WRT 205 West Chester University of Pennsylvania Poverty & The Impact of COVID 19 Paper The assignment has two parts, first one is about poverty and there s

WRT 205 West Chester University of Pennsylvania Poverty & The Impact of COVID 19 Paper The assignment has two parts, first one is about poverty and there should be some quotes and ideas from reading. The second one, is about COVID-19 nowadays in the United States. Each part should be about 1 page long. I will provide a paper which shows the required format along with required files Alhassan 1
Hussain Alhassan
WRT 205
Butler Assignment
7/6/2020
Gender Trouble: Performativity of Gender and Race
Butler, Judith. “Gender Trouble: Feminism and the Subversion of Identity.” Gender trouble 3
(1990).
The article, “Feminism and the Subversion of Identity,” by Butler Judith discusses the
performativity of gender as a ritual and a repetition that is created through a set of acts. Butler
asserts that the manufactured gender is expressed through the gendered stylization of the body.
He believes that the denaturalization of heterosexuality helps to prevent violence against gays
and lesbians in society. As seen in the text, “gays cousins forced to leave their homes because of
their sexuality, real and imagined” (xix). It depicts that the constructed and gendered norms
about sexuality that often favors heterosexuality at the expense of other sexualities are the root
cause of the gendered violence. This is because pervasive assumptions are based on natural
heterosexuality that triggers normative violence. Apart from the violence of gendered norms, it
also triggers “a subsequent adult landscape of lost jobs, lovers, and homes” (xix). Butler depicted
gendered norms that negatively impacted the people in society and resulted in the loss of jobs,
homes, and lovers.
The article brings to light the question of whether or not the performativity theory of
gender can be shifted to race matters. Butler posits that “racial presumptions invariably
underwrite the discourse of gender in ways that need to be made explicit” (xvi). Butler’s claim
Alhassan 2
provides a leeway for the examination of the theory of performativity in the lens of race.
Therefore, one can conclude that racial presumptions are a product of gendered norms that are
ascribed to people of different races. Additionally, one can infer that gender norms can
precipitate racial misconceptions of certain races. Butler’s views on the theory of performativity
raise the possibility that gender and race can both be constructed in the same way.
Surname 1
Hussain Alhassan
WRT 205
Capsule# 1
7/5/2020
Memoir: My Childhood Story
Walking outside Al-Jafr General Hospital, Al-Hassa, reminds me of my three months
living in a premature baby incubator after I was born underweight and before 36 weeks were
complete. I was lucky to be born at Mount Sinai because my medical condition required me to
undergo intensive care and the best doctors for my condition were there.
‘Mum,’ I whispered.
“Can you recall my weight when I was born?”
“Yes,’ Son.
“You were a very tiny creature,” she continued.
“ You were less than three pounds,” she noted. “I could fit into her hand.”
“You doctors gave you a less than 50% chance of surviving.”
While I was under intensive care, my mother took most of her time praying for me. Well,
after such a horrifying experience, I survived. However, I had to undergo an additional six
months in the hospital for skincare. As an infant constrained in a baby incubator, I believe that
my feelings then were sad. My current thought of living in a baby incubator makes me feel sad,
teary, and lose my self-control.
“After coming out of the hospital, you had sad feelings and despondent face,” she said.
“You were uninterested in people and always silent, ” she continued. “I think staying long stay in
the hospital, away from human bonding and contact was the cause.”
Surname 2
Most of the time, I didn’t want to interact with others because I was more of an introvert.
Although after one month I started smiling, I could lose my emotions easily and out of touch
with others. Other children playing around me with toys made me feel irritated and
uncomfortable. I was a very self-centered and inward child, contented to play with toys by
myself. In an attempt to know more about my inward character at my tender age, I approached
her while we were sitting in that filthy house.
‘Mum,’ I mumbled.
“Did I used to play inside or outside our home?”
“Did I engage others or I kept isolated?
“No,” my mom uttered. “You used to love staying alone in an isolated place.”
“You used to play with toys inside the home”, she continued.
“Your friends use to say that you were not charming.”
