Santa Monica College Communications Paper

Hi please write a 2 page synthesis on the article attached below. I have also attached an example of how It should look.

Minimum Requirements for this 2 page summary:

-Citations:

Kleinman, S. Essay: Why Sexist Language Matters. Qualitative Sociology 25, 299–304 (2002).

APA at the top, MLA in the works cited.

-Introduce the article

-3 cited quotations that stood out to you, what did the text say that you found insightful or important

-What did you learn?

2-PAGE SYNTHESIS EXAMPLE (ALL CAPS NO PAGE # ON FIRST PAGE)
Title of Paper Centered and Double Spaced
Kristo Name Gobin
Loyola Marymount University
The prompt for this synthesis: what does the field of communication say about theory and
praxis?
2-PAGE SYNTHESIS EXAMPLE
2
Kushner, T. (1993). Angels in America: A gay fantasia on national themes. New York:
Theatre Communications Group.
In his modern masterpiece Angels in America: A Gay Fantasia on National Themes
playwright Kushner (1993) wrote, “You can’t live in the world without an idea of the world, but
it’s living that makes the ideas. You can’t wait for a theory, but you have to have a theory” (p.
144). The incredibly dense play is typically performed over the course of two evenings. The
typical two- and half-hour blocks standard for Broadway productions are performed each night
are postmodern and critical to say the least. The play situates the real life of Roy Cohn, (The
Red Scare’s Joseph McCarthy’s right hand) among six other fictional characters in 1985-1986 in
AIDS ravaged New York. The piece provides a significant deconstruction of Reagan NeoConservative politics, liberal activism, a thorough look at the history of the Mormon Church,
mental illness, religion, God, the nature of forgiveness, and feminism to name a few of the
central themes.
This play is important when examining the connection between theory and praxis,
answering the central question how does the text set up and explore the differences between the
two? This question lends itself to exploring performance and performance studies which is
comfortably housed in Communication Studies.
When examining how theory is applied to the praxis of living, Angels in America
captures life in a rapidly changing world living and dying through a plague. Kushner sets up an
epic paradigm shift and for the first time frames the notion of someone living with AIDS.
“Nothing’s lost forever. In this world there is a kind of painful progress. Longing for what
we’ve left behind, and dreaming ahead” (Kushner, 1993, p. 142). The text allows for the reader
to distinguish between the notion of theory and praxis; theory being ideas about living in the
world, while praxis is the action or summation of the actions of the living.
2-PAGE SYNTHESIS EXAMPLE
3
As the characters trudge through the realities of a modern plague, living life while dying,
the audience is asked to weigh simultaneous and dichotomous juxtaposition of theory and praxis,
Together we organize the world for ourselves, or at least we organize our understanding
of it; we reflect it, refract it, criticize it, grieve over its savagery and help each other to
discern, amidst the gathering dark, paths of resistance, pockets of peace and places from
whence hope may be plausibly expected. (Kushner, 1993, p.155)
Kushner empowers the audience to consider residing in a liminal space, the small doorframe
between theory and praxis. A space where one can consider inherited histories, contextualize
problematics, deconstruct nuance while negotiating hostile dehumanizing institutions, navigating
choice, and residing and relying on communities. The play as text (theory), and the play as
production (praxis) introduced the idea that people afflicted with AIDS were people, and people
living with AIDS were living With AIDS. No longer was the diagnosis of AIDS death. Prior to
medical advancements and the introduction to the triple cocktail in the mid 1990’s which
significantly impacted mortality and morbidity rates, the life between diagnosis and inevitable
death were expanded upon. People lived until they died, which Kushner requires the audience to
wrestle with, much like Jacob wrestling with the Angel. This is important as President Ronald
Regan and modern Neo Conversative policies viewed AIDS as a plague sent by God to punish
and cleanse the earth of homosexuality. The official stance of the United States government was
to keep the plague and those dying trapped in silence, shame, and hidden away from financial or
medical resources much less compassion or love.
When theory is performed in praxis it poetically transforms to take on new life as it did in
the HBO Miniseries (2003) of the same name. Actress Meryl Streep played: Hannah Pitt, Ethel
