Chapters Fifteen and Sixteen

Chapter Fifteen is all about effectively using a source within a paper. It goes over important key concepts such as how to introduce a source, how to incorporate it into the paragraph, how to use it to create a point within an argument, and how to properly document it within the paper to achieve both credibility and an avoidance of plagiarism.

This is important because we all want our paper to flow and make sense. By learning how to introduce and incorporate sources within our paper will help with the fluidity of our paper. This chapter also shows how to properly cite a source to make a point without claiming the work or idea as our own inadvertently. Putting the two into practice and we are one step closer to a college grade paper.

Chapter Sixteen is all about how to make our paper our own. This chapter gives us tips on how to give our paper personality that makes a point and statement as well. It goes over changing sentence structure, carefully used diction, the benefits of reading a wide variety of books, as well as inserting ourselves into the paper while keeping it consistent and on point of topical.

This is important to any paper because if it is boring and stiff, no one will hardly be able to get through it. By adding ourselves and some personality into the paper, it creates a more relaxed environment where readers will be more open minded about what it is the paper is arguing for or against.

Chapter Nine

Chapter Nine goes more in depth with printed sources. Long story short, this chapter teaches us how to use all the tools within the library. Starting with how to locate sources to using periodical rooms and finally with the reference room. This chapter goes through how to browse stacks, use bibliographies, indexes, handbooks and many other useful tools.

This is important because many students, in this digital age, don't know how to effectively use the library. This chapter provides insight on how to do that which can be useful to see a source in person.

Working Annotated Bibliography

Working Bibliography

Chant, S. "Researching Gender, Families and Households in Latin America: From the 20Th into The21st

Century." Bulletin of Latin American Research 21.4 (2002): 545-575. Academic Search Premier.

Web. 6 Oct. 2015.

This paper goes over the main issues surrounding the familial unit. It reviews how gender roles have changed and the effects that has had on the family and society as well such as women heading households, men staying home with family, and women being more involved within the world. It also reviews how stereotypes play a part on gender roles within the 21^st century. It shows how the changes are different than a century ago and what could be behind these changes such as society, the media, and culture. I don’t think I plan on using this source anymore due to the study only covering Latin America.

Cuklanz, Lisa M. "Mass Media Representation Gendered Violence." The Routledge Companion to Media

& Gender (2011): n. pag. Udel.edu. University of North Carolina. Web. 13 Oct. 2015.

This chapter in this book is about how the media portrays men and women in high stress, usually violent situations. It explains the way men are usually the violent ones, causing drama and harm and/or they are the heroes, saving the day in the most masculine way possible. On the other hand, this chapter explains that women are usually portrayed as weaker and always in need of help or saving, they are almost always the victim. The media is not only aware of this portrayal, but continues to include this outdated stereotype. I plan on using this source as a way to demonstrate specific examples of shows, movies, and films that have this strict gender cast.

Jones, Amy H. "Visual and Verbal Gender Cues In the Televised Coverage of the 2010 Winter Olympics."

The Social Science Collection 6.2 (2010): 199-216. Academic Search Premier. Web. 6 Oct. 2015

This is a study that analyzes the visual and social cues within sports and the media. It explains how the sex of commentator, angle of the camera, wardrobe of the athletes, words and phrases used in speaking, etc., are all used to subliminally create a biased for or against a specific sex within the sport. I want to use this source to show the techniques that the media may use to create and enforce gender roles.

Lavrin, Ascunción. "Women, The Family, And Social Change In Latin America." World Affairs 150.2

(1987): 109. Academic Search Premier. Web. 6 Oct. 2015.

Mayeno, Laurin. “My Son Was a Princess for Halloween, and I Became a Better Parent.” Huffington

Post News. Huffington Post News, 30 September 2015. Web. 13 Oct. 2015

This is an article that is about a mothers’ struggle with her child not following the social norms of what boys are supposed to like. Her boy preferred to play with dolls and dress up verses going outside and playing in the dirt. After asking her son what he wanted to be for Halloween and he answered a princess without hesitation, the struggle for her became even worse. I want to use this source because it shows, on a personal and ordinary level, that gender roles are hard to break out of fear is social criticism and what is expected of them. Although this doesn’t follow my media is the cause- it does show on a social level that gender norms are all around hard to break and the messaging from the media doesn’t help.