Though my mother was always present with me in the hospital for almost nine months, I
believe that the lack of close contact or touch with my mother affected me negatively in my
childhood and adolescence. In my life, I have always been sensitive to touch. Over time, I have
learned that my psychological language of love is touch. Although I was brought home safely
after living a baby incubator, my early life at home was horrifying. At that time, we lived in a
dilapidated and shanty-like house because my single-parent mother had lost her job and she had
divorced my father after family issues.
‘Mum,’ I nodded.
“Did we afforded food to eat after you lost the job?”
“No,” “Having some to eat was a challenge, she muttered.
“We were barely surviving,” she said.
Surname 3
“We could go for days without putting food in our mouth.”
My first word was “smell, smell, smell.” It was not a coincidence because I lived my
early life in a malodorous house full of foul odor originating from poorly constructed pit latrines
we were using. In my neighborhood, a lot of cabbage littered around and the smell of urine could
be felt from far.
‘Mum,’ I mumbled.
“How can you describe how house compared to others?”
“Son”, she exclaimed.
“Our house was a shanty,” and
“We stay like homeless people.”
She even describes a situation where she had to tie a torn cloth to act as a diaper because
she couldn’t afford to buy a diaper for me. The thought of such experiencing is very
heartbreaking to me. However, it has taught me the importance of working hard to provide a
better life for children. The experience helps me understand the plight of homeless people and
the need to safeguard their rights.
After ten years of living in the ramshackle house, my mother got married to a fairly rich
man. Although our life changed positively after the new marriage, I adore my life in the shantylike house because it enabled me to understand the importance of environmental cleanliness. In
my childhood and teenage years, I have always participated in volunteering activities intended to
clean the environment.
“Yes,” I don’t regret my life in the past”, I told my mum.
“Mum,’ “My childhood experience enabled me to appreciate the need for society to
support the poor.” I continued, “Supporting the poor in terms of clothing, shelter, medical
Surname 4
treatment, or helping them get a job is very important because it minimizes their depression,
stress, and suicidal ideation.”
Mum, interjected. Also, “Your experience in the hospital should enable you to
understand the importance of bonding and keeping in touch with children at an early age.” She
continued, “Keeping in touch is very important because it minimizes child isolation and makes a
child feel loved and cared for.”
In a nutshell, my experience in the hospital and desperate life at home have been
instrumental in my life. I have learned that life is full of ups and downs and it requires resilience
and determination. Over time, my feelings toward life have changed positively. Initially, I used
to feel sad, sorrowful, and teary. But now, my perspectives and feeling about life are very
positive. The change in my life is a result of going through difficulties. Nevertheless, I am still
facing issues mingling and interacting with others. But I think that more interactions with others
will help to improve my social life.
Materials Access:
Schindler’s List (movie)
Strunk and White, Elements of Style
Hacker and Sommers, Rules For Writers
Grades:
I have only started using D2L to post grades during remote learning this past spring and this
summer. You will be able to see grades on D2L for almost all assignments during the
semester.
Please note, however, that I will not always update all grades during the last week of the
semester. I calculate final grades using Excel on my computer, not on D2L, especially since I
like to give small bonuses to students’ grades that can’t be done easily in D2L. If it is clear, for
example, that a student already has an A in the class, I will stop updating their grades on D2L.
The official grade is never pulled from D2L but entered manually by your professor through
myWCU. Therefore, toward the end of the semester, please do not worry if it seems that your
D2L grades are not fully updated.
Schedule for Classes and Assignments:
Types of Interaction:
Note: Students MUST attend both synchronous sessions per week (Monday and Wednesday)
to avoid recording an absence. Sometimes one cannot avoid missing a required Zoom session,
however. In those cases, all students who miss some or all of a required zoom session must
watch the recording of the session and must follow up by checking in with the professor
during another synchronous session that week.
A. DIRECT INSTRUCTION: SYNCHRONOUS (live real-time Zoom session). ATTENDANCE
REQUIRED (attending for some of the session is better than missing it completely) This
is a block of time when I will be on Zoom, with specific tasks or lessons to cover. All
students should join us live.
When? Two Direct Instruction Zoom sessions per week on MONDAY and WEDNESDAY.