Rosenberg, The Rabbi, The Continental Principality Oceania would go onto summarize the
intersection of theory and praxis by saying of Tony Kushner, “the bravest thing in the world is
that writer that sits alone in a room and works out his grief, his rage, his imagination, and his
2-PAGE SYNTHESIS EXAMPLE
deep desire to make people laugh, and he makes a work of art that then transforms the world,
with the truth, because that’s all we want, that’s all we need.”
Angels in America is a text that is brought to life through performance or praxis. It is
also a text that seeks to explore the gaps between theory and praxis. The play does not seek to
provide any answers to the profound questions it asks, instead lays out paradoxes that must be
managed.
4
5
2-PAGE SYNTHESIS EXAMPLE
Works Cited
Costas, C. (Producer). Nichols, M. (Director). (2003). Angels In America. New York,
NY: HBO Video.
Kushner, T. (1993). Angels in America: A gay fantasia on national themes. New York:
Theatre Communications Group.
Mischer, D. (Producer). (2004, September 19). 56th Prime Time Emmy Awards. Los
Angeles, CA.
2 Page Synthesis Check List
 2 Full pages
 Cover Page/Header/Page Number
 Citation at top
 Introduction of article
 3 selected quotes
 Set up, quote, synthesize the quote
 Conclusion of article
 Works cited for additional sources. PRIMARY SOURCES ONLY
 Correct APA (see APA Style Manual or APA Cheat Sheet for more details)
2-PAGE SYNTHESIS EXAMPLE
6
Annotated Bibliographies
Synthesize the article based on the question “what does the field of Communication Studies say
about…”
Introduction
Introduce the article, what is the subject, why did you choose this article, what does this article
have to do with your topic? Is the scholar important, are they an authority on the subject, do they
have a robust body of research pertaining to this topic?
Are there key words, operational definitions that are vital to understanding your topic?
The Body
What theories are used?
What is the thesis?
What are the main arguments, findings?
Quote 1- use the text to discuss the text
Quote 2- set up the quote, provide the quote, explain what the quote means
Quote 3- make sure your APA is on point, no secondary citations
If someone asked what this article is about, how would you explain it to them?
Conclusion
Reiterate why this article is important to your topic.
Every article is different so focus on explaining why this article helps you situate the research.
Outline the method and provide details about the study.
o
o
o
o
o
o
crucial historical information
operational definitions
information that currently situates the article
important context about the article
important facts or data; statistical information, qualitative information, critical claims
use quotes to justify your summary
Be sure to only cite the authors. There are no secondary citations allowed in this paper. If you
like a quote from the literature review by another author, you need to find the citation in the
works cited, locate the article, and properly cite it. Tactile read it so you are properly citing the
article. Remember we do not read to memorize, we read and mark up important information so
that you can find it later when you need it.
Finally, notice my use of the phrase “this work” as opposed to “I think…” Do not use “I” you
are synthesizing a research article.
CMST 1700- Two Page, 5 Paragraph Synthesis Structural Outline
Paragraph #1- Introduction
Introduce the article: name it, name the authors- last names only (no need for first names), it is a
strong choice to put the thesis of the article here. This helps lay the foundation of your synthesis
right off the bat.
Paragraph #2- First Quote
Set up the quote. “Give me the quote” (Last name, Year, pp#). Explain the quote. (Repeat)
Paragraph #3- Second Quote
Paragraph #4- Third Quote
Paragraph #5- Summary
Things to Consider
• in a 2-page synthesis, you do not have room for fluff; this isn’t creative writing eloquent
prose isn’t the goal, the goal here is to be direct and accurate
• if you don’t know which quotes to choose here is a list of informational pieces that you might
want to consider focusing on:
o thesis sentence
o operational definitions, key terms, vocabulary words
o historical/foundational information
o theories used in the research
o key findings
o conclusions and considerations for future research
• remember the point of this synthesis is for you to be able to discuss the article using the text
of the article
• APA if you are new to APA and do not know the format remember the simple formulaSet up the quote. “Give me the quote” (Last name, Year, pp#). Explain the quote.
P1: GVM
Qualitative Sociology [quso]
ph108-quas-369336
March 20, 2002
17:48
Style file version Nov. 19th, 1999
C 2002)