Negra, Diane. "Gender Bifurcation in the Recession Economy: Extreme Couponing and Gold Rush

Alaska." Cinema Journal 53.1 (2013): 123-129. Academic Search Premier. Web. 6 Oct. 2015.

Schneider, David. The Psychology of Stereotyping. New York: 2005. Print.

Smith, Stacy L., Dr., and Amy D. Granados. "Gender and the Media." National PTA. AXA Foundation,

2006. Web. 13 Oct. 2015.

Williams, Aleichia. “My Culture Taught Me to be a Homemaker. Thanks, but I Want More.” Huffington

Post News. Huffington Post News, 22 Sept. 2015. Web. 13 Oct. 2015.

Wolska, Malgorzata. "Gender Stereotypes in Mass Media. Case Study: Analysis of the Gender

Stereotyping Phenomenon in TV Commercials." .Krytyka.org. N.p., 9 Sept. 2011. Web.

13 Oct. 2015.

Winter, Nicholas. "Masculine Republicans And Feminine Democrats: Gender and Americans' Explicit And

Implicit Images of the Political Parties.” Political Behavior 32.4 (2010): 587-618. Academic Search Premier. Web. 6 Oct. 2015.

Woodward, Kath. Questioning Identity: Gender, Class, Ethnicity. London: 2004. Print.

Research Proposal

Introduction

As a woman of the twenty-first century, I get to live in the unique era it is: women are working, men are staying home, married couples don’t want children, and couples who aren’t married are having children. These shifts in social norms have brought many changes to how people have to view gender roles, but the media has yet to get the memo. This difference in realities is what sparked the idea for this paper.  The media uses subliminal techniques to promote the world that they want, this includes ideas of how women and men should look and act as well as their place within the family and society. This paper will look at the types of techniques used and the effects of such messaging. It will also look to answer questions such as: How can one avoid getting unwanted messaging? Why should one care about what message the media is sending? How big an impact does this have children and their views on the world growing up? Although it seems like an insignificant topical, the impact the media has will affect all of the process made in gaining equality.

Review of Literature

So far my sources include: Amy Jones’ paper “Visual and Verbal Gender Cues In the Televised Coverage of the 2010 Winter Olympics" published in The Social Science Collection in 2010. Her article argues that within this world wide sports coverage, women were televised differently than men. Through the use of vocal cues, coverage time, and description of sport/athlete, women were received the short end of the stick while men received better coverage with better social cues. My second source is Malgorzata Wolska’s “Gender Stereotypes in Mass Media. Case Study: Analysis of the Gender Stereotyping Phenomenon in TV Commercials" published online in 2011. She argues that within everyday commercials and advertisements, women and men are cast in traditional gender roles. By placing women and men within the traditional roles, the media is telling everyone who sees them that this is the way the world should work. The third source is from Diane Negra’s  "Gender Bifurcation in the Recession Economy: Extreme Couponing and Gold Rush Alaska” published in the Cinema Journal in 2013. She argues that when the US was in the recession, the media broadcasted shows that enforced gender conformity to traditional roles. Women were portrayed as homemakers in Extreme Couponing while men were portrayed as bread makers and “real men” braving the rough terrain in Alaska for gold. My fourth source is from Nicholas Winter’s "Masculine Republicans And Feminine Democrats: Gender And Americans' Explicit And Implicit Images Of The Political Parties" published in Political Behavior in 2010. He argues that even in politics, there is the traditional gender roles in how men and women are associated within their political parties and that then affects how the public and their peers view them within the world of politics. The media comes into play here based on how each representative of the parties are broadcast and talked about. My fifth academic source is from S. Chant’s “Researching Gender, Families and Households in Latin America: From the 20Th into The21st Century" published in the Bulletin of Latin American Research in 2002. This paper goes over the changes in gender roles in reality and the changes within the depiction of gender roles in the media once it became predominant within the twenty-first Century. This compares and contrasts the differences within gender roles before and after the media became the center of our lives.

