targeted questions about the implications, stakes, blindspots, and complications you identify as operative in the text! NO RHETORICAL QUESTIONS! Invite inquiry; don’t strike poses, nor pat your own back for thinking aloud. MORE ON TALKING POINTS! What do you find most interesting about the text? (Note: a text in the academic sense is any work we read and discuss in class–books, movies, comics, Nike Air Force One’s, anything we study is a text) Consider: Which ideas, lines, scenes, characters, details, statistics, SENTENCES rivet your attention? What parts of the text triggered trains of thought? What seems most vital, central, curious, important (to you) about the text? What is the organizing principle of the text? What do you notice about design & movement? Every piece of storytelling has its own form. Start paying attention to the way all pieces are composed (tales between friends, news articles, television shows, poems; not just anything you read or view, but the spectrum of life around you (living and otherwise). Consider ways to describe underlying patterns, recurring themes, persuasive strategies, biases, ignorances, prejudices, manipulations, untruths… For each text we read, you will write a response based upon which passage(s) you have identified as “centers of energy;” those specific places in the text that launch you into your most compelling ideas/observations/associations. Imagine you are introducing the text o your own class! Where do you want to start? Why? Which details & passages will help you articulate your particular interpretation? How might you describe the attitude/character of the writer/text? REMINDER: YOUR ARGUMENT MUST HAVE TEXTUAL EVIDENCE IN THE FORM OF A DIRECT QUOTE FROM THE TEXT, FORMATTED ACCORDING TO MLA CITATION CONVENTIONS. (Links to an external site.) Note the movement macro (your “big” ideas) and micro (your specific examples). Texts become meaningful (and therefore memorable) because they lead you (a specific reader in a specific moment) to passionate insights, keen observations, and startling connections. Find these! Articulate them to yourself. Compose surprising, rich, intriguing, clear, compelling sentences that approach the beauty of the thought in that exquisite moment of apprehension. Fleas and Lice, that’s a lot to ask! ALMOST DONE, I PROMISE! Find ways to make note-taking, highlighting, marginal notes a creative enterprise! Find ways to make the material your own, discover connections between the texts , translating ideas into your own language, one that makes sense to you–this is the first step. Consider how *you* might introduce the work to students, colleagues, friends? Consider how each text informs/complicates/frames/misunderstands the reader MOREOVER, AND MORE IMPORTANTLY: Rather than trying to settle come debate, consider the stakes! What is at stake in a given issue. Also remember that everything is relative and situated in personal experience, so train yourselves to consider and interrogate rather than simple dismiss. What fact, idea, sensory detail, disruption, transition, flex of language most struck you? Where is metaphor really alchemy? How is your understanding of the issue enlarged or illuminated or negated by this text (or a moment in this text)? How does this information contained in each text, the style & method of delivery, affect my experience of the text?
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