English 103: Composition & Critical Thinking II

Open-Book Final Examination Essay

Mode of Discourse: Argumentation

Contemporary Issues in Historical Context

Drawing on at least four different required readings, including scholarly texts (or excerpts thereof), essays, short fiction, and so forth, write a well-developed, inline argumentation essay in response to one of the topics below. The examination questions may be answered in any order, and the essay itself should reflect both an argument not only about some of the required scholarly readings on the subject, particularly as they relate to the gist of the examination questions, but also your own critical perspective. Only the required and supplementary readings may be used to respond to the selected topic. Use the pertinent rhetorical, historical, and/or literary terminology and refutation as writing strategies in the paper, and avoid any logical fallacies. The essay must contain the basic elements of a college-level composition, which include, but are not limited to, the following: a title; an introduction; a thesis statement; a body; topic sentences; supporting evidence; and a conclusion, among other things. In a nutshell, the essay will be evaluated based on the criteria (i.e. critical analysis, interpretation, logical reasoning ability, development, organization, grammatical effectiveness, and prose style) set forth in the published rubric.

Students have two (2) hours during which to complete this timed, strict order, inline assignment. No additional time will be allotted; therefore, everyone is encouraged to save ten (10) to fifteen (15) minutes to proofread and edit the paper for clarity and grammatical effectiveness. More importantly, the integrity of the examination process must not be compromised. Thus, the assignment questions must not be shared with peers without or within the course, nor may anyone submit a pre-written essay in lieu of this assignment. Furthermore, no one may select a topic that either parallels or relates to the subject or focus of the Research Paper, the Midterm, or the Group Project. You may not duplicate writing assignments. Anyone who fails to follow these instructions will receive either a lower letter grade or an “F” for the assignment, depending upon the discretion of the instructor.

Topic I

The Middle East:

The Palestinian-Israeli Conflict

Sources: “The George W. Bush Years” from Palestine: Peace, Not Apartheid by President Carter, Palestine Inside Out: An Everyday Occupation by Dr. Saree Makdisi; No Higher Honor by Dr. Condoleezza Rice; “Dislocated Identities: Reflections of an Arab-Jew” by Dr. Ella Shohat; and Dr. Edward Said’s assigned lecture.

Provide brief critical analysis of the arguments and evaluate the evidence posited by the various scholars in their writings on the Palestinian-Israeli conflict. Toward this end, illuminate the causes and effects of the crisis, and identify the central issue(s) around which the conflict revolves. Explain what factors account for the disparities between the Palestinians and Israelis, the European Jews and the Middle Eastern/African Jews–without and within Israel? Does democracy exist in the region? Of what, if anything, are the intifadas and suicide bombings a reflection, and through what means can the Palestinians best address their plight, particularly given the limited, if not misleading, media information and the lack of international support? What accounts for the failure of the past peace agreements? What explains the dichotomous language employed by the various scholars and groups to depict the conflict, and in what, if any way, does such language and/or political mythology not only impact public policy but also public opinion pertaining to the region? Based on the available evidence, what terminology accurately describes the conflict, and what is needed to bring about an end to the conflict and institutionalized inequality, if not reconciliation, amongst the various peoples of the region?

Topic II

Colonialism and Neo-Colonialism:

The Global Expansion of Inequality

Sources*: “Colonialism and Post-Colonialism: The Global Expansion of Racism” by Dr. Pinar Batur-Vanderlippe; “Women and the Poor: The Challenge of Global Justice by Dr. Nawal El Saadawi; “The Legacy of Colonialism” by Dr. Jerry Kloby; “The Black Hills Convention Speech” by Russell Means; “How Europe Underdeveloped Africa” by Dr. Walter Rodney; and “The Conquest and Colonialism” (and “From Independence to Revolution”) by Octavio Paz.

Note: Ngugi Wa Thiong’ o’s novel, Petals of Blood, may be used in conjunction with one or more of the aforementioned readings to respond to the question.

Illuminate the impetus for and the means through which colonialism and neocolonialism have been established and perpetuated globally. Toward this end, touch on the “trilogy of domination” model that has been employed not only to displace but also to perpetrate violence against indigenous peoples, and identify any historical, cross-cultural global parallels. What, if any, role has the military played in colonization and its legacy? Historically, through what primary means and for what purpose did European governmental administrations seek to assimilate colonized peoples into their cultures and societies? Provide brief insight into the impact of colonialism and neo-colonialism not only on indigenous, global peoples and the environment, but also the colonizers and their countries, and explain what accounts for the continued global expansion of racism, religious intolerance, and inequality—that is, the widening economic gap between the developed and the underdeveloped nations. Is the problem immutable? If not, explain through what means we can grapple with and overcome the challenges facing the majority of the world’s impoverished, if not politically dis-empowered, peoples.

Topic III

Gender, Class, and Culture:

Inequality Amongst Global Women

Sources: “Because She Looks Like a Child” by Kevin Bales; “The Intruder” by Jorge Borges; “Nannies, Maids, and Sex Workers in the New Economy” by Barbara Ehrenreich and Arlie Russell Hochschild; “Sexual Harassment and Sexual Politics” by Catharine MacKinnon; “The Connection Between Militarism and Violence Against Women” by Lucinda Marshall; “Culture of Honor, Culture of Change: A Feminist Analysis of Honor Killings in Rural Turkey” by Aysan Sev’er and Gokcecicek Yurdakul; and “Sex, Race, and Holy War” by Dr. David Stannard; “The Intruder” by Jorge Borges; and “Life” by Bessie Head.

Examine the causes, nature, and scope of women’s subordination, exploitation, and violence against the group, including the intersection of militarism, sexism, and other “isms,” without and within America, from historical and contemporary perspectives. Elucidate the forces and motivations underlying the problem, as well as women’s efforts to grapple with them. Explain the intended objectives of the various forms of global violence against women, and provide insight into the role women themselves play in perpetuating the problems of subordination, exploitation, and violence against women. Illuminate the conditions (e.g. historical, economic, political, cultural, or even religious) surrounding not only the complexity of women’s complicity, but also the interconnections between the forces (e.g. gender, class, race, religion, etc.), if any, that marginalize and circumscribe women’s lives. Do patriarchal and racist ideologies, if not labor market divisions based on gender, play a role in women’s global subordination, exploitation, and, for the most part, impoverishment? Through what primary means can women achieve economic, political, and social parity with men in our world, or do the events of the past serve as a window to the future of global gender relations?

*Some of the readings related to Topic II may be replaced with Dr. Makdisi’s book, depending upon one’s perspective, though his work alone is insufficient to respond to the topic. Different perspectives are required. Additionally, other reading selections related to Topic III may be replaced by required texts that have been omitted. Finally, a combination of required and supplemental readings may be used to respond to a topic.

PICK WHICH EVER TOPIC YOU PREFER TO DO! Thank you