eminism
&
sychology
F
P
Special Issue: Feminisms and Social Media
‘‘I can be your Tinder
nightmare’’: Harassment
and misogyny in the
online sexual
marketplace
Laura Thompson
City, University of London, UK
Abstract
On Instagram, the accounts Bye Felipe and Tinder Nightmares feature screen-grabbed
messages of sexist abuse and harassment women have received from men on dating
apps. This paper presents a discursive analysis of 526 posts from these Instagrams.
Utilising a psychosocial and feminist poststructuralist perspective, it examines how
harassing messages reproduce certain gendered discourses and (hetero)sexual scripts,
and analyses how harassers attempt to position themselves and the feminine subject in
interaction. The analysis presents two themes, termed the ‘‘not hot enough’’ discourse
and the ‘‘missing discourse of consent’’, which are unpacked to reveal a patriarchal logic
in which a woman’s constructed ‘‘worth’’ in the online sexual marketplace resides in her
beauty and sexual propriety. Occurring in response to women’s exercise of choice and
to (real or imagined) sexual rejection, it is argued these are disciplinary discourses that
attempt to (re)position women and femininity as sexually subordinate to masculinity
and men. This paper makes a novel contribution to a growing body of feminist work on
online harassment and misogyny. It also considers the implications for feminist theoris-
ing on the link between postfeminism and contemporary forms of sexism, and ends with
some reflections on strategies of feminist resistance.
Keywords
online dating, sexism, postfeminism, sexual harassment, Tinder, sexuality, new media
Feminism & Psychology
2018, Vol. 28(1) 69–89
! The Author(s) 2018
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0959353517720226
journals.sagepub.com/home/fap
Corresponding author:
Laura Thompson, School of Arts and Social Sciences, City, University of London, Northampton Square,
London EC1 HVB, UK.
Email: [email protected]
https://uk.sagepub.com/en-gb/journals-permissions
https://doi.org/10.1177/0959353517720226
journals.sagepub.com/home/fap
http://crossmark.crossref.org/dialog/?doi=10.1177%2F0959353517720226&domain=pdf&date_stamp=2018-02-08
Introduction
Rise of the Feminist Tinder-Creep-Busting Web Vigilante – Olga Khazan (2014), The
Atlantic
This Woman Set Up an Instagram to Show the Shocking Truth of Being a Woman
Online – Jo Barrow (2014), Buzzfeed UK
‘Bye Felipe’ Is the Best New Instagram Account for Your Gross Online Dating
Messages – Lane Moore (2014), Cosmopolitan.com
In October 2014, the Instagram account Bye Felipe was created with the aim of
‘‘calling out dudes who turn hostile when rejected or ignored’’. Run by Alexandra
Tweten, a white American woman in her mid-20s, Bye Felipe exposes the harass-
ment and sexism women experience online by posting screenshots women send her
of verbal abuse, unwanted graphic pictures (‘‘dick pics’’) and .
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Not Apart of the Club Consumer Crossing Over Marketing Niche BoundariesRudy Diaz
This document is a thesis written by Rudy Diaz at the University of Denver in 2014 exploring how consumers occupy nightlife spaces in the Denver area and the implications for marketing niches. Through observations and interviews, Diaz discovered that heterosexual women often chose to socialize in gay bars to avoid misogyny in straight bars, and gay men sometimes chose straight bars to avoid unwanted attention. Both groups used these spaces as a refuge from their typical environments. Diaz also found that some heterosexual men would follow women to gay bars. The research suggests masculinity is expressed across a spectrum and influences experiences in nightlife spaces.
An Investigation into Public Attitudes towards Prostitution and Sexuality Nicole McCormack
This document is a thesis presented by Nicole McCormack to earn a Bachelor of Arts degree in psychology from University College Dublin. The thesis investigates public attitudes towards prostitution and sexuality. It includes a literature review on past research related to views on prostitution, feminism, and homosexuality. The literature review discusses polarized views on prostitution in past research and a lack of focus on male prostitution and its link to homosexuality. The thesis aims to construct a new scale to measure public attitudes towards prostitution and use it to study the relationships between those attitudes and views on feminism and homosexuality. It employed surveys and statistical analysis with the goal of increasing understanding of public perceptions of prostitution.
Write Essay Comparing Two Things. Online assignment writing service.Mandy Chavez
The document provides instructions for writing an essay comparing two things by outlining a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work.
This document analyzes media commentary surrounding celebrity feminism. It discusses existing negative discourses around feminism, including portrayals as man-hating, unattractive, and lacking humor. It also discusses concerns about the appropriation and commercialization of feminism. The study uses discourse analysis to examine how six celebrities who declared or denied feminism were portrayed in online media. It finds discourses were polarized, often gendered, and revealed media biases in portraying feminism.
This document provides a summary of a student essay titled "Money can't buy my love, what can?". The essay explores factors involved in romantic relationships from an evolutionary perspective and how those factors may have changed over time with modernization. It discusses theories about differing priorities for men and women in relationships, such as women seeking financial stability and men prioritizing fertility, according to evolutionary psychology. However, it notes relationships may be influenced less by financial factors now with increased women's independence and technology enabling online relationships.
Enterprise Key Management Plan An eight- to 10-page double.docxbudabrooks46239
This document outlines an enterprise key management plan and policy. The plan requires an 8-10 page document in APA format that describes the strategy but excludes tables, figures, and citations. A shorter 2-3 page policy document in Word format is also required to govern key management.
English IV Research PaperMrs. MantineoObjective To adher.docxbudabrooks46239
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
EssaysExperts.net is the only custom writing service that uses ultra modern approaches coupled with thorough training in providing high quality academic writing services. Our services will enable you achieve success and realize your academic dreams. At http://www.essaysexperts.net/ ,we are the best solution for your acdemic assignments
Not Apart of the Club Consumer Crossing Over Marketing Niche BoundariesRudy Diaz
This document is a thesis written by Rudy Diaz at the University of Denver in 2014 exploring how consumers occupy nightlife spaces in the Denver area and the implications for marketing niches. Through observations and interviews, Diaz discovered that heterosexual women often chose to socialize in gay bars to avoid misogyny in straight bars, and gay men sometimes chose straight bars to avoid unwanted attention. Both groups used these spaces as a refuge from their typical environments. Diaz also found that some heterosexual men would follow women to gay bars. The research suggests masculinity is expressed across a spectrum and influences experiences in nightlife spaces.
An Investigation into Public Attitudes towards Prostitution and Sexuality Nicole McCormack
This document is a thesis presented by Nicole McCormack to earn a Bachelor of Arts degree in psychology from University College Dublin. The thesis investigates public attitudes towards prostitution and sexuality. It includes a literature review on past research related to views on prostitution, feminism, and homosexuality. The literature review discusses polarized views on prostitution in past research and a lack of focus on male prostitution and its link to homosexuality. The thesis aims to construct a new scale to measure public attitudes towards prostitution and use it to study the relationships between those attitudes and views on feminism and homosexuality. It employed surveys and statistical analysis with the goal of increasing understanding of public perceptions of prostitution.
Write Essay Comparing Two Things. Online assignment writing service.Mandy Chavez
The document provides instructions for writing an essay comparing two things by outlining a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work.
This document analyzes media commentary surrounding celebrity feminism. It discusses existing negative discourses around feminism, including portrayals as man-hating, unattractive, and lacking humor. It also discusses concerns about the appropriation and commercialization of feminism. The study uses discourse analysis to examine how six celebrities who declared or denied feminism were portrayed in online media. It finds discourses were polarized, often gendered, and revealed media biases in portraying feminism.
This document provides a summary of a student essay titled "Money can't buy my love, what can?". The essay explores factors involved in romantic relationships from an evolutionary perspective and how those factors may have changed over time with modernization. It discusses theories about differing priorities for men and women in relationships, such as women seeking financial stability and men prioritizing fertility, according to evolutionary psychology. However, it notes relationships may be influenced less by financial factors now with increased women's independence and technology enabling online relationships.
Enterprise Key Management Plan An eight- to 10-page double.docxbudabrooks46239
This document outlines an enterprise key management plan and policy. The plan requires an 8-10 page document in APA format that describes the strategy but excludes tables, figures, and citations. A shorter 2-3 page policy document in Word format is also required to govern key management.
English IV Research PaperMrs. MantineoObjective To adher.docxbudabrooks46239
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
Enter in conversation with other writers by writing a thesis-dri.docxbudabrooks46239
Enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructorYour essay should include
all
of the following:
A precise thesis, or main claim
Supporting details or evidence for your claim
A clearly defined audience
An outline of the "conversation" begin by the 3 assigned articles
Direct reference (through quotation, summary, or paraphrase) to the 3 assigned articles
"Beyonce' and Social Media..." by Melissa Avdeef
"Not so Busy" by William Power
"Growing up Tethered" by Sherry Turkle
Length/Due Date
: approximately 800-1,000 words, Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
.
English II – Touchstone 3.2 Draft an Argumentative Research Essay.docxbudabrooks46239
English II – Touchstone 3.2 Draft an Argumentative Research Essay
Peter Comment by Kvinge, Krystal: Hi Peter! I’ll be reviewing your essay today.
English Composition II
Touchstone 3.2 Draft an Argumentative Research Essay
July 16, 2020
Recent pandemic, commonly referred to as COVID 19, has changed the world dynamics. This disease has not just crashed the world health system but has also impacted the global education system. COVID 19 has made our daily routine vulnerable. Still, the precautionary measures such as social distancing have not just impacted the social life of human beings. Still, they have also altered the Present and the future of the global learning system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world's learner’s populace, with approximately 1.53 billion learners out of learning institutes. Many educationists believe that with the current circumstance, the drop-out rate of students across the globe will increase in the near future because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, educationists and research indicate that the current alteration in the global education system will not be short-lived and will have a profound impact on the future means of education. Comment by Kvinge, Krystal: Write smoothly: this sentence is awkward. Try reading your writing aloud to see if it sounds natural. Comment by Kvinge, Krystal: Use specific language: what do you mean by “crashed?” Comment by Kvinge, Krystal: Avoid repetition in your essay: here, beginning two sentences in a row with “still” weakens your writing. Comment by Kvinge, Krystal: Cite all outside information in APA format. You can find information on it here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Comment by Kvinge, Krystal: Look out for odd word choices throughout your paper. Write clearly, directly, and concisely. Comment by Kvinge, Krystal: Important: improve this thesis. Your thesis statement must be argumentative: it must take a side and state what should be done What exactly are you arguing for?
Education System during Pandemic Comment by Kvinge, Krystal: If you are going to use headings, use them throughout the paper, including for your Introduction and Conclusion.
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19. Such massive disruption has pushed educators and institutions to opt for new means of education, such as online learning and instructional tutoring. However, such means of education has also exposed other crucial factors, such as inconsistent resource allocation and social and economic differences. The historical research on the impact of school closure depicts that even a brief intervention in school activities has a h.
English 3060Spring 2021Group Summary ofReinhardP.docxbudabrooks46239
English 3060
Spring 2021
Group Summary of
Reinhard
Please work with your group (or individually) to summarize Reinhard’s article. Your summary should be two pages long, in MLA format, listing the name of each participant in your breakout room who attended and contributed for the entire session.
To begin your summary, tell who wrote the essay, the name of the essay, and what the writer’s main point or project is. As with McDonald’s you should be able to do this is one short paragraph. (
For example: In his essay, “ Disgrace and the Neighbor: An Interchange with Bill McDonald,” Coetzee scholar Kenneth Reinhard responds to Bill McDonald’s essay, arguing against McDonald’s thesis that David Lurie changes. It is Reinhart’s thesis that David Lurie does not undergo significant change in the novel. In answering McDonald, Reinhard analyzes each of Lurie’s changed vision in the context of two sets of questions—one regarding the redemptive potential of change in vision and the second regarding what it means to love one’s neighbor.