Qualitative Sociology, Vol. 25, No. 2, Summer 2002 (°
Essay
Why Sexist Language Matters
Sherryl Kleinman1
For eleven years I’ve been teaching a sociology course at the University of
North Carolina on gender inequality. I cover such topics as the wage gap, the
“second shift” (the disproportionate amount of housework and child care that heterosexual women do at home), the equation of women’s worth with physical attractiveness, the sexualizing of women in the media, lack of reproductive rights for
women (especially poor women), sexual harassment, and men’s violence against
women. But the issue that both female and male students have the most trouble
understanding—or, as I see it, share a strong unwillingness to understand—is sexist
language.
I’m not referring to such words as “bitch,” “whore,” and “slut.” What I focus
on instead are words that most people consider just fine: male (so-called) generics.
Some of these words refer to persons occupying a position: postman, chairman,
freshman, congressman, fireman. Other words refer to the entire universe of human
beings: “mankind” or “he.” Then we’ve got manpower, man-made lakes, and “Oh,
man, where did I leave my keys?” There’s “manning” the tables in a country where
we learn that “all men are created equal.”
The most insidious, from my observations, is the popular expression “you
guys.” People like to tell me it’s a regional term. But I’ve heard it in Chapel Hill,
New York, Chicago, San Francisco, and Montreal. I’ve seen it in print in national
magazines, newsletters, and books. I’ve heard it on television and in films. And
even if it were regional, that doesn’t make it right. I bet we can all think of a lot of
practices in our home regions we’d like to get rid of.
Try making up a female-based generic, such as “freshwoman,” and using it
with a group of male students, or calling your male boss “chairwoman.” Then
again, don’t. There could be serious consequences for referring to a man as a
woman—a term that still means “lesser” in our society. If not, why do men get so
upset at the idea of being called women?
1 Correspondence should be directed to Sherryl Kleinman, Department of Sociology, University of
North Carolina, Chapel Hill, NC 27599-3210; e-mail: kleinman@email.unc.edu.
299
°
C 2002 Human Sciences Press, Inc.
P1: GVM
Qualitative Sociology [quso]
300
ph108-quas-369336
March 20, 2002
17:48
Style file version Nov. 19th, 1999
Kleinman
What’s the big deal? Why does all this “man-ning” and “guys-ing” deserve a
place on my list of items of gender inequality?
The answer is because male-based generics are another indicator—and, more
importantly, a reinforcer—of a system in which “man” in the abstract and men
in the flesh are privileged over women. Some say that language merely reflects
reality and so we should ignore our words and work on changing the unequal
gender arrangements that are reflected in our language. Well, yes, in part.
It’s no accident that “man” is the anchor in our language and “woman” is
not. And of course we should make social change all over the place. But the
words we use can also reinforce current realities when they are sexist (or racist or
heterosexist). Words are the tools of thought. We can use words to maintain the
status quo or to think in new ways—which in turn creates the possibility of a new
reality. It makes a difference if I think of myself as a “girl” or a “woman”; it makes
a difference if we talk about “Negroes” or “African Americans.” Do we want a
truly inclusive language or one that just pretends?
For a moment, imagine a world—as the philosopher Douglas R. Hofstadter
did in his 1986 satire on sexist language—where people used generics based on race
rather than gender. In that world, people would use “freshwhite,” “chairwhite,” and,
yes, “you whiteys.” People of color would hear “all whites are created equal”—
and be expected to feel included. In an addendum to his article, Hofstadter says
that he wrote “A Person Paper on Purity in Language” to shock readers: Only by
substituting “white” for “man” does it become easy to see the pervasiveness of
male-based generics and to recognize that using “man” for all human beings is
wrong. Yet, women are expected to feel flattered by “freshman,” “chairman,” and
“you guys.”
And why do so many women cling to “freshman,” “chairman,” and “you
guys?”
I think it’s because women want to be included in the term that refers to the
higher-status group: men. But while being labeled “one of the guys” might make
women feel included, it’s only a guise of inclusion, not the reality. If women were
really included we wouldn’t have to disappear into the word “guys.”
At the same time that women in my classes throw around “you guys”—
even here in the southern United States, where “y’all” is an alternative—they call
