In what ways do you see specific skills and ways of thinking about reading, writing, and researching helping you in your classes next year? How about in your classes beyond that (if applicable?)
In what ways do you see the skills and ways of thinking about reading, writing, and research helping you elsewhere in your future life–at work, or in your personal life.
I have learned a lot of valuable things about analyzing sources for information and credibility, how to form argument in an essay, and how to use information that one might find in sources to form an argument. I can use this in my next classes if I ever need to come to conclusions about sources, or need to form an argument, whether about literature, gender studies, or psychology.
I have learned in this class, how powerful writing can be, whether in a source itself, or by your own writing process, through constructive criticism, or by developing and shaping your thinking through the gathering of information and by the conclusions that I came to after growing with each essay. This has changed how I converse with others and spark conversation where it is perhaps due.
I have learned so much about my abilities through this class, and I feel I have grown so much in my writing and my own thinking just through one semester.
1) Your drafting and revising: What did you do to actually write your dirty draft? How was it similar to or different than other paper drafts you’ve written? Will you use this method again? What revision technique(s) did you try in class with your “dirty draft” (scissors and highlighters day)? What did you learn? What did you learn from participating in peer review–either giving or receiving feedback?
2) Your organization and approach in general: Look back to your blog post about your plan for taking notes and keeping track of sources. What was your plan for taking notes and your sources? Did you use that plan or modify it? What has worked so far with that system, and what will you do the next time you have a research paper to write?
To write my dirty draft, I sat and wrote it in one sitting, without stopping, possibly pausing to mentally prepare for each paragraph. It was similar to the other paper drafts I’ve written in that I usually try to get as much written without distractions, it was different because I usually take more time to edit or add more tedious bits of information, and I didn’t do that with this paper. I really liked this method because I really struggle with just starting an essay, I usually just don’t even know where to begin, and this “dirty draft” method helped me conquer that initial hesitation and doubt I have before starting to write. The scissors and highlighters technique allowed me to see where exactly I needed more source information, more modification to topic sentences, and also if my body paragraphs contained that connection back to the thesis. I think peer review is always helpful, as a fresh set of eyes can really point out the mistakes, and make great suggestions as to where to go on with the next draft. I always take the suggestions or comments and use those ideas, or formulate my own new ideas from them to further develop the paper.
In my blog post about my plan for taking notes and tracking sources, I planned to print off each source and annotate every one by hand, color coding the different views I had. Obviously I realized how this would be a giant waste of paper, so I just read and electronically made notes about each source, getting to know the information in them so well that I ended up not even needing to color code them. I think that really reading and re-reading the sources in depth was a great strategy for me because I was able to retain the information I learned and use that in essay 3 and 4. I think that the subject of colorism and its effects on people of color really interested me and became something that I was very passionate about, which may not happen with every research paper I write, but could help me to realize the importance of other subjects as well.
Thesis: The most pressing and urgent way in which people of color are affected by colorism is the psychological and physical well-being at risk due to internalized discrimination and unconscious bias.
BP 1: Women of color with darker skin tones experience less social mobility and proper ability to interact with others, and are at a greater risk for mental health issues.
Warrant: Darker skin tone may be a sign of a greater risk of mental health issues.
Warrant: Authority argument
Explain that other factors are involved, but the main focus is skin tone and colorism.
BP 2: Children in families of color that consist of family members with various skin tones experienced greater risk of hypertension (Racial Socialization)
Warrant: Generalization that all families of color experience some form of colorism.
Warrant: Authority argument
Explain that colorism is a focus of this argument, but that other factors are involved.
BP 3: Darker-skinned people of color are more likely to be victims of police violence and killings.
Warrant: Principle that racism still exists today, and that people should not have to be fearful because of the shade of their skin.
Warrant: Authority argument
Explain underlying bias/unconscious bias, and how colorism and discrimination is internalized. Additionally, that colorism exists in society, that colorism is a social and integrated issue rather than an individual one.