Reinhard devotes the first 1 ½ pages to this contextualization. In the middle of page 2, he announces his own project: he will respond to McDonald by questioning the redemptive nature of vision AND also questioning neighbor love. Reinhard then sets about defining and contextualizing the significance of erotic vision. On page 96, he begins his analysis of the three visions set forth by McDonald, addressing the limitations of each vision to indicate real change in Lurie. This might be the heart of your summary.
Reinhard moves from his analysis of the three visions to an analysis of neighborly love in Disgrace and the problems of living side-by-side with those whose presence may be a challenge. He places his case for the novel’s redemption in Lucy and her “blindness” to the evils she has suffered.
Once again your summary should be 2 pages long, double-spaced in MLA format.
.
English 102 Essay 2 First Draft Assignment Feminism and Hubris.docxbudabrooks46239
English 102 Essay 2 First Draft Assignment: “Feminism and Hubris”
MLA format
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A tragic hero or heroine begins the play as a well-loved person of stature, but that stature disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable, and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being arrested for and possibly convicted of murder after killing her husband) foretold, inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500 words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis statement.
You must support each of your claims with quotations from the play(s) you choose to write about. After answering the above questions as part of the prewriting process, develop a Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus Rex
) that are divided into acts and scenes. Please study the sample works cited page below. Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 707-750.
.
English 102 Essay 2 Assignment Feminism and Hubris”Write a.docxbudabrooks46239
English 102 Essay 2 Assignment: “Feminism and Hubris”
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with
the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements
in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please
consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example
of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The
presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the
female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A
tragic hero or heroine begins the play as a well-loved person of stature, but that stature
disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable,
and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast
Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another
character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being
arrested for and possibly convicted of murder after killing her husband) foretold,
inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500
words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis
statement.
You must support each of your claims with quotations from the play(s) you choose to
write about. After answering the above questions as part of the prewriting process, develop a
Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter
entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus
Rex
) that are divided into acts and scenes. Please study the sample works cited page below.
Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 707-750.
.
ENGL112 WednesdayDr. Jason StarnesMarch 9, 2020Human Respo.docxbudabrooks46239
This document discusses how Art Spiegelman and Alison Bechdel both experienced generational trauma through their works "In The Shadow of No Towers" and "Fun Home", respectively. While the scale and time period of their traumas differed, both impacted and changed their behaviors. For Spiegelman, the 9/11 terrorist attacks became a trauma for himself and all Americans, causing anxiety and worry for his family's safety. Bechdel's trauma stemmed from the lack of societal acceptance of homosexuality during her childhood and father's closeted identity. The document analyzes how each author represented and dealt with their generational traumas through their artistic works.
English 101 - Reminders and Help for Rhetorical Analysis Paragraph.docxbudabrooks46239
English 101 - Reminders and Help for Rhetorical Analysis Paragraphs
1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II)
Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point.
-(P) main point of paragraph in the topic sentence
-(I) follow up and explanation of the idea, how it is true and its importance
Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented
-(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source
Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way.
-(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way.
2. Help Developing Main Points – Rhetorical Analysis
The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these).
Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections:
A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text.
B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe?
C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used?
D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective?
E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience?
English 101 - Essay II – Assignment
Texts Covered to Prepare for EII:
-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis
-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas
-“Backpacks vs. Briefcases” - Laura Bolin Carroll
-“How Advertising Has Become an Agent o.
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
ENGL 102Use the following template as a cover page for each writ.docxbudabrooks46239
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
65 to 75 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
51 to 64 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 50 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
65 to 75 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Word count is at least 1,500 words.
51 to 64 points
· Paper is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Word count almost meets requirement.
0 to 50 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic is included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
· Word count does not meet requirement.
Grammar and Diction
(CCLO #1, #3)
65 to 75 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
· 51 to 64 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is gener.
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docxbudabrooks46239
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
ENGL 151 Research EssayAssignment DetailsValue 25 (additio.docxbudabrooks46239
ENGL 151 Research Essay
Assignment Details
Value: 25% (additional 5% for Draft/Peer Review)
Due Date: Draft—Jun 10
Final—June 19
Length: 1500 words (does not count the references list)
Instructions
Write a 1,500 word argumentative essay in which you communicate and defend a thesis about a specific topic you have begun researching over the first four weeks of the term.
While your essay is based on your own opinion about a topic, the strength of your essay will depend on your ability to anticipate objections/questions from critical readers and address them by collecting and integrating supporting evidence from other texts. As always, I expect your argument to be thorough, well-reasoned, and concise. Don’t waste space with empty words.
Your analysis should have a strong, clear structure. As a guide, consider our standard conceptualization of essay format:
· Introduction paragraph containing (among other things) a clear thesis
· Body paragraphs discussing one aspect of the argument to support your thesis
· Conclusion paragraph that reminds readers of the thesis and major supporting ideas
Your essay must be formatted according to APA 7th edition guidelines, and you must cite both quotations and paraphrasing in APA style, which includes a References list.
Research
You must incorporate information from a minimum of five reliable and appropriate sources in your essay, at least one of which must be a scholarly article from the Camosun library database. Texts providing only general information (eg. dictionaries, encyclopedias, wikis) are not appropriate sources. Web resources from reliable sources (eg. American Medical Association, Statistics Canada) can be valuable, but extreme caution should be used when defining “reliable”. If you’re in doubt, discuss with other students and/or contact me.
Academic Honesty
Remember, plagiarism is a very serious offence. All borrowed material must be cited using APA style, and any paraphrasing must be significantly re-worded from the original material.
I expect you to limit the length of your quotations (all under 40 words long).
Essay Draft: Process and Grading
1. On Wednesday, June 10, before 12:00pm (noon), you will submit a draft of your research essay to the Essay Draft Drop Box on our D2L page. Your draft should be
· a complete essay that may lack the polish of a final draft
· fully cited in APA style, including in-text citations and a references list
· formatted in APA style (see sample on D2L)
· submitted without your name on it (don’t include it on the title page)
2. I will email you another student’s draft by 5:00pm the same day, and you will use the Peer Review Guide to give feedback on the student’s essay. The review process should only take 60 minutes max (that’s how long I give my students when we do this in class).
3. You will submit your feedback to the Peer Review Drop Box on D2L before Thursday, June 11, at 5:00pm.
The draft will be graded on a pass/fail basis. Failing to su.
ENGL 140 Signature Essay Peer Review Worksheet
AssignmentDirections: Your task is to provide high level feedback to at least one of your fellow classmates that should help them improve their final essay. You will need to complete, in its entirety, this peer review worksheet to help your fellow student.
PART ONE: DEMOGRAPHICS
Name of the student whose essay you reviewed:
Your Name: Daniel Placeres
PART TWO: ANALYSIS
Summarize, in three to five sentences, the overall argument being made in this essay. Share your opinion on how well you think this draft meets the assignment requirements.
INPUT: The overall argument mentions the association between bad health and low income. Daniel argues that poverty increases the risk of poor hygienic and health related issues. Mentioned, is the fact that without the proper income healthcare services are limited or not accessible to those in need.
I feel the draft does need more revision, but does meet the requirements provided to our class. I have a clear understanding of the link between poor health and poverty and believe we can make this a great paper.
PART THREE: CONTENT
Address each of the following questions, using complete sentences and specific examples when possible. Remember that you can give both positive and negative answers here to help highlight both the best aspects of the essay and address those areas that need revision.
Format
YES
NO
1
Does the essay use appropriate APA formatting, including double spacing, Times New Roman 12 point. Times New Roman font, one-inch margins, and appropriate paragraph indentations?
N
2
Can you identify any areas where outside source information appears to be used when no in-text citations are included? Provide specific examples:
N
3
When in-text citations are used, do they follow APA formatting?
Y
4
Does the essay include the required 8 sources?
Y
5
Can you identify any issues with the references page? If so, please provide specific examples: hyperlinks, capitalizations (review “Poverty and health: thirty years of progress?”),
Y
Content
YES
NO
1
Can you identify the main argument being made?
Y
2
Can you identify the thesis statement? Does it make a claim that can be argued and clearly take a stance?
Y
3
Do each of the paragraphs in the essay work to directly support the argument being made in the essay?
Y
Organization
1. How effectively does the introduction engage the reader while providing an overview of the main controversy being addressed?
Introductory paragraph flows, however, his argument needs to be more clear. Before mentioning his point of view on poor health care linked to political injustice, he mentions a point on education, which weakens his argument by diverting the subject. Although I believe this is the argument he was attempting to make, he then begins the body of his essay by discussing correlations between poverty, healthcare, and lifestyle (e.g., diets), which once again scatters his topic.
2. How easily .
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docxbudabrooks46239
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
Engaging Youth Experiencing
Homelessness
Core Practices and Services
National Health Care for the Homeless Council
January 2016
DISCLAIMER
This project was supported by the Health Resources and Services Administration (HRSA) of the
U.S. Department of Health and Human Services (HHS) under grant number U30CS09746,
a National Training and Technical Assistance Cooperative Agreement for $1,625,741, with 0%
match from nongovernmental sources. This information or content and conclusions are those of
the author and should not be construed as the official position or policy of, nor should any
endorsements be inferred by HRSA, HHS or the U.S. Government.
All material in this document is in the public domain and may be used and reprinted without
special permission. Citation as to source, however, is appreciated.
Suggested citation: National Health Care for the Homeless Council (January 2016). Engaging
Youth Experiencing Homelessness: Core Practices & Services [Author: Juli Hishida, Project Manager.]
Nashville, TN: Available at: www.nhchc.org.
ACKNOWLEDGEMENTS
Special thanks are owed to the National Health Care for the Homeless Clinicians’ Network (CN)
Steering Committee, the CN Engaging Homeless Youth advisory work group, and the individual
clinicians, administrators, and consumers interviewed for this project. Without their willingness to
share valuable information about their organization and their experiences this publication would
not be possible. Additional thanks to Council staff members who reviewed and contributed to the
research process and this publication.
Engaging Homeless Youth Advisory Work Group Members:
Amy Grassette
Consumer Advisory Board Chair
Community Healthlink
Bella Christodoulou, LCSW
Social Worker
Tulane Drop-In Health Services
Brian Bickford, LMHC
Director of Primary Care and Homeless Svcs
Community Healthlink
Cicely Campbell, BS
Volunteer Coordinator
Tulane Drop-In Health Services
Debbian Fletcher-Blake, APRN, FNP
Assistant Executive Director, Clinic
Administrator
Care for the Homeless
Deborah McMillan, LSW
Assistant Vice President of Social Services
Public Health Management Corporation
Eowyn Rieke, MD, MPH
Physician
Outside In
Heather McIntosh, MS
Research Project Coordinator
University of Oklahoma School of
Community Medicine
Heidi Holland, M.Ed
Program Manager
The National LGBT Health Education
Center
Mark Fox, MD
Medical Director/ Associate Dean for
Community Health and Research
Development
Street Outreach Clinic/ University of
Oklahoma School of Community Medicine
Mollie Sullivan, LMHC
Licensed Mental Health Counselor
Health Care for the Homeless/ Mercy
Medical Center
Rachael Kenney, MA
Associate
Center for Social Innovation
Ric Munoz, JD
Assistant Clinical Professor of Social Work
University of Oklahoma School of Social
Work
Robin Scott, MD
Pediatrician
Community Health Center of South Bronx .
Engaging Families to Support Indigenous Students’ Numeracy Devel.docxbudabrooks46239
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Endocrine Attendance QuestionsWhat is hypopituitarism and how .docxbudabrooks46239
Endocrine Attendance Questions
What is hypopituitarism and how is it managed?
Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI)
Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder.
Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management
Discuss the therapeutic management of diabetic ketoacidosis (DKA)
.
ENG 130 Literature and Comp ENG 130 Research Essay E.docxbudabrooks46239
ENG 130: Literature and Comp
ENG 130: Research Essay
Essay ENG 130: Research Essay
This assignment focuses on your ability to: evaluate researched source materials to be
academic, valid, and reliable; to incorporate research fluidly into an essay format; to cite researched
information properly in APA format.