B. ADDITIONAL SYNCHRONOUS CLASS AVAILABILITY (live real-time Zoom session).
These blocks of time are reserved only for students of this course. The sessions occur
at preplanned times on Thursday—for twenty minutes starting at 10:30 and perhaps
at a later time on Thursday (TBD). I will be in Zoom and students can join using the
same classspecific Zoom link. If you missed an earlier Direct Instruction session, you
should watch the recording prior to joining this session. Each week, if you have
attended both required zoom sessions, you do not need to attend additional
synchronous class sessions, if you feel you have the information you need. You are
always welcome to join for any, part, or all of the additional Zoom sessions for the
class. Briefly joining to ask a question during the class availability is also welcome.
When? We will have a Thursday morning follow-up session (10:30-10:50), and possibly
a
second brief session later on Thursday, depending on student interest (TBD)
C. ASYNCHRONOUS AVAILABILITY AND COMMUNICATION (EMAIL) I will sometimes
send you an email with updates, attachments, schedule information, instructions, and
links, so please check your email daily. You can also contact me via email. I will check
email at least at the beginning and the end of the “work day,” although I won’t check
email continuously during the day. The fastest way to check in with me will be during
Zoom sessions.
D. Direct Instruction: asynchronous (videos, recorded and uploaded). As of now, I’m only
planning to upload recordings of the required direct instruction zoom sessions. In the
future, I may generate a recorded video for students to watch on their own time, but I
do not expect this to be a significant mode of instruction.
1
Investigating Experience
Section 01
Books Required to Purchase:
Hacker, Diana and Nancy Sommers. Rules For Writers, 9th Ed ~$50
ISBN: 978-1319057428
Strunk, William. The Elements of Style. Fourth Edition.
ISBN: 978-0205309023
~$9
You are welcome to buy these books online or elsewhere, but the ISBN numbers must be identical to the ones above.
Kindle versions are not an acceptable substitute. All other course documents (marked with an * ) are available under
“content” on D2L. Read the pdfs carefully, take notes, and make sure you have a version, paper or electronic, with you
during class. Students aiming for top grades should print out electronic texts and annotate them (underlining, notes in
margins).
Course Objectives:
WRT 205: Investigating Experience meets the Academic Foundations in English Composition component of the WCU General Education
curriculum. This course will help you learn to:
•
Communicate effectively
•
Think critically and analytically
•
Respond thoughtfully to diversity
By the end of course, you will have written several short essays, including a memoir and a film scene analysis, plus a longer research essay—
totaling 17-20 pages of finished writing. You will be comfortable with the writing process, from brainstorming to revision. You will
understand plagiarism and know how to use outside sources and ideas responsibly. You will create focused, clear academic writing that
integrates supplementary texts and uses theoretical ideas in a smoothly integrated and sophisticated way.
This class addresses the following First Year Writing Program outcomes and WRT 200-level student learning outcomes (in italics):
1. Think With Writing: Use composing processes and tools as a means to discover ideas, engage deeply with questions, reconsider concepts
and beliefs, explore problems, and promote local and global change, including but not limited to engaging those questions, problems and
concepts currently of relevance to the academy
Implement the skills and dispositions of effective researchers (e.g., using databases; evaluation of sources; inquiry stances; disciplinarity, etc.)
Locate, interpret and evaluate research materials (i.e., scholarly journals, books, Internet sources, informal electronic networks). Use
strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with
those from multiple other sources.
Class practices: complex writing process, peer review, genre models, resource guides, reflection on sources, “capsule” format
2. Think About Writing: Develop metacognitive awareness about writing and rhetoric
Inventory current and develop a more sophisticated vocabulary about research writing (e.g., “patchworking,” “abstractions,” “credibility,”
etc.). Implement a flexible research writing process (a set of strategies not a rigid list of steps). Provide discerning feedback for others’ research
writing. Recognize and critically negotiate research-based genre “conventions” (the formal rules and informal guidelines that define genres),
describing how they shape and are shaped by disciplinary discourse communities. Abstract research writing concepts from one situation to
another, including making conscious prior knowledge to solve current “writing problems,” and making explicit how what is being learned now
will be useful in later contexts, even when the writing problems are distantly related
Class practices: complex writing process, peer review, comparing varied essay genres regarding a shared object of analysis
correctness/voice/style guidelines, citation and quotation conventions
3. Compose Writing: Demonstrate genre awareness and rhetorical agility through both producing and problematizing academic and public,
dominant and non-dominant, genres, in both written and multimodal forms.
