21.3: Assignment by H. Morrison
- Page ID
- 249467
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)8.3 Assignment: Backwards Outlining
Using either a complete body paragraph from a draft you are working on for this course, the body paragraph below from the Student Example Essay we’ve been using, copy and paste the parts of the body paragraph to their corresponding component listed below to create an outline the body paragraph. Then, critique it:
1. What’s missing?
2. What doesn’t fit?
3. Does this paragraph meet all the noted requirements?
Student Essay Body Paragraph Example
In the United States today, there is inadequate media portrayals, social acceptance, and financial support and opportunities of disabled individuals which maintains their marginalization.
Body Paragraph
The media depicts disabled people in harmful ways by portraying them as childish or as jokes, if they choose to depict disabled people at all. While media portrayal of disabled folks has improved, today we still see negative stereotypes and underrepresentation. The popular documentary-style show Love on the Spectrum (LotS) depicts young adults with autism engaged in the pursuit of romantic relationships. Like other dating shows, it follows participants’ lives as they get ready for and go on dates. In the article “Exploitation for Acceptance,” author Maree Wolf states “while Love on the Spectrum outwardly purports to be inclusive and increase representation of autistic adults, it actually does the opposite. It makes a spectacle—a bumbling circus sideshow—of earnest autistic’s pursuit of community and connection. The participant’s lives aren’t treated is real or serious—they are treated as jokes or ‘aww, cute!’ moments.” LotS’s cast is made up of autistic people, but as Wolf argues, the representation the show offers through editing and dubious interviewing techniques is harmful and dehumanizing, and just a matter of entertainment for the audience at the expense of real people. No person’s humanity should be reduced to a joke or gimmick. Often, when an autistic participant is going about their normal activities in the best way they can in LotS, background music meant to indicate silliness or youthfulness will play (Wolf). This signals to the audience that the autistic individuals they see on their screens are similarly silly or infantile, even when they are being serious. The show conveys the message that autistic people are funny and indeed of protection, but also very different than “normal people.” The presumably non-autistic viewer can feel good that they are viewing autistic people positively and in need of protection, rather than as stupid or unimportant. Most troubling is that LotS is a very popular, well rated show (Wolf) and many disabled folks do defend it because of the representation it offers. However, it stands out as just one example of how the current popular media harmfully depicts disabled people.
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Topic sentence |
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Additional information on the topic |
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Introduction and presentation of evidence 1: |
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Explanation and interpretation of evidence 1 and/or a discussion of the significance of the evidence 1 |
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Transition |
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Introduction and presentation of evidence 2: |
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Explanation and interpretation of evidence 2 and/or a discussion of the significance of the evidence 2 |
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Transition/conclusion |