themselves “girls.” I’m not sure if this has gotten worse over the years or I’ve just
noticed it more. When I was an undergraduate in the early to mid 1970s, we wanted
to be women. Who would take us seriously at college or at work if we were “girls?”
To many of my students today, “woman” is old enough to be “over the hill.” A
“girl” is youthful and thus more attractive to men than a “woman.” Since they like
the term so much, I suggest that we rename Women’s Studies “Girls’ Studies.” And
since the Women’s Center on campus provides services for them, why not call it
“The Girls’ Center.” They laugh. “Girls” sounds ridiculous, they say. The students
begin to see that “girl”—as a label for twenty-one-year-olds—is infantilizing, not
flattering.
P1: GVM
Qualitative Sociology [quso]
ph108-quas-369336
Why Sexist Language Matters
March 20, 2002
17:48
Style file version Nov. 19th, 1999
301
“Girl” and “you guys” aren’t the only linguistic problems on campus. A few
years ago Bob, a student in my class, said that his fraternity is now open to women
as well as men and that a controversy had erupted over whether to continue to use
the term “brother” to refer to all fraternity members, or to use “sister” for female
members. Almost all the women in his fraternity, he said, voted to be called brother
rather than sister. As with “you guys,” the women wanted to take on the word that
has more value. Yet the practice of using “brother” reinforces the idea that a real
member of the group is a brother (i.e., a man). I asked what would happen if he
had suggested that all fraternity members be called sisters rather than brothers, or
that they rename the fraternity a sorority. Everyone laughed at the absurdity of this
suggestion. Exactly. Yet it is not absurd, but acceptable, to call women by the term
“guys” or “brothers.”
Since the “fraternity” Bob referred to is no longer exclusively male, and since
gender is no longer a criterion for membership, I asked him how he thought others
might react if he suggested they substitute “association” or “society” for “fraternity.” Perhaps they could call both men and women “members,” or, if students
preferred a more informal term, “friends?”
“Yes, that makes sense,” Bob told us. “But, I just don’t think they’ll go for
it.” He paused. “I’m not sure why.”
We talked as a class about why this simple solution might meet with resistance.
We concluded that many men would resist losing these linguistic signifiers of male
superiority, and many women would resist losing the valued maleness implied by
“brother” and “fraternity.” “Member” would feel like a drop in status for both
women and men!
The students, like most people who use male “generics,” don’t have bad intentions. But as sociologists, we know that it’s important to look at the consequences.
All those “man” words—said many times a day by millions of people every day—
cumulatively reinforce the message that men are the standard and that women
should be subsumed by the male category.
I worry about what people with the best of intentions are teaching our children.
A colleague’s five-year-old daughter recently left her classroom crying after a
teacher said, “What do you guys think?” She thought the teacher didn’t care about
what she thought. When the teacher told her that of course she was included, her
tears stopped. But what was the lesson? She learned that her opinion as a girl
mattered only when she’s a guy. She learned that men are the norm.
A friend’s six-year-old son refused to believe that the female firefighter who
came to his school to talk to the class—dressed in uniform—actually fought fires.
The firefighter repeatedly referred to herself as a “fireman.” Despite the protests of
the teacher and the firefighter, the boy would not be convinced. “A fireman can’t be
a woman,” he said. His mother, who is fastidious in her use of nonsexist language,
had a tough time doing damage control.
So, is it any surprise that the worst insult a boy can hurl at another boy is
“girl?”
P1: GVM
Qualitative Sociology [quso]
302
ph108-quas-369336
March 20, 2002
17:48
Style file version Nov. 19th, 1999
Kleinman
We know from history that making a group invisible makes it easier for
the powerful to do what they want with members of that group. Perhaps that’s
why linguists use the strong language of “symbolic annihilation” to refer to the
disappearance of women into male-based terms. And we know, from too many
past and current studies, that far too many men are doing “what they want” with
women. Most of us can see a link between calling women “sluts” and “whores” and
men’s sexual violence against women. We need to recognize that making women
linguistically a subset of man/men through terms like “mankind” and “guys” also