The purpose of completing this assignment is: learning how to research valid and reliable
sources is an important lifelong skill for school, career, and personal life. You will need to know how
to synthesize researched information and present it effectively. As a student of Post, please be sure
you use this assignment to solidify your mastery of APA text citations. Ask your instructor questions!
______________________________________________________________
Prompt (what you are writing about):
Who is August Wilson and how do his plays in The Pittsburgh Cycle—particularly Fences—
reflect the society in which they are set?
Instructions (How to get it done):
Research August Wilson, his life, The Pittsburgh Cycle of plays, and how they reflect the eras
in which the plays are set.
You must have at least four outside sources that are academic and reliable.
Create an essay that is 2 to 3 pages and relates the following information:
o August Wilson’s life and accomplishments
o The plays that are included in Wilson’s The Pittsburgh Cycle including brief summaries
each play.
o Research on the era and location in which Fences is set.
This is a research essay and not an argumentative essay.
Include direct quotes and paraphrases from your researched information
Be sure that you have in text citations and corresponding reference citations for all quoted
material, paraphrased material, and newly researched material.
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the above source and at least four outside sources to create a properly-formatted
APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Source: Fences by August Wilson (pages 1270-1331)
Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Organization Many details are
not in a logical or
expected order.
The paper does
not use
paragraphs.
Writing may have
little discernible
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxbudabrooks46239
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxbudabrooks46239
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
This assignment focuses on your ability to: create effective thesis statements; synthesize
research, text support, and personal analyses into a cohesive essay; defend an argument; properly
citie researched material in APA format.
The purpose of completing this assignment is: as a student, career professional, and individual,
learning how to defend your side of an argument with data, experience, and valid information is of
paramount importance. As a student at Post, use this assignment to master the objectives listed
above, particularly APA citation and reference page formatting. You need to know APA and
argumentation techniques!
______________________________________________________________
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Instructions (how to get it done):
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Choose the conflict area that you think will have the strongest text support.
Create a thesis statement that clearly states your stance on why this conflict is the driving
force of the play and how you’re going to prove it (see “Helpful Hints” section below).
Research needed sources so that you have at least 3 outside sources that are valid and
reliable.
Be sure also to include text examples from the Fences, the play.
Defend your thesis in an introduction, at least three supporting sections, and a conclusion.
Check in with your instructor with any and all questions.
Requirements:
Length and format: 3-4 pages.
You should have at least three outside sources plus text examples from the play.
The title page and reference page are also required, but they should not be factored into the
3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. The essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas that you
will be using to defend your argument. Be sure to have a thesis that clearly states
which conflict you feel is the most important and drives.
ENG 130 Literature and Comp Descriptive Imagery Response .docxbudabrooks46239
This document provides instructions for an assignment in an ENG 130 Literature and Comp course. Students are asked to write a 3-page essay describing and analyzing a famous work of art, including: researching the artist and artwork, writing a summary of the history and life of the artist, and composing an original descriptive poem of at least 14 lines using imagery to describe their reaction to the artwork. The essay must be in APA format, with proper citations and a reference page, and include an image of the artwork. Students will be graded on the content, vocabulary, voice, grammar and mechanics, and APA formatting of their essay.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Enter in conversation with other writers by writing a thesis-dri.docxbudabrooks46239
Enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructorYour essay should include
all
of the following:
A precise thesis, or main claim
Supporting details or evidence for your claim
A clearly defined audience
An outline of the "conversation" begin by the 3 assigned articles
Direct reference (through quotation, summary, or paraphrase) to the 3 assigned articles
"Beyonce' and Social Media..." by Melissa Avdeef
"Not so Busy" by William Power
"Growing up Tethered" by Sherry Turkle
Length/Due Date
: approximately 800-1,000 words, Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
.
English II – Touchstone 3.2 Draft an Argumentative Research Essay.docxbudabrooks46239
English II – Touchstone 3.2 Draft an Argumentative Research Essay
Peter Comment by Kvinge, Krystal: Hi Peter! I’ll be reviewing your essay today.
English Composition II
Touchstone 3.2 Draft an Argumentative Research Essay
July 16, 2020
Recent pandemic, commonly referred to as COVID 19, has changed the world dynamics. This disease has not just crashed the world health system but has also impacted the global education system. COVID 19 has made our daily routine vulnerable. Still, the precautionary measures such as social distancing have not just impacted the social life of human beings. Still, they have also altered the Present and the future of the global learning system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world's learner’s populace, with approximately 1.53 billion learners out of learning institutes. Many educationists believe that with the current circumstance, the drop-out rate of students across the globe will increase in the near future because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, educationists and research indicate that the current alteration in the global education system will not be short-lived and will have a profound impact on the future means of education. Comment by Kvinge, Krystal: Write smoothly: this sentence is awkward. Try reading your writing aloud to see if it sounds natural. Comment by Kvinge, Krystal: Use specific language: what do you mean by “crashed?” Comment by Kvinge, Krystal: Avoid repetition in your essay: here, beginning two sentences in a row with “still” weakens your writing. Comment by Kvinge, Krystal: Cite all outside information in APA format. You can find information on it here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Comment by Kvinge, Krystal: Look out for odd word choices throughout your paper. Write clearly, directly, and concisely. Comment by Kvinge, Krystal: Important: improve this thesis. Your thesis statement must be argumentative: it must take a side and state what should be done What exactly are you arguing for?
Education System during Pandemic Comment by Kvinge, Krystal: If you are going to use headings, use them throughout the paper, including for your Introduction and Conclusion.
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19. Such massive disruption has pushed educators and institutions to opt for new means of education, such as online learning and instructional tutoring. However, such means of education has also exposed other crucial factors, such as inconsistent resource allocation and social and economic differences. The historical research on the impact of school closure depicts that even a brief intervention in school activities has a h.
English 3060Spring 2021Group Summary ofReinhardP.docxbudabrooks46239
English 3060
Spring 2021
Group Summary of
Reinhard
Please work with your group (or individually) to summarize Reinhard’s article. Your summary should be two pages long, in MLA format, listing the name of each participant in your breakout room who attended and contributed for the entire session.
To begin your summary, tell who wrote the essay, the name of the essay, and what the writer’s main point or project is. As with McDonald’s you should be able to do this is one short paragraph. (
For example: In his essay, “ Disgrace and the Neighbor: An Interchange with Bill McDonald,” Coetzee scholar Kenneth Reinhard responds to Bill McDonald’s essay, arguing against McDonald’s thesis that David Lurie changes. It is Reinhart’s thesis that David Lurie does not undergo significant change in the novel. In answering McDonald, Reinhard analyzes each of Lurie’s changed vision in the context of two sets of questions—one regarding the redemptive potential of change in vision and the second regarding what it means to love one’s neighbor.
Reinhard devotes the first 1 ½ pages to this contextualization. In the middle of page 2, he announces his own project: he will respond to McDonald by questioning the redemptive nature of vision AND also questioning neighbor love. Reinhard then sets about defining and contextualizing the significance of erotic vision. On page 96, he begins his analysis of the three visions set forth by McDonald, addressing the limitations of each vision to indicate real change in Lurie. This might be the heart of your summary.
Reinhard moves from his analysis of the three visions to an analysis of neighborly love in Disgrace and the problems of living side-by-side with those whose presence may be a challenge. He places his case for the novel’s redemption in Lucy and her “blindness” to the evils she has suffered.
Once again your summary should be 2 pages long, double-spaced in MLA format.
.
English 102 Essay 2 First Draft Assignment Feminism and Hubris.docxbudabrooks46239
English 102 Essay 2 First Draft Assignment: “Feminism and Hubris”
MLA format
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A tragic hero or heroine begins the play as a well-loved person of stature, but that stature disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable, and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being arrested for and possibly convicted of murder after killing her husband) foretold, inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500 words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis statement.
You must support each of your claims with quotations from the play(s) you choose to write about. After answering the above questions as part of the prewriting process, develop a Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus Rex
) that are divided into acts and scenes. Please study the sample works cited page below. Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 707-750.
.
English 102 Essay 2 Assignment Feminism and Hubris”Write a.docxbudabrooks46239
English 102 Essay 2 Assignment: “Feminism and Hubris”
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with
the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements
in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please
consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example
of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The
presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the
female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A
tragic hero or heroine begins the play as a well-loved person of stature, but that stature
disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable,
and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast
Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another
character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being
arrested for and possibly convicted of murder after killing her husband) foretold,
inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500
words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis
statement.
You must support each of your claims with quotations from the play(s) you choose to
write about. After answering the above questions as part of the prewriting process, develop a
Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter
entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus
Rex
) that are divided into acts and scenes. Please study the sample works cited page below.
Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 707-750.
.
ENGL112 WednesdayDr. Jason StarnesMarch 9, 2020Human Respo.docxbudabrooks46239
This document discusses how Art Spiegelman and Alison Bechdel both experienced generational trauma through their works "In The Shadow of No Towers" and "Fun Home", respectively. While the scale and time period of their traumas differed, both impacted and changed their behaviors. For Spiegelman, the 9/11 terrorist attacks became a trauma for himself and all Americans, causing anxiety and worry for his family's safety. Bechdel's trauma stemmed from the lack of societal acceptance of homosexuality during her childhood and father's closeted identity. The document analyzes how each author represented and dealt with their generational traumas through their artistic works.
English 101 - Reminders and Help for Rhetorical Analysis Paragraph.docxbudabrooks46239
English 101 - Reminders and Help for Rhetorical Analysis Paragraphs
1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II)
Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point.
-(P) main point of paragraph in the topic sentence
-(I) follow up and explanation of the idea, how it is true and its importance
Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented
-(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source
Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way.
-(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way.
2. Help Developing Main Points – Rhetorical Analysis
The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these).
Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections:
A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text.
B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe?
C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used?
D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective?
E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience?
English 101 - Essay II – Assignment
Texts Covered to Prepare for EII:
-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis
-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas
-“Backpacks vs. Briefcases” - Laura Bolin Carroll
-“How Advertising Has Become an Agent o.
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
ENGL 102Use the following template as a cover page for each writ.docxbudabrooks46239
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
65 to 75 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
51 to 64 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 50 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
65 to 75 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Word count is at least 1,500 words.
51 to 64 points
· Paper is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Word count almost meets requirement.
0 to 50 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic is included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
· Word count does not meet requirement.
Grammar and Diction
(CCLO #1, #3)
65 to 75 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
· 51 to 64 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is gener.
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docxbudabrooks46239
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
ENGL 151 Research EssayAssignment DetailsValue 25 (additio.docxbudabrooks46239
ENGL 151 Research Essay
Assignment Details
Value: 25% (additional 5% for Draft/Peer Review)
Due Date: Draft—Jun 10
Final—June 19
Length: 1500 words (does not count the references list)
Instructions
Write a 1,500 word argumentative essay in which you communicate and defend a thesis about a specific topic you have begun researching over the first four weeks of the term.
While your essay is based on your own opinion about a topic, the strength of your essay will depend on your ability to anticipate objections/questions from critical readers and address them by collecting and integrating supporting evidence from other texts. As always, I expect your argument to be thorough, well-reasoned, and concise. Don’t waste space with empty words.
Your analysis should have a strong, clear structure. As a guide, consider our standard conceptualization of essay format:
· Introduction paragraph containing (among other things) a clear thesis
· Body paragraphs discussing one aspect of the argument to support your thesis
· Conclusion paragraph that reminds readers of the thesis and major supporting ideas
Your essay must be formatted according to APA 7th edition guidelines, and you must cite both quotations and paraphrasing in APA style, which includes a References list.
Research
You must incorporate information from a minimum of five reliable and appropriate sources in your essay, at least one of which must be a scholarly article from the Camosun library database. Texts providing only general information (eg. dictionaries, encyclopedias, wikis) are not appropriate sources. Web resources from reliable sources (eg. American Medical Association, Statistics Canada) can be valuable, but extreme caution should be used when defining “reliable”. If you’re in doubt, discuss with other students and/or contact me.
Academic Honesty
Remember, plagiarism is a very serious offence. All borrowed material must be cited using APA style, and any paraphrasing must be significantly re-worded from the original material.
