How race has shaped your life and the world in which you live (you can include your family). This paper is an exploration of the links between /relationship of (i) the society in which you live (racial ideology/culture, racial policy & practices of society’s structures/institutions and (ii) the racial beliefs and practices of private individuals and collectives focusing on your own lived experiences that can include your family (and very close friends as they relate to an exploration of yourself).  

Sociol221G

Essay 2

Spring 2021

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Essay: In this paper, you are exploring how race has shaped your life and the world in which you live (your can include your family). This paper is an exploration of the links between /relationship of (i) the society in which you live (racial ideology/culture, racial policy & practices of society’s structures/institutions and (ii) the racial beliefs and practices of private individuals and collectives focusing on your own lived experiences that can include your family (and very close friends as they relate to an exploration of yourself).

If due to living in the United States for a short time you feel it is very difficult to use many of the course texts to explore how race has shaped your life, then you must arrange an office appt. with me asap, so we can talk about how to proceed.

Draft I of Essay 2 is due by Friday April 9

Completed Essay 2 is due by Friday May 14th

1. Format: Use Times font, size11 or 12, double-spacing, and one-inch standard margins. Use the following format: At the very top of the first page, on one line type in your name, Sociol 221G, section number. On the next line: Title. Be creative! And on the following line, begin your paper.

2. Citation: Go to Blackboard- Owl Purdue MLA to learn how to cite (both within the paper and to construct a works cited page). DO NOT take your essay and place it in an automatic citation program; it will not come out correct. This is a mistake that many students do.

· You must use a semi-balanced mixture of quotes and paraphrasing – with at least one quotation per text
. Make sure to cite (with the page number) all borrowed specific ideas within the essay, be they paraphrased or quoted. Use parenthetical citations (Alexander 30).

· You will also need to provide a works cited page (using MLA style), which doesn’t count towards essay’s length. Please note, while in the syllabus and in this handout, I have referred to articles in Getting Real About Race via GRR essay #, you must refer only to articles by their titles and authorswithin the paper and in the works cited page must provide its full citation that does not inclue essay #. If your version of GRR does not have pages due to being electronic, you must in the works cited page, identify fully the version of the textbook you are using so if necessary I can know where to access it.

· For the works cited page, when you cite a text that has been posted on Blackboard, you are to cite it as if you had the print book as it is not publicly available to everyone. You must cite them as either articles from an anthology/collection (a book edited by an author/s) or from a book (written by the same author). See MLA Works Cited: Books.

· For documentaries,
go to Owl Purdue MLA Works Cited: Other Common Sources link
.

· For or YouTube videos and non-course scholarly electronic articles
go to Owl Purdue MLA Works Cited: Electronic Sources. For any outside scholarly electronic texts, you must include the http link in the works cited page, so I can directly access the text.

3. Edit your writing for spelling, punctuation and syntax, organization/flow of ideas (both within paragraphs and between paragraphs). Edit your essay three (3) times.

4. Submit through Blackboard and make sure to attach the paper as a word document or pdf file.

Model self-research paper: While the below model paper is not on race, it gives you a general sense of what a self-research paper is all about and how students have engaged with course readings to help them explore themselves and the world in which they live. So, take a look at the first few pages.

Model Self Research Paper: Michaela Volpe, “Beyond a Lifetime of Comparison: A Sociological Self-Exploration of Body Image Obsession” .   

http://scholarworks.umb.edu/humanarchitecture/vol9/iss2/6/

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Essay #2 – Draft 15%)

Due by Friday 4/9

Quality of Writing & Self-Society Narrative (weighted at 3%) Reflects overall quality of writing such as organization of ideas -both within and between paragraphs, sentence coherency, grammar and spelling and reflects how well you have made links between the society in which you live and your (which can include your family) lived experiences as it pertains to race. Additional points deducted for very weak in-text citation or missing works cited page.

Length: ~6 pages (You are welcome to go over length, but not more than 2 pages.)

Textual Engagements (12%):

Engagement is not simply presenting an idea or experience mentioned in a text, but how you understand and use that idea/experience to explore the subject matter. If the article includes an abstract written by an editor, you can not engage with the abstract. Book reviews are not accepted as outside sources.

Refer to the syllabus or weekly session folder for required readings and Blackboard’s Course Materials for recommended readings.

· The order in which the below requirements appear should NOT be the order in which you engage with them. They are listed arbitrarily. You must think about where and how you want to engage with each text to help you explore the question.

· Each textual engagement must be contributing something different to the paper. When it says to engage twice with a text, at least one of the engagements must be conceptual (with a central concept-idea/argument) while the other engagement can be conceptual or empirical (history/experience). You want to make sure you capture sufficiently the idea or experience you are engaging with. This requires that you go beyond just quoting a passage/or paraphrasing a passage. Engagements are graded not only how well you understand what the author is saying but also in terms of your critical engagement with the concept-idea/argument/history-experience.

· I want to see a semi-balanced mixture of quoting and paraphrasing. All citations should include a page number and use parenthetical citations (Alexander 55).