makes women into objects. If we, as women, aren’t worthy of such true generics
as “first-year,” “chair,” or “you all,” then how can we expect to be paid a “man’s
wage,” be respected as people rather than objects (sexual or otherwise) on the job
and at home, be treated as equals rather than servers or caretakers of others, be
considered responsible enough to make our own decisions about reproduction, and
define who and what we want as sexual beings? If we aren’t even deserving of
our place in humanity in language, why should we expect to be treated as decent
human beings otherwise?
Some people tell me that making English nonsexist is a slippery slope. As one
colleague said to me, “Soon we’ll have to say ‘waitperson,’ which sounds awful. We
won’t be able to ‘man’ the table at Orientation. And we’ll become ‘fellowpersons’
at the Institute!” I told him that “server” works well. We can “staff” the table. And
why not use “scholars” instead of “fellows?” We’ve got a big language to roam
in. Let’s have fun figuring out how to speak and write without making “man” the
center. If sliding down that slope takes us to a place where we speak nonsexist
English, I’m ready for the ride.
And this doesn’t mean that every word with “m-e-n” in it is a problem.
Menstruation and mending are fine. Making amends is good, too. There’s only a
problem when “men,” as part of a word, is meant to refer to everyone (freshmen,
chairmen, and so on).
Now and then someone says that I should work on more important issues—like
men’s violence against women—rather than on “trivial” issues like language. Well,
I work on lots of issues. But that’s not the point. Working against sexist language
is working against men’s violence against women. It’s one step. If we cringe at
“freshwhite” and “you whiteys” and would protest such terms with loud voices,
then why don’t we work as hard at changing “freshman” and “you guys?” Don’t
women deserve it? That women primarily exist in language as “girls” (children),
“sluts” (sex objects) and “guys” (a subset of men) makes it less of a surprise that
we still have a long list of gendered inequalities to fix.
We’ve got to work on every item on the list. Language is one we can work
on right now, if we’re willing. It’s easier to start saying “you all,” “y’all” or “you
folks” instead of “you guys” than to change the wage gap tomorrow.
And what might help us make changes in our language? About a year ago
I was complaining, as usual, about the “you guys” problem. “What we need is a
P1: GVM
Qualitative Sociology [quso]
ph108-quas-369336
Why Sexist Language Matters
March 20, 2002
17:48
Style file version Nov. 19th, 1999
303
card that explains why we don’t want to be called guys!” Smita Varia, a veteran of
my gender course, said. “Let’s write one.”
And so we did. Smita enlisted T. Christian Helms, another former student,
to design a graphic for the card. You can access the layout of this business-sized
card from our website: www.youall.freeservers.com. Make lots of copies. Give the
P1: GVM
Qualitative Sociology [quso]
ph108-quas-369336
March 20, 2002
304
17:48
Style file version Nov. 19th, 1999
Kleinman
cards to friends and ask them to think about sexist language. Leave one with a big
tip after you’ve been “you guysed” during a meal. The card explains the problem
and offers alternatives.
And institutional change is also possible. Some universities have adopted
“first-year student” (instead of “freshman”) because some students and faculty
got angry about the male-based generics embedded in university documents. The
American Psychological Association has a policy of using only inclusive language
in their publications. Wherever you work or play, get together with other progressive people and suggest that your organization use “chair” instead of “chairman,”
“Ms.” instead of “Mrs.” or “Miss,” “humankind” instead of “mankind,” and “she
or he” instead of “he.” In my experience, members of some activist groups think
sexist language is less important than other issues. But if we’re going to work on
social change, shouldn’t we start by practicing nonsexist English among ourselves?
Let’s begin creating now the kind of society we want to live in later.
Nonsexist English is a resource we have at the tip of our tongues. Let’s start
using it.
REFERENCE
Hofstadter, D. R. (1986). A person paper on purity in language. In D. R. Hofstadter, Metamagical
themas: A questing for the essence of mind and pattern (pp. 159–167). New York: Bantam.
Copyright of Qualitative Sociology is the property of Springer Science & Business Media B.V. and its content
may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express
written permission. However, users may print, download, or email articles for individual use.