I expect you to limit the length of your quotations (all under 40 words long).
Essay Draft: Process and Grading
1. On Wednesday, June 10, before 12:00pm (noon), you will submit a draft of your research essay to the Essay Draft Drop Box on our D2L page. Your draft should be
· a complete essay that may lack the polish of a final draft
· fully cited in APA style, including in-text citations and a references list
· formatted in APA style (see sample on D2L)
· submitted without your name on it (don’t include it on the title page)
2. I will email you another student’s draft by 5:00pm the same day, and you will use the Peer Review Guide to give feedback on the student’s essay. The review process should only take 60 minutes max (that’s how long I give my students when we do this in class).
3. You will submit your feedback to the Peer Review Drop Box on D2L before Thursday, June 11, at 5:00pm.
The draft will be graded on a pass/fail basis. Failing to su.
ENGL 140 Signature Essay Peer Review Worksheet
AssignmentDirections: Your task is to provide high level feedback to at least one of your fellow classmates that should help them improve their final essay. You will need to complete, in its entirety, this peer review worksheet to help your fellow student.
PART ONE: DEMOGRAPHICS
Name of the student whose essay you reviewed:
Your Name: Daniel Placeres
PART TWO: ANALYSIS
Summarize, in three to five sentences, the overall argument being made in this essay. Share your opinion on how well you think this draft meets the assignment requirements.
INPUT: The overall argument mentions the association between bad health and low income. Daniel argues that poverty increases the risk of poor hygienic and health related issues. Mentioned, is the fact that without the proper income healthcare services are limited or not accessible to those in need.
I feel the draft does need more revision, but does meet the requirements provided to our class. I have a clear understanding of the link between poor health and poverty and believe we can make this a great paper.
PART THREE: CONTENT
Address each of the following questions, using complete sentences and specific examples when possible. Remember that you can give both positive and negative answers here to help highlight both the best aspects of the essay and address those areas that need revision.
Format
YES
NO
1
Does the essay use appropriate APA formatting, including double spacing, Times New Roman 12 point. Times New Roman font, one-inch margins, and appropriate paragraph indentations?
N
2
Can you identify any areas where outside source information appears to be used when no in-text citations are included? Provide specific examples:
N
3
When in-text citations are used, do they follow APA formatting?
Y
4
Does the essay include the required 8 sources?
Y
5
Can you identify any issues with the references page? If so, please provide specific examples: hyperlinks, capitalizations (review “Poverty and health: thirty years of progress?”),
Y
Content
YES
NO
1
Can you identify the main argument being made?
Y
2
Can you identify the thesis statement? Does it make a claim that can be argued and clearly take a stance?
Y
3
Do each of the paragraphs in the essay work to directly support the argument being made in the essay?
Y
Organization
1. How effectively does the introduction engage the reader while providing an overview of the main controversy being addressed?
Introductory paragraph flows, however, his argument needs to be more clear. Before mentioning his point of view on poor health care linked to political injustice, he mentions a point on education, which weakens his argument by diverting the subject. Although I believe this is the argument he was attempting to make, he then begins the body of his essay by discussing correlations between poverty, healthcare, and lifestyle (e.g., diets), which once again scatters his topic.
2. How easily .
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docxbudabrooks46239
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
Engaging Youth Experiencing
Homelessness
Core Practices and Services
National Health Care for the Homeless Council
January 2016
DISCLAIMER
This project was supported by the Health Resources and Services Administration (HRSA) of the
U.S. Department of Health and Human Services (HHS) under grant number U30CS09746,
a National Training and Technical Assistance Cooperative Agreement for $1,625,741, with 0%
match from nongovernmental sources. This information or content and conclusions are those of
the author and should not be construed as the official position or policy of, nor should any
endorsements be inferred by HRSA, HHS or the U.S. Government.
All material in this document is in the public domain and may be used and reprinted without
special permission. Citation as to source, however, is appreciated.
Suggested citation: National Health Care for the Homeless Council (January 2016). Engaging
Youth Experiencing Homelessness: Core Practices & Services [Author: Juli Hishida, Project Manager.]
Nashville, TN: Available at: www.nhchc.org.
ACKNOWLEDGEMENTS
Special thanks are owed to the National Health Care for the Homeless Clinicians’ Network (CN)
Steering Committee, the CN Engaging Homeless Youth advisory work group, and the individual
clinicians, administrators, and consumers interviewed for this project. Without their willingness to
share valuable information about their organization and their experiences this publication would
not be possible. Additional thanks to Council staff members who reviewed and contributed to the
research process and this publication.
Engaging Homeless Youth Advisory Work Group Members:
Amy Grassette
Consumer Advisory Board Chair
Community Healthlink
Bella Christodoulou, LCSW
Social Worker
Tulane Drop-In Health Services
Brian Bickford, LMHC
Director of Primary Care and Homeless Svcs
Community Healthlink
Cicely Campbell, BS
Volunteer Coordinator
Tulane Drop-In Health Services
Debbian Fletcher-Blake, APRN, FNP
Assistant Executive Director, Clinic
Administrator
Care for the Homeless
Deborah McMillan, LSW
Assistant Vice President of Social Services
Public Health Management Corporation
Eowyn Rieke, MD, MPH
Physician
Outside In
Heather McIntosh, MS
Research Project Coordinator
University of Oklahoma School of
Community Medicine
Heidi Holland, M.Ed
Program Manager
The National LGBT Health Education
Center
Mark Fox, MD
Medical Director/ Associate Dean for
Community Health and Research
Development
Street Outreach Clinic/ University of
Oklahoma School of Community Medicine
Mollie Sullivan, LMHC
Licensed Mental Health Counselor
Health Care for the Homeless/ Mercy
Medical Center
Rachael Kenney, MA
Associate
Center for Social Innovation
Ric Munoz, JD
Assistant Clinical Professor of Social Work
University of Oklahoma School of Social
Work
Robin Scott, MD
Pediatrician
Community Health Center of South Bronx .
Engaging Families to Support Indigenous Students’ Numeracy Devel.docxbudabrooks46239
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Endocrine Attendance QuestionsWhat is hypopituitarism and how .docxbudabrooks46239
Endocrine Attendance Questions
What is hypopituitarism and how is it managed?
Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI)
Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder.
Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management
Discuss the therapeutic management of diabetic ketoacidosis (DKA)
.
ENG 130 Literature and Comp ENG 130 Research Essay E.docxbudabrooks46239
ENG 130: Literature and Comp
ENG 130: Research Essay
Essay ENG 130: Research Essay
This assignment focuses on your ability to: evaluate researched source materials to be
academic, valid, and reliable; to incorporate research fluidly into an essay format; to cite researched
information properly in APA format.
The purpose of completing this assignment is: learning how to research valid and reliable
sources is an important lifelong skill for school, career, and personal life. You will need to know how
to synthesize researched information and present it effectively. As a student of Post, please be sure
you use this assignment to solidify your mastery of APA text citations. Ask your instructor questions!
______________________________________________________________
Prompt (what you are writing about):
Who is August Wilson and how do his plays in The Pittsburgh Cycle—particularly Fences—
reflect the society in which they are set?
Instructions (How to get it done):
Research August Wilson, his life, The Pittsburgh Cycle of plays, and how they reflect the eras
in which the plays are set.
You must have at least four outside sources that are academic and reliable.
Create an essay that is 2 to 3 pages and relates the following information:
o August Wilson’s life and accomplishments
o The plays that are included in Wilson’s The Pittsburgh Cycle including brief summaries
each play.
o Research on the era and location in which Fences is set.
This is a research essay and not an argumentative essay.
Include direct quotes and paraphrases from your researched information
Be sure that you have in text citations and corresponding reference citations for all quoted
material, paraphrased material, and newly researched material.
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the above source and at least four outside sources to create a properly-formatted
APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Source: Fences by August Wilson (pages 1270-1331)
Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Organization Many details are
not in a logical or
expected order.
The paper does
not use
paragraphs.
Writing may have
little discernible
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxbudabrooks46239
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxbudabrooks46239
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
This assignment focuses on your ability to: create effective thesis statements; synthesize
research, text support, and personal analyses into a cohesive essay; defend an argument; properly
citie researched material in APA format.
The purpose of completing this assignment is: as a student, career professional, and individual,
learning how to defend your side of an argument with data, experience, and valid information is of
paramount importance. As a student at Post, use this assignment to master the objectives listed
above, particularly APA citation and reference page formatting. You need to know APA and
argumentation techniques!
______________________________________________________________
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Instructions (how to get it done):
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Choose the conflict area that you think will have the strongest text support.
Create a thesis statement that clearly states your stance on why this conflict is the driving
force of the play and how you’re going to prove it (see “Helpful Hints” section below).
Research needed sources so that you have at least 3 outside sources that are valid and
reliable.
Be sure also to include text examples from the Fences, the play.
Defend your thesis in an introduction, at least three supporting sections, and a conclusion.
Check in with your instructor with any and all questions.
Requirements:
Length and format: 3-4 pages.
You should have at least three outside sources plus text examples from the play.
The title page and reference page are also required, but they should not be factored into the
3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. The essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas that you
will be using to defend your argument. Be sure to have a thesis that clearly states
which conflict you feel is the most important and drives.
ENG 130 Literature and Comp Descriptive Imagery Response .docxbudabrooks46239
This document provides instructions for an assignment in an ENG 130 Literature and Comp course. Students are asked to write a 3-page essay describing and analyzing a famous work of art, including: researching the artist and artwork, writing a summary of the history and life of the artist, and composing an original descriptive poem of at least 14 lines using imagery to describe their reaction to the artwork. The essay must be in APA format, with proper citations and a reference page, and include an image of the artwork. Students will be graded on the content, vocabulary, voice, grammar and mechanics, and APA formatting of their essay.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
eminism&sychologyFPSpecial Issue Feminisms and .docx
1. eminism
&
sychology
F
P
Special Issue: Feminisms and Social Media
‘‘I can be your Tinder
nightmare’’: Harassment
and misogyny in the
online sexual
marketplace
Laura Thompson
City, University of London, UK
Abstract
On Instagram, the accounts Bye Felipe and Tinder Nightmares
feature screen-grabbed
messages of sexist abuse and harassment women have received
from men on dating
apps. This paper presents a discursive analysis of 526 posts
from these Instagrams.
Utilising a psychosocial and feminist poststructuralist
perspective, it examines how
2. harassing messages reproduce certain gendered discourses and
(hetero)sexual scripts,
and analyses how harassers attempt to position themselves and
the feminine subject in
interaction. The analysis presents two themes, termed the ‘‘not
hot enough’’ discourse
and the ‘‘missing discourse of consent’’, which are unpacked to
reveal a patriarchal logic
in which a woman’s constructed ‘‘worth’’ in the online sexual
marketplace resides in her
beauty and sexual propriety. Occurring in response to women’s
exercise of choice and
to (real or imagined) sexual rejection, it is argued these are
disciplinary discourses that
attempt to (re)position women and femininity as sexually
subordinate to masculinity
and men. This paper makes a novel contribution to a growing
body of feminist work on
online harassment and misogyny. It also considers the
implications for feminist theoris-
ing on the link between postfeminism and contemporary forms
of sexism, and ends with
some reflections on strategies of feminist resistance.
Keywords
3. online dating, sexism, postfeminism, sexual harassment, Tinder,
sexuality, new media
Feminism & Psychology
2018, Vol. 28(1) 69–89
! The Author(s) 2018
Reprints and permissions:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0959353517720226
journals.sagepub.com/home/fap
Corresponding author:
Laura Thompson, School of Arts and Social Sciences, City,
University of London, Northampton Square,
London EC1 HVB, UK.