My sixth source comes from the Huffington Post, “My Son Was a Princess for Halloween, and I Became a Better Parent” written by Laurin Mayeno in September 2015. This article talks about one parent’s struggle with breaking gender roles. Boys aren’t supposed to be a princess that is a girl’s costume. She learned that even though it was a “girl” costume, there really wasn’t anything wrong with it. My seventh source comes from the National PTA, Dr. Stacy Smith and Amy D. Granados wrote “Gender and the Media” in 2006. They talk about a study that was done about the effects of the media’s presentation of men and women within children’s shows-most of which are negative. They then go into what can be done to help stop and reverse the effects. My eighth source is Aleicha Williams’ “My Culture Taught Me to be a Homemaker. Thanks, but I Want More” published in the Huffington Post in 2015. She talks about how her cultural background created a sense that all she would amount to was being a mom. She explains how she felt that must have been true because the media agreed with what her parents were telling her and that it wasn’t until high school that she realized she could do more. My ninth source is a book written by Kath Woodward -Questioning Identity: Gender, Class, Ethnicity published in 2004. She explains how teens go through a phase where they question everything about themselves and how most of them will turn towards the media and internet for answers which can have a very negative effect on them. She explains how the media can use this vulnerability to conform the next generation into thinking and feeling one way verses another. My final source is from David Schneider and his book The Psychology of Stereotyping published in2005. He shows the effects of what stereotyping can do. He traces the origin of stereotyping and how it the media can reinforce these stereotypes causing an overall negative effect of those being stereotyped. It can instill fear or unreasonable praise. Both of which are out of place and can be detrimental.

Plan to Collect Information

As I continue looking at my sources and shaping my paper, I will begin to taper my sources and find new ones by looking through databases such as JSTOR and the online library. I will also take a trip to the Poulsbo and Bremerton libraries to see what kind of information and sources I can find to improve the overall quality of my paper. Furthermore I will be looking through some more studies to see if I can find a table or graph to help organize my information in a way that makes sense and can further explain the information I am presenting.

Project Timeline

For the timeline I am looking at mainly following the syllabus. So the Third of November I will turn in my Bibliography. On the Nineteenth I will turn in my outline and will have my final paper ready to turn in by the Seventh of December. Within the next week or two I hope to head over to the libraries, and after that I will do a comb through of the databases. Once that is done I hope to start writing my paper. I will have my Uncle and Sister read and critique my paper once I reach my halfway point and again after I have finished the first draft of the paper. I will then review my own work, make changes and then have the two of them review my paper once more before I turn it in.

Working Bibliography

Chant, S. "Researching Gender, Families and Households in Latin America: From the 20Th into The21st

Century." Bulletin of Latin American Research 21.4 (2002): 545-575. Academic  Search Premier.

Web. 6 Oct. 2015.

Jones, Amy H. "Visual and Verbal Gender Cues In the Televised Coverage of the 2010 Winter Olympics."

The Social Science Collection 6.2 (2010): 199-216. Academic Search Premier. Web. 6 Oct. 2015

Mayeno, Laurin. “My Son Was a Princess for Halloween, and I Became a Better Parent.” Huffington

Post News. Huffington Post News, 30 September 2015. Web. 13 Oct. 2015

Negra, Diane. "Gender Bifurcation in the Recession Economy: Extreme Couponing and Gold Rush

Alaska." Cinema Journal 53.1 (2013): 123-129. Academic Search Premier. Web. 6 Oct. 2015.

Schneider, David. The Psychology of Stereotyping. New York: 2005. Print.

Smith, Stacy L., Dr., and Amy D. Granados. "Gender and the Media." National PTA. AXA Foundation,

2006. Web. 13 Oct. 2015.

Williams, Aleichia. “My Culture Taught Me to be a Homemaker. Thanks, but I Want More.” Huffington

Post News. Huffington Post News, 22 Sept. 2015. Web. 13 Oct. 2015.

Wolska, Malgorzata. "Gender Stereotypes in Mass Media. Case Study: Analysis of the Gender

Stereotyping Phenomenon in TV Commercials." .Krytyka.org. N.p., 9 Sept. 2011. Web.