Create successful texts in research-based genres. Comprehend and analyze a diverse range of written and multi-media texts, including scholarly
research. Exemplify the ideological (politically non-neutral) contexts within which research is produced, including student research. Class
practices: integrating research to transform non-research-based genres; revising writing and research practices to account for
theories of ideology and subjectivity; correctness/voice/style guidelines; articulating political arguments in texts, including film
2
Course Requirements:
Attendance, participation, Theories of Writing and ePortfolio
Small Assignments (other capsules, film notes, quick micro-essays)
Essay 1: memoir (3 pages)
Essay 2: film scene analysis Schindler’s List (2 pages)
Criticism and Context Capsules for Research Paper
Reflection on supplementary sources and capsules
Paper Initial Draft (4+ pages)
Research Paper Final Draft (4+ pages)
15%
20%
12.5%
12.5%
10%
5% Research
5%
20%
You must complete and turn in ALL of the above-assigned work, including the electronic portfolio and theory of
writing assignments, in order to pass this course. There is no final exam for this course.
Attendance, participation, Theories of Writing and ePortfolio (15%)
Much of our course work happens in class—e.g., via discussions, film screenings, quizzes, peer review, and other activities.
Our class will emphasize student-centered discussion, small-group work, in-class writing activities, and other interactive
exercises. You are expected to be here and ready to participate fully every time we meet. Your active participation in all of
these activities is a key component of your final course grade.
Participation means: a) coming to class having completed all of the day’s writing assignments and readings; b) bringing note-taking
materials and any assigned books and readings (printed out) with you; c) muting and putting away all mobile phones and other
textmessaging devices before class starts; and d) asking questions, volunteering when asked, making comments, and listening and
responding to your classmates’ ideas. I will foster a productive classroom environment. Your job is to show up, speak up, and know that
every member of our class—including you—has something valuable to contribute.
Students are permitted exactly THREE absences for the entire semester (1.5 weeks of class). Starting with your fourth
absence, however, your OVERALL COURSE GRADE will drop 5 points for each missed day. Therefore, if you miss six
classes this semester, your maximum grade for the class will be an 85/B. Grade penalties for attendance and late work
have proven to be the most common reason for failure or poor grades in my classes. In other words, if you have excellent
attendance and submit all work on time, you will almost certainly pass. All absences are counted the same, regardless of
reason (flat tire, death in the family, job interview, illness, oversleeping, didn’t feel like coming that day). If you believe
your absence should not be penalized—for a university sanctioned event (e.g., band performance, theater performance, or
athletic competition), serious illness, etc.—you must provide an official absence verification form or similar
documentation from the Dean of Students. If you need to miss a class for religious observation, please inform me in
advance for an excused absence.
If you miss class, do not contact your professor to ask “if you missed anything,” and do not expect your professor to
“recap” a missed class via email. Contact a classmate to obtain discussion notes; find out what handouts, if any, were
distributed in your absence; and check D2L for any posted course materials. However, if you would like to discuss the
readings or essay assignments with me after you’ve caught up, you are encouraged to do so.
Tardiness: Significant tardiness will be counted as 1/2 of an absence. Failure to stay for the full class (leaving class
early) will also be counted as 1/2 of an absence.
Essays
By the end of the term, you will have written and submitted THREE major and several minor essays ranging upward from
two pages in length. I will distribute assignment sheets and topics (“prompts”) well in advance of the deadlines; these
3
sheets will spell out in detail what your task will be and how your work will be evaluated. Throughout the semester, you
will be given opportunities to revise your writing with the benefit of feedback from your instructor (in one-on-one
conferences and written comments) and from your peers (in class discussions and peer review sessions). In addition, you
will gain critical experience by responding to your classmates’ writing (in peer review sessions and class discussions of
sample sentences and paragraphs). Each paper will go through a first draft to be submitted for a peer review, followed by
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