Email: [email protected]
https://uk.sagepub.com/en-gb/journals-permissions
https://doi.org/10.1177/0959353517720226
journals.sagepub.com/home/fap
http://crossmark.crossref.org/dialog/?doi=10.1177%2F09593535
17720226&domain=pdf&date_stamp=2018-02-08
Introduction
4. Rise of the Feminist Tinder-Creep-Busting Web Vigilante –
Olga Khazan (2014), The
Atlantic
This Woman Set Up an Instagram to Show the Shocking Truth
of Being a Woman
Online – Jo Barrow (2014), Buzzfeed UK
‘Bye Felipe’ Is the Best New Instagram Account for Your Gross
Online Dating
Messages – Lane Moore (2014), Cosmopolitan.com
In October 2014, the Instagram account Bye Felipe was created
with the aim of
‘‘calling out dudes who turn hostile when rejected or ignored’’.
Run by Alexandra
Tweten, a white American woman in her mid-20s, Bye Felipe
exposes the harass-
ment and sexism women experience online by posting
screenshots women send her
of verbal abuse, unwanted graphic pictures (‘‘dick pics’’) and
crude sexual solici-
tations received from men over online dating platforms, and
sometimes other social
media sites. Two years later, Bye Felipe has amassed over
430,000 followers and
expanded into a feminist campaign which includes a website, a
podcast, a petition
for Facebook to implement anti-harassment policies and comedy
events held in
Los Angeles (see bye-felipe.com, 2016).
As the headlines above demonstrate, media coverage tends to be
5. highly
receptive towards the Bye Felipe phenomenon and enthusiastic
about the idea
of calling out and shaming ‘‘Tinder creeps’’ and their ‘‘gross
messages’’. A
number of articles frame this practice as part of a broader social
trend (e.g.
Krueger, 2015; Weiss, 2015), covering it alongside other highly
popular
Instagram accounts like Tinder Nightmares, which has an
impressive following
of 1.6 million people, and a book of the same name. Tinder
Nightmares is the
creation of Elan Gale, who reportedly started the account
because he ‘‘hates’’
online dating and wanted to ‘‘make fun of it’’ (Parkinson,
2015). Although it is
not billed as a feminist account and is open to submissions from
both sexes,
most of the ‘‘nightmares’’ it features are sexist messages
women have received
from men.
These Instagrams help expose the pressing and otherwise
privately experi-
enced issue of harassment and misogyny on online dating
services (Hess &
Flores, 2016; Shaw, 2016). With the introduction of apps like
Tinder, online
dating has soared in popularity in recent years and there are
concerns that
women and sexual minorities are exposed to sexually aggressive
behaviour in
these spaces, such as ‘‘cyber flashing’’ (Thompson, 2016) and
even sexual assault
committed with the aid of dating apps (Hopkins, 2016), at an
6. unprecedented
scale. Despite the potentially grave consequences and extensive
public discussion
of this issue, it has attracted surprisingly little academic
attention (although see
Hess & Flores, 2016; Shaw, 2016). This study provides novel
insight into sexist
harassment of women on dating apps by analysing screen-
grabbed messages
posted on Bye Felipe and Tinder Nightmares. It explores what
discursive
forms misogyny takes in these exchanges, and how the men
attempt to position
themselves and the feminine subject in ways that reinforce
traditional gender
70 Feminism & Psychology 28(1)
hierarchies. The analysis presents what I have dubbed the ‘‘not
hot enough’’
discourse and the ‘‘missing discourse of consent’’ and unpacks
these to reveal a
marketised logic in which a woman’s ‘‘worth’’ in the online
sexual marketplace
is rooted in patriarchal ideals of feminine beauty and sexual
propriety. Noting
that online dating affords women an increased level of choice
and control in
finding potential dates, I argue that harassment on dating apps
may constitute a
form of gender discipline, with some men responding to shifting
gender politics
with overt misogyny.
7. Online dating: Gender politics in the sexual marketplace
First I explore how the metaphor of the sexual marketplace has
become a dominant
discursive framework for making sense of – and hence shaping
– contemporary
heterosexual relations and online dating communities.
Academics were among the
first to openly theorise (heterosexual) relationships as an
economic exchange that
follows the laws of supply and demand (for a review, see
Ahuvia & Adelman,
1993). The theory posits men and women act strategically and
rationally, weighing
up what kind of valuable ‘‘goods’’ they can exchange and what
they can ‘‘afford’’ in
return for desired relationships, amidst a wider market of
potential competitors.
Proponents of this view extend on evolutionary psychological
accounts of sex and
gender, contending that ‘‘men and women play different roles
resembling buyer and
seller’’ (Baumeister & Vohs, 2004, p. 339). Female sex is
considered to be an
exchange for male social resources (e.g. wealth, status) and thus
key factors affect-
ing a woman’s ‘‘currency’’ in this sexual marketplace are her
sexual attractiveness
and (imagined or real) number of previous sexual partners.
As recent feminist critiques of evolutionary psychology point
out (e.g. Farvid &
Braun, 2014; Garcı́a-Favaro, 2016), this metaphor is predicated
on traditional
gendered assumptions about the ‘‘male sex drive’’, where men
are considered nat-
8. urally more interested in heterosex (particularly casual sex)
than women are, and so
will actively pursue heterosexual interactions. Women, on the
other hand, are
positioned as passive recipients of men’s sexual attention and
need only to
accept or refuse such offers. In other words, women are
depicted as the products,
men the consumers.
Research suggests people of both genders do often use market
metaphors to
describe their dating activities, both in ‘‘traditional’’ and online
settings (e.g.
Ahuvia & Adelman, 1993; Smaill, 2004). For example, studies
have found online
dating described by participants as ‘‘a bit like shopping’’
(Couch & Liamputtong,
2008, p. 273) and ‘‘shopping for the perfect parts’’ (Heino,
Ellison, & Gibbs, 2010,
p. 437). In a study by Frohlick & Migliardi (2011, p. 83) on
middle-aged women’s
experiences of online dating, one participant was quoted as
saying: ‘‘for men, it’s
like being in a candy store, a kid in a candy store. They just
move from one woman
to the next’’. As the majority of online dating services are
structured according to
marketing principles, these platforms arguably represent an
embodiment, or visual-
isation, of the sexual marketplace. On a dating site or app, one
constructs a profile
and then scrolls or swipes through a near continuous stream of
other profiles to
Thompson 71
9. ‘‘match’’ with desirable others. Scholars studying the
technosocial dynamics of
online dating platforms argue this action – along with the
application of search
terms or preferences to sift through the vast pool of profiles –
constructs the
dating subject as the one who controls, selects and manipulates
potential
matches (David & Cambre, 2016; Roscoe & Chillas; 2014). It is
argued then
that online dating ‘‘radicalises the demand that one find for
oneself the best
bargain’’ (Illouz, 2007, p. 86).
Illouz (2007, p. 81) further claims that the fixity of the profile
picture(s) means
‘‘beauty and the body are ever-present’’ and locked ‘‘in a
competitive market of
similar photographs’’. Online daters become hyperaware of
their physical appear-
ance and its social capital and through the body are made to
compete with others.
This idea resonates with Foucauldian-inspired theorisations of
social media as an
‘‘omnopticon’’: a mode of surveillance where ‘‘the many watch
the many’’
(Jurgenson, 2010, p. 376). Gazing at other’s dating profiles
whilst simultaneously
being gazed at may thus produce a particular kind of self-
monitoring, where one
judges the self against others and so determines one’s
corresponding market value.
As both men and women use these image based interfaces to
10. seek heterosexual
relationships one might assume the omnoptic gaze works
equally both ways and
produces the same power effects. However, according to the
tenets of the sexual
marketplace, physical attractiveness is considered more central
to women’s
‘‘worth’’ in the market than it is for men (Baumeister and Vohs,
2004). Recent
feminist literature has also highlighted how women’s bodies are
particularly scru-
tinised across new media (e.g. Dobson, 2013; Salter, 2016),
with Gill (2008a, p. 442)
contending that women ‘‘are subject to a level of scrutiny and
hostile surveillance
which has no historical precedent’’.
In addition to these traditional scripts, the online sexual
marketplace is also
animated by an ostensibly gender neutral and permissive
orientation towards
casual sex. The permissive discourse, a product of the so-called
sexual revolution,
depicts both men and women as having a potential desire for
casual sex (Hollway,
1989). This contemporary understanding of casual sex as an
‘‘egalitarian, fun and
free endeavour’’ (Farvid & Braun, 2014, p. 124) is enjoined
with the postfeminist
notion that – presumed to be now liberated – the contemporary
(young) woman
can and should embody a sexually confident and adventurous,
‘‘up for it’’ femin-
inity to demonstrate her empowerment (Gill, 2008b; McRobbie,
2004). Most popu-
lar (and free) dating apps like Tinder, OkCupid and
11. PlentyofFish present and are
typically perceived as ‘‘hookup apps’’ (e.g. David & Cambre,
2016; Shaw, 2016).
Although these platforms are not only used to seek casual sex
(see Sumter,
Vandenbosch, & Ligtenberg, 2017), they have garnered a
reputation as ‘‘meat
markets’’ and as the online equivalent of the ‘‘seedy nightclub’’
(Race, 2015).
Consequently, having a profile on a dating app may be
construed as indicating a
desire for casual sex, and there are anecdotal reports of some
women using ‘‘dis-
claimers’’ like ‘‘not dtf’’ (‘‘down to fuck’’) on their profiles to
try to mitigate this
perception (see Khazan, 2014).
72 Feminism & Psychology 28(1)
Online misogyny and gendered violence
In recent years, sexual harassment and abuse of women on
social media and other
online public spaces has become increasingly visible. A
growing body of research
has examined misogynistic behaviour in such spaces as video
games (Salter &
Blodgett, 2012), Twitter (Hardaker & McGlashan, 2016), online
communities of
Men’s Rights Activists and Pick-Up Artists (Banet-Weisner &
Miltner, 2016), news
comment sections (Garcı́a-Favaro & Gill, 2016) and ‘‘lad’’
social media accounts
like UniLad (Phipps & Young, 2015). A number of researchers
12. have detected a
patterned quality to the kinds of abuse women receive online.
Jane (2014) and
Salter and Blodgett (2012) note one recurring theme revolves
around verbal attacks
on women’s appearance (‘‘fat’’, ‘‘ugly’’, etc.). Sexualised and
gendered slurs (slut,
whore, bitch) are also ubiquitous (Jane, 2014; Megarry, 2014).
Finally, sexual
harassment and violence – whether threatened or referred to in
‘‘jest’’ (e.g. rape
jokes) – may be considered one of the defining features of much
online misogyny
(see Phipps & Young, 2015). Jane (2012, 2014) has observed
that rape and sexual
assault are often framed as ‘‘correctives’’ to conduct harassers
have taken issue
with, such as publicly voicing feminist opinions online.
As Banet-Weisner and Miltner (2016) argue, much of the public
discussion and
debate on this topic centre on technological or legal
explanations, including ano-
nymity or inadequate legal and policy frameworks for dealing
with ‘‘trolls’’. I agree
with their assessment that, whilst these may be contributing
factors, at the root of
these forms of online harassment is a societal problem with
sexism alongside
racism, homophobia and other marginalising discourses (Citron,
2014). In other
words, much online harassment is an extension of oppressive
power structures
which encourage violence against minorities and provide the
social tools for it to
flourish.
13. Of particular relevance to this analysis are those sexual
discourses which con-
tinue to perpetuate a vision of heterosexuality that positions
women as subordinate
to men and responsible for servicing male sexual ‘‘needs’’ (e.g.
Farvid & Braun,
2014; Garcı́a-Favaro, 2016; Gill, 2009). Through the male sex
drive discourse, men
are understood to be more interested in heterosex than women –
often voraciously
so – and thus an insistent, even aggressive, style of male sexual
agency is considered
normal and desirable (Hollway, 1989). ‘‘Naturally’’ more
resistant to sex, women
are considered to need some persuasion and indeed may even
enjoy being over-
powered by men. This trope downplays the need for mutual and
affirmative con-
sent, providing the ‘‘cultural scaffolding’’ (Gavey, 2005;
Jackson, 1978) for
gendered sexual violence – what some feminists call a ‘‘rape
culture’’ (Keller,
Mendes, & Ringrose, 2016) – wherein violence against women
is cast as unremark-
able, inevitable and even excusable.