13 Oct. 2015.

Winter, Nicholas. "Masculine Republicans And Feminine Democrats: Gender and Americans' Explicit And

Implicit Images of the Political Parties.” Political Behavior 32.4 (2010): 587-618. Academic

Search Premier. Web. 6 Oct. 2015.

Woodward, Kath. Questioning Identity: Gender, Class, Ethnicity. London: 2004. Print. 

Graph Citations: Cont. From Collaborative Class Lab

Australia. Australian Human Rights Commission. "Table 10: Perceptions of Media portrayal – net level of agreement" in "Fact or fiction? Stereotypes of Older Australians Research Report 2013."  2013.  Web.  22 Oct. 2015.

Chapter Three

Chapter three is all about how to go about forming a research question as well as our proposal. Starting with the research question, you start with life's greatest question: Why am I here? The answer doesn't include all of life, just why the paper is important along with the object and goal of said paper. Using the graph of questions provided you can start forming very general questions. Then as you go through how you want your paper to be shaped, these questions get much more specific. This helps your form your proposal. After looking finding what you want to write about and doing some research on it as well as your research question, you can start shaping your proposal to reflect the core of your paper creating a specific and elaborate proposal.

This is highly important to this class and our paper because it will help shape our paper before we begin to actually write it. This step shows you how to write a thorough rough draft through a question and well shaped proposal. It shows how to begin the ever dreaded writing process wit accuracy.

Chapter Eight

Chapter is about how to search for information using the many sources on the World Wide Web. It goes over how to get started, how to use library catalogs, databases, and web site searches. To get started everyone should start with a research plan which includes a checklist of what you want to get done during this research session. Throughout the chapter it shows the importance of using keywords and phrases as well as using authors and titles whenever possible. As well as using filters to limit your search whenever possible, mostly with databases and wed site searches.

This is majorly important because the internet is a big and scary place. If you don't know how to use it, you can spend hours and come up with nothing. This chapter helps us navigate the internet very specifically wit great examples. This will help with our research paper by saving time, frustration, and hair pulling out as we go about our research lives.

Chapter Five and Nine

Chapter Five is all about how to evaluate your sources. It covers two important questions in this area: What factors should I use to evaluate a source? And should I evaluate all types of source in the same way? Going through the first question, the book walks through the criteria that one should use when evaluation sources as well as how to go through those steps individually. Starting with relevance to the topic to how effective the evidence is within the source, is the author credible, is the publisher pushing a Biased, how long ago was it written, and finally how thorough and fair the document is along with the document type and intended audience. These steps are vital because it teaches us how to thoroughly look at a source. The second question is addressed through relevance and credibility of digital sources as well as accuracy of printed sources. These are important to look at because it shows whether or not you should use said source in an academic way.

This is important to out class because as we write our research paper, it is important to use accurate, credible, and reliable sources within our paper to make the most effective argument possible. If we don't know how to evaluate our sources than the strength and accuracy of our paper will fall through the cracks.

Chapter Nine goes more in depth with printed sources. Long story short, this chapter teaches us how to use all the tools within the library. Starting with how to locate sources to using periodical rooms and finally with the reference room. This chapter goes through how to browse stacks, use bibliographies, indexes, handbooks and many other useful tools.

This is important because many students, in this digital age, don't know how to effectively use the library. This chapter provides insight on how to do that which can be useful to see a source in person.

Collaborative Class Lab

Different Sources

·         Academic Journals: Harder to read, with more details. Great sources to rely on. Thorough research. Reliable information. In depth.  Must be peer reviewed by at least five people. Mostly written by people that already have degrees.

·         Newspapers: Media, not always reliable. Up to date information. Always cites an author. Usually visuals.

·         Printed: Books and magazines. Can sometimes be very opinionated. Unusually cites other sources to work with. Can be outdated.

·         Peer Reviewed: Collaborative information.  People working towards degree, graduate students.

·         Periodicals: Online sources. A source within a source. Bias information. Educated journalist. Examples of New York Times, Wall Street Journal, Economist, New York Post.

·         Government Sources:  Harder to argue with source. Opinion respected in the academic community. Sometimes do not have authors. Backed by research. You have to find out which agency is backing the issue.