My goals for essay 4 at the beginning of the semester were much different than they are now. At the beginning of the semester, I just wanted to have a clear idea of my topic and maybe find an answer to my research question that I found most effective for essay 4. I also wanted to analyze sources correctly to get the most information and evidence I could to use them properly in my essays. But after reading Prichard’s essay, I found that it will also be important to take a strong stance about the one perspective of my research question that I identify with the most, and additionally bringing in points and ideas about other perspectives will make the essay even stronger, with strong sources and evidence. I also found that to effectively use sources in essay 4, you have to go really in depth into your sources, and maybe find more to prove your claim, to really “convince” readers of the essay. Language is also a large part in persuading your readers, using analytical verbs or sentence structure to get your point across.
Write this post to classmates who do not yet know about your research question. Briefly give them the background they need on the issue, and then state your research question. After, describe in a neutral way, what 3 views do you see so far in response to your research question? Describe a little about each. Who are the main stakeholders—what people, types of people, or groups? What evidence, from what sources, so far, seems to go with each viewpoint? What values or assumptions seem to go with each viewpoint? (Values—such as freedom, cooperation, or avoiding waste—from the American Value Systems reading should help you here.)
My research question explores how the everyday lives of people of color are affected by a nuanced form of racism called colorism. Colorism refers to the discrimination a person of color might experience based on their skin tone.
My research question is “How does colorism affect people of color?”
The three perspectives I have found to answer my essay three are: Employment Opportunities, Risk of Mental/Physical Well Being, and Representation of People of Color in Media, Television and Film.
After using Google to search for websites on my topic, I ended up finding two sources that had good content, both of them being .org websites. It was much harder to find .gov websites on my topic, and still difficult to find .edu websites that had enough information. The first website I found, called Teaching Tolerance, is a website that provides resources for teachers, administrators, and other educators to incorporate ideas of tolerance into their curriculum. The second website I have found was from St. Louis Radio, which is associated with NPR, a well-known credible source of information. For each one, I used the search term “colorism:” with a .edu, .gov, or .org to search for websites.
I will definitely take advantage of this spring break to get ahead and find many more sources for the annotated bibliography. I will dedicate a few hours or more next week to find and search for possible sources and weed out the ones I will use for the bibliography. I have already created a document with all the sources I have found so far, and will continue to add to it when finding sources. I have also categorized them into the different aspects of my topic that the sources touch on, kind of dividing them into similar subjects, and I also include a little summary after the source title to remember which source is which. I usually then print the sources off to annotate them by hand and take notes on them right on the article itself, which helps me keep track of the the source’s content and helps me to analyze them better. I also use highlighters to connect similar ideas present in different sources, and to create a more obvious connection or separation between ideas. Possibly with the more extensive sources, I will take two-column notes along with the annotation, to help me more by separating my own thoughts. I keep these printed off sources in their own folder, separate from other handouts and other school paraphernalia.
What did you learn about reading critically and reading laterally from reading and giving peer review feedback to others on Essay 2? How can you use critical reading and lateral reading skills to help you as you continue to research your major research question this semester?
I learned different ways to incorporate lateral reading into our essay two, and how that might look differently in an essay. Reading critically and reading laterally effectively, impacts a paper greatly, because your argument could be stronger based on how in-depth you read your sources. I saw how this affected papers when giving peer review feedback after seeing how well-rounded arguments could be based on the amount of in-depth responses to their articles. I can use these skills and this information to continue researching, because I can now select articles based on their different backgrounds and motives, finding how truly credible and useful they are. Lateral reading was something I had never been introduced to before, but now that I have learned how to effectively use it in my essays, my papers, and skills, are greatly strengthened.
This scholarly source reinforces information I have found, confirming that people of color struggle in many different ways. This article explores how the lack of work opportunities available to people of color, affect their state of mind, creating a variety of psychological issues. The main idea of the article is that the darker a person’s skin tone, the more the person has two endure economically, socially, and psychologically. This idea adds to my research question in that it addresses yet another way in which colorism affects people of color.
My popular source is about how people of color, focusing on African Americans, are more likely to get or obtain jobs in the workforce if they have more distinct Eurocentric features, and a lighter skin tone. People of color with a darker skin tone are less likely to get jobs and move up in the workforce. The author also emphasizes the implications that colorism has on society and possible ways to fix this issue through systematic changes, and encourages further research into this topic to bring more light to the subject.