Sexual violence may manifest online, for example, as gender-
based hate speech,
non-consensual sexting and pornography or online sexual
harassment and cyber-
stalking, and cause physical and psychological harms to the
female target just as
Thompson 73
14. ‘‘real’’ as offline violence may (Henry & Powell, 2015).
Furthermore, some women
may suffer secondary victimisation if the abuse is public, as the
sexual double
standard ensures (at least some) women’s bodies are open to
readings of sexual
promiscuity. The subject may therefore be depicted as
‘‘deserving’’ of abuse and the
capacities of the Internet used to further harass her (Dodge,
2016; Salter, 2016).
Critical feminist perspectives have long posited that sexual
harassment and vio-
lence are forms of discipline or attempted social control (see
Kissling, 1991), and so
it is often presumed online harassment has a similar function.
For example, some
argue that intensified (or at least increasingly visible)
outpourings of online mis-
ogyny or ‘‘toxic masculinity’’ in recent years may be explained
by the emergence of
a ‘‘popular feminism’’ over social media and heightened
awareness of feminist
interventions and women’s successes that is understood by some
as a threat to
masculinity/men (e.g. Banet-Wesiner & Miltner, 2016; Garcı́a-
Favaro & Gill,
2016; Phipps & Young, 2015). Furthermore, Nussbaum (2010)
theorises hateful
and objectifying speech aimed at female public figures (such as
celebrities) operates
as ‘‘shame punishment’’: an attempt at ‘‘conferring on the
object a spoiled or
stigmatised identity, a compromised status’’ (p. 68). The
15. motivation for this pun-
ishment, Nussbaum proposes, is ‘‘ressentiment’’, an emotion
inspired by feelings of
weakness and powerlessness relative to another (often sustained
by norms of mas-
culinity), which results in attempts to put down the other and
gain power over
them.
Butler’s (1997) work on hate speech and gender as a form of
discipline provides
further theoretical grounding to this argument. Developing the
Althusserian notion
of interpellation, Butler (1997, p. 18) theorises that subjectivity
is constituted
through language and thus hateful language ‘‘enacts its own
kind of violence’’ as
it ‘‘works to constitute the subject in a subordinate position’’.
Subjects can thus
mobilise sexist and other oppressive discourses try to ‘‘remind’’
the Other of their
marginalised status and deter them from ‘‘overstepping’’ the
boundaries of their
social category. Butler’s framework is also useful for making
sense of resistance, as
the concept of interpellation provides the possibility that hateful
speech may not be
‘‘successful’’ in producing hurtful effects if it fails to position
the subject as
intended.
At present, this connection between online harassment and
disciplinary dis-
course is often only implied or assumed, and detailed
examinations of the contexts
in which it occurs are relatively rare. This paper provides an
16. empirically grounded
exploration of how, in response to women’s exercise of choice
and sexual agency
over dating apps, some men may attempt to enforce traditional
gender–power
relations through sexual harassment. Through a discursive
analysis of harassing
message exchanges I demonstrate how traditional scripts that
equate ideal femin-
inity with passivity and a slender, attractive body and
masculinity with aggressive-
ness and dominance may be reconfigured or reasserted. This
work comes from a
larger project which is further examining women’s experiences
of, and responses to,
misogyny on dating apps. In the analysis here, I do not explore
the women’s replies
in the messages in depth, although it is clearly vital to theorise
women’s resistance
as well. For those interested in reading further on this point, I
point to Shaw’s
74 Feminism & Psychology 28(1)
(2016) work on how posts on Bye Felipe are interpreted and
discussed by Instagram
communities and Hess and Flores (2016), who examine how
women counter-dis-
cipline men’s ‘‘toxic masculine performances’’ through Tinder
Nightmares.
Data, methods and approach
The analysis is based on online dating messages between men
17. and women which
have been posted on the Instagram accounts Bye Felipe and
Tinder Nightmares.
Both accounts crowdsource their material from other social
media users who
submit screenshots of their message exchanges to a monitored
email address.
There were several reasons behind choosing these two accounts
out of similar
Instagrams such as Feminist Tinder (which was running at the
time of data collec-
tion but has since been deleted). First, both the relative
popularity and considerable
receptive media coverage of both Bye Felipe and Tinder
Nightmares suggest the
types of messages they post are clearly recognisable to many
online daters and
resonate with their experiences. Second, because Tweten and
Gale crowdsource
their content, their posts are varied and represent a wide spread
of experiences
compared to accounts like Feminist Tinder, which focus only on
the administrator’s
experience of online dating. Lastly, as explained in the
introduction, Bye Felipe and
Tinder Nightmares have different stated aims which I felt made
for an interesting
analysis considering the remarkable similarities in the content
they post. Whilst
researching these accounts is clearly not the same as
researching dating apps them-
selves, I argue they are still a legitimate and interesting object
of academic inquiry
as they provide insight into (a subset of) private online dating
messages that would
otherwise remain hidden and unavailable to researchers. Social
18. media now mediate
and make visible much of social life, and so provide unique
opportunities for
digital social research (Hand, 2014).
The data corpus consists of 526 posts, spanning from when the
accounts were
first created (both in late 2014) up until 1 April 2016. Posts
were collected in image
form and transformed to text transcriptions using image-to-text
recognition soft-
ware, which were then uploaded to a qualitative analysis
programme. I used an
inductive coding process, with initial readings of the corpus
used to generate a
basic coding framework which took notice of the harassing
episode, its antecedent
and how women responded. Alongside coding, I used computer-
assisted word
analysis to identify key words and explore their contextual use.
Finally, I organised
the data into discursive themes, paying attention to recurring
statements, motifs,
turns of phrase and characterisations. Turn-taking in the
messages is marked
with the letters ‘‘A’’ and ‘‘B’’. Spelling and grammar is
retained from the original
posts, however emojis have been omitted due to limitations in
document
compatibilities.
I characterise my approach to discourse analysis as a
psychosocial one, influenced
by critical and feminist poststructuralist theoretical perspectives
(e.g. Gill, 2008a,
2008b; Scharff, 2015; Wetherell, 2014), Gill (2008a: 45) that
19. define psychosocial
research as the attempt ‘‘to understand and intervene in the
relationship between
individual and society, between subjectivity and culture,
between self and ideology’’.
Thompson 75
Feminist poststructuralist scholarship, which draws on
Foucauldian theories of
power, posits that this link between the ‘‘inside’’ and the
‘‘outside’’ is constituted by
discourses which provide different ‘‘ways of seeing’’ and
‘‘ways of being’’ (i.e. subject
positions) which individuals can take up and mould their
subjectivity in relation to
Gavey (1989). Informed by the critical tradition, such work
advances a deconstructive
approach to discourse and language where sets of statements
and social practices are
examined for the taken-for-granted, socially shared assumptions
they rest upon to
explore how power and privilege operates – at the heart of
subjective experience
(Hall, 2001). From a feminist perspective, my analysis is
focussed on the social pro-
duction of gender and, specifically, how femininity comes to be
socially disciplined (see
Bartky, 1990; Butler, 1997). In the sections that follow, I
unpack the binary, sexist
constructions around masculinity, femininity and heterosex
which underpin harassing
messages on Bye Felipe and Tinder Nightmares. Furthermore,
drawing on Butler’s
20. (1997) theorising on injurious interpellation, I explore how
harassers (attempt
to) socially locate themselves, as men, in a dominant position in
online dating inter-
actions and women as inferior and sexually objectified through
hateful speech.
‘‘Not hot enough’’: Female value in the sexual marketplace
The most common type of insult in the data corpus were those
that targeted a
woman’s appearance. Most of these cases appeared after a
woman had ignored a
message or communicated disinterest, even politely, and hence
the majority came
from Bye Felipe (which focuses on the theme of hostility after
rejection). The type
of refusal (i.e. ignoring the message or responding with a no)
seemed to make little
difference to whether the woman was verbally abused or not.
Tweten (2015, p. 200)
refers to this conundrum as ‘‘damned if you do reply, damned if
you don’t reply’’.
These insults most often referred to the woman’s weight, with
the word ‘‘fat’’
appearing repeatedly:
Extract 1
Yesterday – 1:16PM
A: You’re a cutieðwhen are you going to give me an eye exam?
Just now!
21. A: Whatever. . .you’re not all that anyways. You can actually
afford to drop some
weight with that fat upper pussy area.
B: Cutie to fat? Guess someone DOES need their eyes checked
(Bye Felipe)
Extract 2
A: Wanna fuck
6:11PM
B: No thanks
7 mins ago
76 Feminism & Psychology 28(1)
A: Auto correct messed up.. I meant you’re a fat fuck wanna eat
at golden corral I’ll
even be romantic snap chat a pic of you to my friends while you
dunk a pork chop in
the chocolate fountain while you go into diabetic shock
(Bye Felipe)
The word ‘‘fat’’ carries with it particular gendered connotations
when aimed as
an insult against women, given the centrality of weight to
22. disciplinary femin-
ine norms. Slenderness is deeply tied to images of desirable
femininity and seen
also as a hallmark of self-restraint and control (Bartky, 1990).
The fat woman is
thus the antithesis of appropriate femininity: repulsive,
excessive and out of con-
trol. In these examples then, the man labels the woman’s body
or body part/s as
‘fat’ in an effort to position her as stigmatised, undesirable and
unattractive, and
take back or refute his sexual interest which she has not
reciprocated. Sexual
rejection may be particularly threatening to some men’s
performance of mascu-
linity, as traditional sexual scripts exhort men to establish
dominance over
women and take control of negotiations of heterosex (Jackson,
1978).
Therefore we may read these men’s insults as attempts to gain
the upper hand
in the exchange by countering the suggestion he found the
woman desirable and
so deny she has any erotic power over him and, potentially,
other men (see
Denes, 2011; Farvid & Braun, 2014, for a similar discussion on
‘‘negging’’).
The next extracts provide further insight into how ‘‘fat’’ was
wielded as an insult
against women who did not reply to messages:
Extract 3
A: [text break] myself. . . Txt me, much easier
23. Jan 11, 2016, 9:27 AM
A: Babe
Jan 27, 2016, 8:15 AM
A: Babe you’re like super chubby. . .. Fat and playing hard to
get with a guy like me?
You got to be fucking kidding me lol
Feb 1, 2016, 12:11 AM
A: I’m super horny. . ..
(Bye Felipe)
Extract 4
A: I know a great place near me that sells good pizza late
A::)
A: And I have a beard
Nov 6.2015. 1:29 AM
A: LoI or not
Nov 6. 2015, 7:49 AM
B: I’m not interested. Best of luck!
Nov 6. 2015, 11:48AM
Thompson 77
25. Mitchell Hobbs
University of Sydney, Australia
Stephen Owen
University of New South Wales, Australia
Livia Gerber
Macquarie University, Australia
Abstract
In Liquid Love Zygmunt Bauman argued that the solidity and
security once provided by life-long
partnerships has been ‘liquefied’ by rampant individualisation
and technological change. He
believes internet dating is symptomatic of social and
technological change that transforms modern
courtship into a type of commodified game. This article
explores the experiences of users of
digital dating and hook-up applications (or ‘apps’) in order to
assess the extent to which a digital
transformation of intimacy might be under way. It examines the
different affordances provided by
dating apps, and whether users feel the technology has
influenced their sexual practices and views
on long-term relationships, monogamy and other romantic
ideals. This study shows that dating
apps are intermediaries through which individuals engage in
strategic performances in pursuit
of love, sex and intimacy. Ultimately, this article contends that
some accounts of dating apps
and modern romantic practices are too pessimistic, and
downplay the positives of ‘networked
intimacy’.
Keywords
Courtship, dating apps, hook-up apps, relationships, sexual
26. behaviour, social media.
Corresponding author:
Mitchell Hobbs, Department of Media and Communications,
University of Sydney, John Woolley A20,
Manning Road, Sydney, New South Wales, 2006, Australia.