·         Scholarly Article: Academic journal, pre thesis statement. Intern research.

Incorporating Sources Effectively

Haroon Ashraf, writing in the Lancet in 2001, wrote in the Science and Medicine Journal, “Although the committee does not support the association of MMR and autism, it does make clear that causality studies do have ‘inherent methodological limitations’” (1341). The study obviously needs more research to prove it’s point being that all the ideas of MMR and autism run parallel they never actually intersect.

Justin Housman tells the story in Surfer Magazine 2014, of How Jay Moriarity “…survived [and that] two decades later his wipeout is still one of the heaviest falls anybody has ever taken. Jay’s Mavericks adventure came at the dawn of the tow-surfing age and the worldwide search for super-big surf [Many other surfers also had also survived wipeouts]. …By the mid-2000s, the paddle-in brigade were throwing themselves over the ledge at Jaws, and in 2012, the jet skis sat idle while paddling hellmen attacked huge, freaky-perfect surf at Cloudbreak during a lay day at the Fiji Pro.”

Works Cited Questions

3. We start with the  article title, or the title of anything, only when we do not have the name of the author(s). The article is in quotations because it is not a book or a periodical. MLA formatting requires quotations for articles.

4. Environmental Defense Fund (EDF) is listed twice because it qualifies as both a source/periodical as well as a sponsor. It is only italicized once because of the qualification as a periodical and as MLA formatting states, periodicals are italicized.

5. The final three things for source citations are: For Printed sources its publishing state/city, date published and the median- for web based sources it is the date published, median and date accessed.

6. Chant, S. "Researching Gender, Families and Households in Latin America: From the 20Th into      The21^St Century." Bulletin of Latin American Research 21.4 (2002): 545-575. Academic Search

Premier. Web. 6 Oct. 2015.

Cuklanz, Lisa M. "Mass Media Representation Gendered Violence." The Routledge Companion to Media

& Gender (2011): n. pag. Udel.edu. University of North Carolina. Web. 13 Oct. 2015.

Jones, Amy H. "Visual and Verbal Gender Cues In the Televised Coverage of the 2010 Winter Olympics."

The Social Science Collection 6.2 (2010): 199-216. Academic Search Premier. Web. 6 Oct. 2015

Negra, Diane. "Gender Bifurcation in the Recession Economy: Extreme Couponing and Gold Rush

Alaska." Cinema Journal 53.1 (2013): 123-129. Academic Search Premier. Web. 6 Oct. 2015.

Smith, Stacy L., Dr., and Amy D. Granados. "Gender and the Media." National PTA. AXA Foundation,

2006. Web. 13 Oct. 2015.

Wolska, Malgorzata. "Gender Stereotypes in Mass Media. Case Study: Analysis of the Gender

Stereotyping Phenomenon in TV Commercials." .Krytyka.org. N.p., 9 Sept. 2011. Web.

13 Oct. 2015.

Schneider, David. The Psychology of Stereotyping. New York: 2005. Print.

Woodward, Kath. Questioning Identity: Gender, Class, Ethnicity. London: 2004. Print

Mayeno, Laurin. “My Son Was a Princess for Halloween, and I Became a Better Parent.” Huffington 

PostNews. Huffington Post News, 30 September 2015. Web. 13 Oct. 2015

Williams, Aleichia. “My Culture Taught Me to be a Homemaker. Thanks, but I Want More.” Huffington

Post News. Huffington Post News, 22 Sept. 2015. Web. 13 Oct. 2015.

Chapter Six and Seven

Chapter Six is about how to organize information you collect regardless of the medium. It explains how and why you should take notes and how and why you should save the sources themselves. From copy and paste to printing things out and downloading to placing things in files the first part of this chapter explores the computer and book part of sources. The second part explains how to take accurate notes that are easier to use and keep track of. This includes highlighting, keeping notes in one book, voice recording, etc.

This all pertains to our class because as we do continuous research it becomes very easy to mixed up sources, lose sources, and can't read  notes. This chapter shows us how to start organizing our sources.

