COMM 129 Place of Conflict and Resistance Proposal
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
COMM 129 Place of Conflict and Resistance Proposal
Finally, for group projects, please note the extra requirements for those proposing a media project (one proposal per project is fine, just be sure to include all group members’ names).
Object of Inquiry? What media representation of race, nation, and violence in California are you going to examine (e.g., a film, news segment, social media thread, advertisement, textbook, image, artwork, etc.)?
And through which lens: (1) romanticizing of pastoral California, (2) California as pristine wilderness, (3) California as land of opportunity and innovation, (4) California as a site of conflict and/or resistance, or (5) another lens with approval
Thesis statement? What argument are you making about your object?
Evidence? What will you use to support your argument?
Specifically, what elements of the object will you discuss?
And what three course readings and/or concepts can you utilize in this discussion?
So What? ? Why is this subject matter important to study?
If you would prefer to work from a prompt, you can choose one of the three below prompts:
Ibram X. Kendi, in his book Stamped from the Beginning: The Definitive History of Racist Ideas in America (2016), describes a “popular folktale of racism” that claims that ignorant and hateful people produce racist ideas and that these racist people then institute racist policies (p. 9). Arguing that this causal relationship is actually ahistorical, Kendi instead claims that racist ideas do not endure and evolve by a cycle of “ignorance/hate ? racist ideas ? discrimination” but through an inverse relationship of “racial discrimination ? racist ideas ? ignorance/hate” (p. 9). As such, racist ideas endure and evolve due to ever changing discriminatory policies based on self-interests (p. 9). Think of an example of a media product about California that either (re)produces or contests this “popular folktale of racism.” Use three course concepts to make your argument.
Jill Lepore, in her book This America: The Case for the Nation (2019), claims that, “Nation-states, when they form, imagine a past” (p. 18) because “Nations, to make sense of themselves, need some kind of agreed-upon past” (pp. 19-20). Think of an example of a media product about California that mobilizes racialized rhetoric in ways that help to (re)imagine an “agreed-upon past” about the state of California and/or the nation. Use three course concepts to make a distinct point about the ‘cultural work’ of this media product.
Bruce B. Lawrence and Aisha Karim in their edited anthology On Violence: A Reader (2007), claim that we must address the following questions when theorizing violence:
Why focus on violence? Are people inherently violent, and if so, are they more violent now than in prior periods?
Where does violence come from? Does it come from individuals, groups, social structures, or some blind fate?
What counts as violence? Can it be separated from technology or science, or does the very technology of communications replicate violence even while seeming to merely announce it?
Who gets to speak about violence, whether in the academy, the media or in different parts of the globe? How do victim, perpetrator, agency, accountability, and victimization change, and why? Is violence private as well as public?
Think of an example of a media product about California that can help us think through ONE of these critical questions about violence (i.e. Why, Where, What, Who). Refer to three course concepts in your analysis. please follow the instruction.
after you done the proposal, please write a simple presentation for the proposal, requirments attached.
COMM 129 Place of Conflict and Resistance Proposal
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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