Email: [email protected]
662718 JOS0010.1177/1440783316662718Journal of
SociologyHobbs et al.
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272 Journal of Sociology 53(2)
A ‘digital revolution’ is under way with regard to dating,
courtship and modern romance.
Unlike previous generations, single adults today, particularly
those living in large metro-
politan centres, have a seemingly endless variety of potential
romantic and sexual part-
ners available through the social networks and algorithms of
their smartphones. Indeed,
the internet has become a powerful ‘social intermediary’. It has
partially displaced the
role of traditional ‘matchmakers’, such as family, friends and
community leaders, as well
as the matchmaking function once commonly performed by
27. classified ‘lonely-hearts’
columns and dating agencies (Ansari, 2015; Quiroz, 2013;
Slater, 2013). Traditional sites
and locales for meeting singles, including schools, universities,
pubs, clubs and work-
places, have also been partially displaced, with the internet
increasingly allowing people
to meet and form relationships with people with whom they
have no previous social ties
(Rosenfeld and Thomas, 2012). Data from the Pew Research
Centre in the United States
shows that 15% of American adults have used online dating
sites or mobile dating appli-
cations (henceforth ‘dating apps’) with this usage steadily
increasing each year (see
Smith, 2016). The trend is even higher among same-sex couples,
with approximately
70% having met their partner online rather than through a face-
to-face introduction
(Ansari, 2015; Rosenfeld and Thomas, 2012: 530). Dating
websites and apps are now
commonly seen as a socially acceptable and advantageous
means of meeting a long-term
partner (see Smith and Anderson, 2016).
Mobile dating apps are particularly important to modern
courtship and sexual activity,
as they offer experiences that are distinct from those provided
by dating websites. Indeed,
the increased usage of dating and hook-up apps, as opposed to
dating websites, lies in the
their tactile functionality and mobility. Popular dating apps like
Tinder, and its many
clones, use a photo-driven design tailored for smartphones.
Users are shown photos of
nearby individuals and can swipe right to ‘like’ and left to
28. ‘dislike’, with mutual right
swipes resulting in a ‘match’ and the ability to begin a
conversation. According to two of
the founders of Tinder, Sean Rad and Justin Mateen, the app
was designed to challenge
and supplant online dating websites by offering a more fluid
experience (Stampler, 2014).
Tinder was designed to ‘take the stress out of dating’, being a
type of ‘game’ that requires
less time and emotional investment to play (Stampler, 2014).
This design philosophy is
reflected in the features of the software, where people’s profiles
are similar to a deck of
playing cards, and love, sex and intimacy are the stakes of the
game. Of course the bur-
geoning popularity of dating apps raises questions regarding
their influence on courtship
practices and coupling, and whether they might also affect
expectations and desires.
In Liquid Love, Zygmunt Bauman (2003, see also 2012) argued
that the twin forces of
individualisation and social change have ‘liquefied’ the solidity
and security once pro-
vided by romantic partnerships and family structures. Bauman
(2003) specifically identi-
fies ‘computer-dating’ as symptomatic of what he calls ‘liquid
love’, arguing that it has
transformed romance and courtship into a type of entertainment
where users can date
‘secure in the knowledge they can always return to the
marketplace for another bout of
shopping’ (2003: 65). Implicit in Bauman’s ideas is the
suggestion that life-long monog-
amous partnerships are being eroded by the proliferation of
extensive ‘networks’ of
29. romantic possibility (Bauman, 2003: xii).
This article seeks to explore whether dating apps are facilitating
‘liquid love’ by exam-
ining the influences and augmentation provided by digital
dating apps. In particular, this
investigation explores the extent to which the networks of
romantic possibility offered by
Hobbs et al. 273
dating apps may be eroding traditional ideals of monogamy,
commitment and the notion
of romantic love. As there is to date limited research
specifically on dating apps, this study
aims to be an exploratory investigation that identifies the
various affordances and trans-
formations provided by the technologies, with the intent of also
highlighting areas in need
of further research. What follows is a brief review of the
existing literature and the study’s
methodology, and then a more in-depth exploration of emerging
patterns of usage and
their potential social consequences.
Literature review
Several bodies of literature inform this investigation. The first
is the sociological
research on love, relationships and sexuality. As has been
documented by Anthony
Giddens (1991, 1992), throughout the 20th century, social
change and an increased
emphasis on equality and self-discovery drove a ‘sexual
30. revolution’. Technological
developments in contraception freed sex from its intrinsic
relationship to reproduction.
Likewise, feminism drove a radical transformation of the
personal sphere. Giddens
(1992) argues that relationships in late modernity are
increasingly reflective of the ‘pure
relationship’, an ideal type where a relationship is based on
sexual and emotional equal-
ity and continues only for as long as both parties derive mutual
satisfaction. According
to Giddens (1992), the development of a pure relationship is
related to further changes
in the personal sphere, especially the emergence of ‘plastic
sexuality’ and ‘confluent
love’. Plastic sexuality refers to the greater sexual freedoms
provided by modern socie-
ties. Giddens (1992: 2) states:
Plastic sexuality can be moulded as a trait of personality and
thus is intrinsically bound up with
the self. At the same time – in principle – it frees sexuality from
the rule of the phallus from the
overweening importance of male sexual experience.
Confluent love, on the other hand, refers to love that is active
and contingent, and is
distinct from the ideal of ‘romantic love’ in that it is not seen as
something that is ‘forever
after’ but lasts for as long as both remain invested in the
relationship. Pure relationships
do, then, offer the potential for partnerships which prize
intimacy and happiness above
other social or cultural concerns; albeit these relationships are
potentially less durable
due to their ‘contingent’ nature.
31. The idea that relationships in the modern world are less durable
than those of previous
generations has also been explored in the work of Ulrich Beck
and Elisabeth Beck-
Gernsheim (1995, 2002). In The Normal Chaos of Love, Beck
and Beck-Gernsheim
(1995) argue that marriage and family life have become more
‘flimsy’ due to rapidly
changing social values. Unlike previous generations, people
today are confronted with
an endless series of choices as part of constructing, adjusting,
and developing the unions
they form with others. They suggest that there is a slight
unravelling in the bonds of
romantic couple relationships because people are seemingly
aware that their partnerships
often do not last and are therefore wary of investing too much
into them. This ‘risk aver-
sion’ leads people to invest more in themselves, and in a range
of other relationships,
especially friendships. Despite an increasing tendency towards
individualisation, Beck
and Beck-Gernsheim believe that people still idealise love.
Throughout one’s life-course,
274 Journal of Sociology 53(2)
relationships begin, dissolve and begin again in an endless
pursuit of true love and fulfil-
ment (Beck and Beck-Gernsheim, 1995, 2002).
As noted earlier, Bauman (2003) believes computer dating is
symptomatic of ‘liquid
32. love’. His thesis concerns the frailty of human bonds in an age
of rampant individualisa-
tion, consumerism, and rapid social and technological change.
Bauman (2003) argues
that virtual relationships are increasingly supplanting more
fixed and inert ‘real’ relation-
ships, and that the widespread usage of mediated
communication is leading individuals
to think more of transient connections than life-long
partnerships. Dating is being trans-
formed into a recreational activity, where people are seen as
largely disposable as one
can always ‘press delete’ (Bauman, 2003: 65). These themes are
present in the more
recent work of Sherry Turkle (2011), who, in Alone Together,
argues that ‘these days
insecure in our relationship and anxious about intimacy, we
look to technology for ways
to be in relationships and to protect us from them at the same
time’ (2011: xii).
Academic studies specifically on online and mobile dating
approach the topic from a
number of angles. Ellison et al. (2006: 430) found that online
dating profiles are created
to represent an ideal-self, yet in the face of imminent offline
interaction ‘individuals had
to balance their desire for self-promotion with their need for
accurate self-presentation’.
Couch and Liamputtong (2008) report that their participants
strategically ‘filtered’ out
whom to meet face-to-face by scrutinising interactions and
images to assess the authen-
ticity of their potential partners before engaging in sexual
activities. As a result, some
studies have found that sexual networks are expanded through
33. the use of digital technol-
ogy, leading to an increase in the number of sexual partners and
casual encounters, while
others have noted that many individuals use this technology
with the intention of finding
a long-term partner or ‘soul mate’ (see Barraket and Henry-
Waring, 2008; Couch and
Liamputtong, 2008; Goluboff, 2015; Meenagh, 2015). The
research literature shows that
these dating intermediaries have been especially important in
increasing the number of
romantic possibilities for ‘thin markets’, such as gays, lesbians
and middle-aged hetero-
sexuals (see Blackwell et al., 2015; Race, 2015; Rosenfeld and
Thomas, 2012).
Despite the recent academic attention paid to online dating,
there are several areas in
need of further development. There is to date very little
literature on dating apps as a dis-
tinct social phenomenon, with much of the literature focusing
instead on dating websites
and the use of social networking sites such as Facebook and
Twitter to pursue romantic and
sexual opportunities. Moreover, much of the literature has
focused on risk and sexual
health matters (Landovitz et al., 2012; Prestage et al., 2015;
Rice et al., 2012), and comes
more from a psychological or health studies perspective than a
sociological paradigm. As
such, the following discussion seeks to address some of the gaps
in the academic literature
by exploring the experiences and perspectives of users through
sociological theories on
networks, technology and the micro-politics of everyday
interaction. Specifically, this
34. study seeks to highlight how users feel these technologies might
have impacted social
constructions and ideals, such as commitments to monogamy
and long-term relationships.
Methodology and sample
This is a mixed-methods investigation consisting of an online
survey and in-depth inter-
views. The online survey was initially broadcast via the
Facebook and Twitter accounts
Hobbs et al. 275
of the authors to their network connections (an initial audience
of over 4000 people).
The invitation was then subsequently ‘shared’ and ‘re-tweeted’
by willing network con-
nections, and so on, in a ‘snowballing’ fashion. While the
‘snowball method’ can have
epistemological limitations with regard to generating
statistically significant represent-
ative samples, the research method is nevertheless capable of
collecting data indicative
of broader social patterns and trends, especially when the
survey reaches a broad cohort
of participants (see Atkinson and Flint, 2003; Denscombe, 2010:
37; Neuman, 2011:
268–9).
The Human Research Ethics Committee (HREC) of the
University of Sydney gave
approval to the project (Project No: 2015/716) in October 2015.
This study’s information
35. statement, along with a control question, made it clear that only
‘present and past users
of dating and/or hook-up applications’ were able to complete
the survey, and that their
privacy would be protected. The survey consisted of a
combination of open-ended,
multiple-choice and Likert-scale questions and took
approximately 20–25 minutes to
complete. Conducted between October 2015 and January 2016,
the survey had a total of
365 respondents, of whom most, but not all, answered all
questions.
Detailed demographic information was collected from the
research participants.
Approximately 80% of the respondents were Australian, but 14
other nationalities were
also represented in the survey data. With regard to gender
identification, 58% identified as
female, 40% as male, 0.5% as transgender, 0.5% as ‘other’ and
0.5% ‘prefer not to say’.
The sexuality of the participants varied, with approximately
73% identifying as ‘hetero-
sexual’, 13.5% as ‘gay or lesbian’, 8% as ‘bisexual’, 1% as
‘asexual’ and 3% ‘as not
belonging to any of these categories’. The relationship status of
participants was also
diverse, with 55% being ‘single/never married’, 21% in a
‘relationship but not living
together’, 13% ‘married or in a domestic partnership’, 7.5% as
‘divorced or separated’,
3.5% as ‘polyamorous’. In regards to the age of the participants,
11% were 18–22 years of
age, 35% were 23–7 (the largest cluster), 25% were 28–32 (the
second largest cluster), 18%
were 33–7, 2.5% were 38–42, 8% were 42–9, and 1% were 50+.
36. The socioeconomic status
(SES) of participants was also sought through a series questions
on income, education and
occupation, with most respondents providing responses that
classified them as belonging
to the broad ‘middle/upper middle SES’ grouping, with the
‘average’ participant being a
university-educated, white-collar professional in the early
stages of their career.