Chapter Seven shows writers how to write without plagiarism. It explains what kind of plagiarism is out there and the forms it can take place in. It also explain how to avoid any of these forms with correct citations, accurate and neat notes, and keeping your ideas separate from others by taking inventory.

This is extremely useful to our class because as we write our papers and spend hours on top of hours researching, it is easy to get ideas and citations mixed up. By following the step is the book, this can be avoided. It just takes careful planning and explaining within the realms of the paper.

Scholar Journal Citations

Chant, S. "Researching Gender, Families And Households In Latin America: From The 20Th Into The 21St        

            Century." Bulletin Of Latin American Research 21.4 (2002): 545-575. Academic Search Premier. Web. 6 Oct. 

             2015.

Lavrin, Ascunción. "Women, The Family, And Social Change In Latin America." World Affairs 150.2 (1987): 

              109. Academic Search Premier. Web. 6 Oct. 2015.

Jones, Amy H. "Visual And Verbal Gender Cues In The Televised Coverage Of The 2010 Winter Olympics." International 

               Journal Of Interdisciplinary Social Sciences 6.2 (2011): 199-216. Academic Search Premier. Web. 6 Oct. 2015.

Negra, Diane. "Gender Bifurcation In The Recession Economy: Extreme Couponing And Gold Rush Alaska." Cinema 

              Journal 53.1 (2013): 123-129. Academic Search Premier. Web. 6 Oct. 2015.

Winter, Nicholas. "Masculine Republicans And Feminine Democrats: Gender And Americans' Explicit And Implicit 

              Images Of The Political Parties."Political Behavior 32.4 (2010): 587-618. Academic Search Premier. Web. 6 Oct. 

              2015.

Chapter Two and Four

Chapter two is about exploring and narrowing your topic. This means going from a broad topic such as "Water Pollution" to something a little more specific such as "Effects of Water Pollution in the United States". You can narrow your topic like this because of the exploration, or general research, you can do with the broad topic. As Ch. 2 shows, by going through scholarly journals, the school library database, and other such sources, you can decide what is important to you about your topic.

This is important to this week's class because we are going to be looking through some sources for our topics as well as fine tune what it is we are going to really write about. By reading tis chapter we have pointers as well as a good place to start for research.

Chapter Four is all about how to read and evaluate your sources. It explains that you should read a source more than once and in more than one way. You should annotate the source, ask questions about what it is saying, look into who wrote it and who funded it, why they would want to write it, you should consider how strong the evidence is within the source, among others. All of these factors will help you determine whether or not the source is reliable or biased.

This is needed for this weeks class because as we work with our sources, we need to be able to determine whether or not the source should be used in our paper. This chapter gives us a thorough list of how to determine this.

Chapter One

Chapter One is all about getting started. It walks you through, step by step, how to start a research report. It shows you how to understand the layout of a research paper, it explains how a research paper is different due to needing to take a position as well as how to take that position and how to pick an appropriate topic.

This chapter fits into the week's conversation because this week is all about picking a topic for our research paper. By reading this chapter and getting a better grasp of what goes into picking a topic and organization, I have a better idea of what I want to write about for my research paper as well as kind of figuring out a rough schedule for working on my paper; which was the point of this week.

Selecting and Narrowing Topics

Five Requirements: Technical

1. Be your own work

2.  MLA Formatting

3. 10 or more credible sources

4. 3,000 or more words

5. Employ parenthetical citations

Five Criteria: Success

1. Topic you like

2. Don’t be biased with research

3. Make the purpose clear

4. Make a project timeline

5. Brainstorm, looping, free writing, and clustering

Research questions:

1.       Water Pollution:

·         Where is pollution the worst?

·         How does water pollution effect humans/animals?

·         What causes water pollution?

·         Why does this topic matter?

·         What could we do to change the current situation?

2.       Body Censorship:

·         How is this defined?

·         Who does this effect and how?

·         What does the media say about this?

·         Why should anyone draw attention to this?

·         What exactly is wrong with this practice?

3.       Growing up in America?

·         How does American Childhood compare to elsewhere?

·         Is this a good or bad thing?

·         What are some pros and cons?

·         What should and shouldn't change, if anything?

·         Who does this effect and what are the consequences of said effect?