· Twice in the paper, you must package together two different texts to both show connections between different concepts/ideas/experiences-practices-policies and to help you write more concisely.

1- Working definition/s of racism
that will inform your essay from two of the following readings: Tatum, DiAngelo, Bonilla-Silva, GRR essay# 4 Garner & Selod, Omi & Winant. Must engage at twice with each article (2%)

2- Racial Identity: Select two readings from below that are most relevant/useful to explore your racial (and can also explore your ethnic) identity. If you identify as white you must engage with either DiAngelo’s White Fragility (and engage with two different chapters) or engage with DiAngelo’s, “My Class Didn’t Trump my Race.” Must engage twice with each article. (4%)

· Week Two: Maravasti, “Being Middle Eastern American in the Context of the War on Terror”

· Week Three Recommended Reading: Hart, “Dead Black Man, Just Walking”

· Week Six Required or Recommended Readings

· Week Two Recommended Readings: Sen or Garroutte

· Week Ten Required or Recommended Readings

· Miscellaneous Race and Identity Recommended Readings

3- Race, Nation and Citizenship: Must choose one of the below articles that is most relevant for exploring this theme in relation to your family history. Must engage twice. (2%)

· GRR Essay 17, Cebulko, “We Need to Take Care of Real Americans First”…” (Must engage with two different sections of the article; the first two pages of the article are excluded: 203-204)

· Daniels’ “Background for a Roundup”

· Alexander’s “Introduction” to The New Jim Crow or the Documentary 13th (must cite using the minutes into the documentary)

4- Race and Schooling: Either engage twice with one of the below articles OR engage with two of the below articles, but only have to engage once with each of the them. (2%)

Week Eight required or recommended readings

GRR #14 Patel et al., GRR#15 McClure and GRR #16 Poon

One of the Week Ten required or recommended readings: Rios, Wright, Ferguson.

5- Race and Residence/Housing:
Either
engage twice with one of Week Nine’s required or recommended readings OR engage with two of Week Nine’s required or recommended readings, but only have to engage once with each of them. (2%)

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Completed Essay # 2
(30% of course grade)
Due by May 14th

Quality of Writing & Self-Society Narrative (6.5%) Reflects overall quality of writing such as organization of ideas -both within and between paragraphs, sentence coherency, grammar and spelling and reflects how well you have made links between the society in which you live and your (which can include your family) lived experiences as it relates to race. If your completed essay is missing more than 5 texts, then the weight of this component of the paper is the following: 3% reflecting quality of writing and having a self-society narrative and 3.5% weighted at E/59. Lastly, additional points will be deducted for any of the following reasons: very weak in-text citation, missing works cited page, or very weak writing.

Length: ~13 pages (You are welcome to go over length, but not more than 3 pages.)

Total Textual Engagements (23.5%) Engagement is not simply presenting an idea or experience mentioned in a text, but how you understand and use that idea/experience to explore the subject matter. If the article includes an abstract written by an editor, you can not engage with the abstract. Book reviews are not accepted as outside sources.

Refer to syllabus or weekly session folders for required readings and Blackboard’s Course Materials for recommended readings

· The order in which the below requirements appear should NOT be the order in which you engage with them. They are listed arbitrarily. You must think about where and how you want to engage with each text to help you explore the question.

· Each textual engagement must be contributing something different to the paper. When it says to engage twice with a text, at least one of the engagements must be conceptual (with a central concept-idea/argument) while the other engagement can be conceptual or empirical (history/experience). You want to make sure you capture sufficiently the idea or experience you are engaging with. This requires that you go beyond just quoting a passage/or paraphrasing a passage. Engagements are graded not only how well you understand what the author is saying but also in terms of your critical engagement with the concept-idea/argument/history-experience.

· I want to see a semi -balanced mixture of quoting and paraphrasing. All citations must include a page number and use parenthetical citations (Alexander 55).

· 3X in the paper, you must package together two different texts to both show connections between different concepts/ideas/experiences-practices-policies and to help you write more concisely.

6- Textual Engagements of Draft 1 (reworked or not reworked) and where weight of working definitions of race increase to 3%, and where nation, race & citizenship, race & schooling and race & housing increase to 2.5% each. (14.5%)

7- Week Eleven:
Either engage twice with one of Week Eleven’s required or recommended readings OR engage with two of the week’s required or recommended readings, but only need to engage once with each of them. (2.5%)

8- Race and Public Spaces: Either engage twice with one of Week Twelve’s required or recommended readings OR with the PBS documentary: Driving While Black (but it can’t be on housing). (2.5%)

9- Either engage with one of Week Thirteen’s required or recommended readings (theme: race and the labor market/workplace) OR engage twice with one of Week Fourteen’s required or recommended readings (theme: race and health). (2%)

10- Either select one other course text (article, YouTube video or documentary) which hasn’t already been used for this paper from anywhere in the syllabus OR find one outside scholarly article/chapter (from a journal or book) which is helpful to explore a new area of race and/or to help deepen your exploration of an already taken up racial experience and/or racial social structure. Excluded are: GRR # 1, 2, 5, 19, 21, 22, 24, 25 (2%)