Survey participants could self-select to participate in a follow-
up in-depth, semi-
structured interview by sending an email to an account
exclusively established for the
investigation. The first six individuals to express interest in
participating in an in-depth
interview were selected to take part in the study. The
interviewees included three women
and three men aged between 24 and 34. The majority of
participants identified as hetero-
sexual, with one interviewee identifying as lesbian. At the time
of the interview, four
persons were single, and two were in a relationship. All
participants resided in Sydney,
New South Wales, and their educational levels varied from
undergraduate to postgradu-
ate qualifications.
The majority of the in-depth interviews were conducted in
participants’ homes in
November 2015. To maintain participants’ anonymity, they
were assigned pseudonyms
in all transcriptions. The interviews sought to further explore
issues and themes that
emerged from the survey, including the different tactics used by
participants in finding a
37. 276 Journal of Sociology 53(2)
date; their opinions regarding the potential social consequences
of the technology; their
satisfaction and dissatisfaction with different variants of the
software; and whether users
felt the technology had influenced their sexual practices and/or
led to stable and fulfilling
relationships. It is to the views and experiences of both the
interviewees and the survey
participants that we now proceed.
Analysis and discussion
Is Tinder ‘tearing society apart’?
One of the initial provocations for this study arose from the
claims of Bauman and others
regarding the flimsy nature of modern relationships, along with
claims of the emergence
of a technology-driven ‘hook-up culture’ as found in myriad
opinion pieces published in
mainstream newspapers or news sites, such as a widely read
New York Post piece titled
‘Tinder Is Tearing Society Apart’ (Riley, 2015). However, what
the data collected for this
study suggest is that traditional views on dating, relationships
and monogamy are still
largely prevalent. At best, dating and hook-up apps could be
said to augment courtship
and sexual practices, while also fitting into an ensemble of
social media technologies that
operate as ‘technologies of the self’ (Foucault, 1988) – an idea
38. returned to below.
While survey participants used a number of different dating
apps, Tinder was by far
the most popular platform with 84% of survey participants
having used it. OKCupid was
the second most widely used dating app (used by 30%),
followed by Happn (20%) and
Grindr (16%) (the latter of which is targeted towards gay and
bisexual men). For most
users, these apps are attractive due to their ease of use and
suitability for modern life-
styles. Indeed, 66% of survey respondents agreed with the
proposition that these apps
afford them ‘a feeling of control’ over their romantic and sexual
encounters, while 87%
believed that apps allowed them ‘more opportunities to find
prospective partners’.
With regard to questions exploring ‘expectations of use’ and
‘sexual activity’, 55% of
the survey participants reported that they primarily use dating
apps to find dates and 8%
reported that they use the apps merely to seek non-sexual
friendships. In contrast, only
25% of survey respondents reported that they use the apps
‘primarily to find sexual
encounters’. Of those survey respondents who indicated that
they were in a relationship,
10% said that they had used the technology to engage in a
sexual affair, with a subse-
quent question revealing that most felt that they would not have
‘cheated’ on their part-
ners had the apps not made it so easy to do so.
However, despite the small number of respondents using the
39. technology for a sexual
affair, only 14% of respondents reported that they were ‘less
inclined’ to seek a monoga-
mous relationship since using dating/hook-up apps, while 72%
said that they were just as
inclined to seek a monogamous relationship since using these
apps. Moreover, a further
14% said that they were more inclined to seek a monogamous
relationship since using
these apps. These are significant findings that undermine the
‘Tinder is tearing society
apart’ thesis and arguments concerning the ‘liquidity’ of
traditional norms and ideals, as
many individuals are using the technology with the intention of
finding a long-term
partner.
Further survey questions sought to canvass users’ feelings
regarding app-enabled
dating/hook-ups versus those found in a physical face-to-face
environment. Asked
whether they would prefer to find love via an app or in a
physical environment, 61% of
Hobbs et al. 277
participants said that they would prefer to find love via a
traditional face-to-face encoun-
ter, while 38% said that they did not have a preference. Asked a
similar question in rela-
tion to finding a sexual partner, 48% would prefer to find a
sexual partner in a face-to-face
encounter, while 42% had no preference and 11% responded
that they would prefer to
40. find a sexual partner through the use of apps. The disparity
between these results is
reflected in the opinions found during the interviews. Some
interviewees felt uneasy
about telling others in their family and friendship networks that
they used dating apps,
while others believed the technology is increasingly seen as a
‘legitimate’ means of
meeting a partner (a finding supported by Pew Research data –
see Smith, 2016).
Hook-ups, desire and desirability
While data collected for this study suggest that dating apps are
not giving rise to a ram-
pant hook-up culture that is supplanting monogamy or long-term
relationships, both the
survey responses and interviews revealed that some individuals
are using the technology
to engage in casual sexual encounters. Indeed, many of the
interviewees believed that the
apps gave them an unprecedented ability to find sexual partners
without requiring them
to engage in further social interaction. For example, Alice, a 34-
year-old single mother,
found that Tinder allowed her to control her sexual encounters
in such a way that they
could occur in the small timeframes in which she was free for
such encounters:
I’d just write ‘sex?’ so that was very direct, and it seemed to
work for me, and then everyone
knew where they stood … as a single parent you’re so socially
isolated [and] you’re financially
just screwed [and] it’s really tough, so you’re trying to see as
many people in the shortest
41. amount of space and then you’re trying to use up the time that
you have to yourself, which is
not that often.
She found that the app allowed her to establish clear
expectations and boundaries,
informing sexual partners that they could not stay overnight, as
she did not desire further
commitment.
Alice also discussed the ways in which Tinder allowed her to
get over a painful break-
up not long after her child was born, and to work through
feelings of rejection and feeling
undesirable. She believes ‘matches’ on dating apps are a form
of social validation regard-
ing desirability, which could have a positive impact on one’s
self-esteem. She believes
that this affect allowed her to engage in a satisfying sex life:
[Using Tinder to find sex] was part of my journey.… I liked the
way that I could make men
behave in a way that traditionally women have behaved.… I felt
like I was in complete control
of everything and I just wish more women could experience that
and not feel bad about
themselves and their bodies. So that’s what the dating apps did
for me…. I got my power back.
In many ways Tinder acted as a ‘technology of the self’
(Foucault, 1988) through which
Alice could facilitate the construction and mastery of a self she
longed for – desirable
and sexually active – and also played a therapeutic role in
helping her heal the pains that
she felt due to her ex-partner leaving her. Foucault’s (1988)
42. identification of the role of
‘technologies’ as related to self-care through self-knowledge
leading to improving or
mastering the self has led to recent works that conceptualise
social media technologies
278 Journal of Sociology 53(2)
similarly to technologies of the self (see Bakardjieva and
Gaden, 2012; Bosch, 2011;
Marichal, 2012; Owen, 2014; Sauter, 2014).
Other interview participants, while not necessarily enjoying the
same level of sexual
engagement as Alice, discussed the ways in which Tinder and
similar apps allowed them
to quantify their desirability through the number of matches
they received. For instance,
Alexander, a 27-year-old man who identifies as heterosexual,
observed that there is a
degree of vanity and superficiality at play in using these apps:
‘it’s based purely on your
looks [so] it’s quite flattering I guess if [you] get a match …
it’s very vain’. Alexander’s
views were also reflected in the opened-ended survey questions,
with many individuals
mentioning both their awareness of the superficial nature of
matches based on profile
photos, as well as the emotional pleasure of being categorised
as a desirable match by
other users.
However, in the open-end survey questions, a small number of
mostly male, hetero-
43. sexual respondents expressed frustration regarding a lack of
potential ‘matches’. As one
respondent commented: ‘The 10% of highly attractive people
fucking all the time make
the rest of us feel bad’, while another remarked: ‘Everyone is
copping a root but me’
(colloquial Australian-English referring to a lack of sexual
activity). In short, much like
meeting in face-to-face settings, those individuals who conform
to society’s dominant
ideals regarding attractiveness, are better positioned to exploit
the affordances provided
by expanding digital dating networks.
Broadening the romantic net(work)
Tinder, as a form of social media, allows for a significantly
expanded social network to
form. While networks facilitated by social media can be global,
they tend to coalesce
around geographical proximity (Westcott and Owen, 2013). This
is especially the case
with dating apps, where the goal of most users is to move from
mediated communication
to ‘real-world’ dating and intimacy. Amy, a 25-year-old woman
who identifies as hetero-
sexual, and who is in a relationship with a man she met on
Tinder, initially used the app
to find opportunities for sexual and romantic encounters from a
broader social network
than that of her existing friendship group. Her motivations for
using Tinder were:
Probably more for hook-ups in in the beginning…. It was just
about meeting new people as
well I guess. Not with the intention of making friends, but it
44. was kind of just getting out and
meeting different sorts of guys to the ones that I’ve hung out
with in my social circle in the past.
While Amy admits that Tinder did eventually lead to a
monogamous and fulfilling
relationship, overall her experience of dating through the app
was not entirely satisfying:
‘if I had to say like how many good dates did I have versus how
many of the bad ones I’d
definitely had more average to bad ones’, but that this
corresponded with the nature of
the platform in that Tinder was ‘literally just opening like the
possibilities wider’.
Alice similarly suggested that the majority of the dates she had
via Tinder were less
satisfying than those she had previously had as a result of
dating sites like E-Harmony
and RSVP, although she did have more dates as a result of using
Tinder. Alice suggested
that this disparity arose because of the purely physical
attraction between Tinder users
leading to a ‘match’, while dating sites suggested compatibility
based on ‘parameters not
Hobbs et al. 279
based on simply aesthetics’, which was a ‘drawback’ as ‘being
matched with someone on
an aesthetic basis meant that I found people to be quite boring,
or didn’t connect with
them maybe mentally or intellectually’. This discussion
highlights that more research is
45. needed into the role played by algorithms as romantic
intermediaries.
Many of this study’s participants also mentioned that dating
apps allowed them to
pursue multiple ‘matches’ simultaneously. Amy admitted to
texting …
by Emma Schaefer-Whittall - (She/Her/Hers) Tuesday, May 26,
2020, 10:04 PM
Initially, I was baffled by Hobbs, Owen, and Gerber’s
assumption that Bauman’s idea of the “liquefaction of love”
does not serve as an example of people’s feelings and
inclinations towards romance in the online dating scene. I was
so sure that dating apps encourage polygmy to a greater extent
than what was proven in Hobbs et al., but the truth is reported
numbers show that the attitude towards seeking a monogamous
relationship through online dating is approximately the same
(14% are ‘less inclined’ and 14% are ‘more inclined’). In
respect to the idea of marketplace dating, critics are concerned
that dating apps commodicize bodies in a “marketplace of
romantic options”, but Hobbs et al. clearly shows that the
physical attraction-based mechanism of “matching” is simply
the efficient and advanced version of the in-person decision to
begin a conversation in hopes of pursuing a romantic connection
based solely on physical attraction (Hobbs et al. 2017: 282).
To further my interest in the themes of commodification of sex
and the relationship marketplace, I regarded Emily Setty’s piece
on youth sexting culture with extreme delight. Technology, in
this sense, serves as the mode to encourage a form of
relationship currency in which the exchange of explicit pictures
or messages is seen as an “expected part of youth courtship and
dating rituals” (Setty 2018: 588). For the most part, the need for
Setty’s women-centralized analysis speaks to the risk and shame
46. that has become inseparable for women partaking in sexting.
However, I did disagree with one of Setty’s points. She
mentions that the pleasure described by the young women’s
experiences was more times than not rooted in the
accomplishment of pleasing the recipient. This defines pleasure
as male-focused and uniform in its definition. It denies pleasure
outside of sexual stimulation and doesn’t account for the
complex variety of ways in which biological comfort takes
form. I do agree that the instances described by Setty lean
towards an unhealthy power dynamic in which the “exchange” is
met with the recipient receiving their desire but the sender is
rendered powerless and oftentimes diminished in their sense of
self worth. But, I do believe that technology has given women
more power and narratives like Skye-Rose prove that.