Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
242 Language Awareness for A Community
ING 472: Intervention (Justice) Paper Draft
Due Tuesday, April 25, 11:59pm, Dropbox
“Each of use is here now because in one way or another we share a commitment to language and to the power of language, and to the reclaiming of that language which has been made to work against us. In the transformation of silence into language and action, it is vitally necessary for each of us to establish or examine her function in that transformation and to recognize her role as vital within that transformation” – Audre Lorde
“You have to act as if it were possible to radically transform the world. And you have to do it all the time.” – Angela Davis
“The ultimate, hidden truth of the world is that it is something we make, and could just as easily made differently” – David Graeber
Now that you have developed an understanding on the injustice you researched about, this portion of the research paper asks you to exercise your own agency to enact linguistic justice. You will design, and possibly being to execute, an action project that intervenes in the linguistic injustice you wrote about in your earlier paper.
FORMAT:
OPTION 1: For each of the following 3 levels of social action, outline a single concrete intervention into your focal injustice (1-2 pages each);
OPTION 2: Pick only one level of intervention (of the 3 types), and submit a much more detailed proposal.
The intervention(s) you describe should be as concrete and specific as possible. For example, “end audism” or “end racism” is neither concrete or specific, but something like “allocate state education funding to train future doctors/teachers about the harms of language deprivation and/or bias” is.
Whichever option you choose, your proposal should:
NOTE: In your proposal, you may want to include “reach out” materials such as a design for a sticker, or poster campaign, and Instagram slide deck, Twitter thread, or a TikTok video. Additionally, you could also include a lesson plan (if working within education). This optional material may replace a full page of the proposal itself and you can send it to me as “mock-up draft” for me to give you feedback on. Please note that this mock-up should actually include a meaningful amount of content – i.e., it shouldn’t just be an illustration or logo without any words.
SOME IDEAS TO GET YOU STARTED THINKING ABOUT INTERVENTIONS
On Thursday’s class on social action and activism, we discussed multiple levels of social change. You may find it helpful to review those slides. You are welcome to design an intervention (justice) project at any level of social changes. Here are some ideas to get you started:
Awareness-raising and education:
Policy change:
Mutual aid and/or direct-action projects:
242 Language Awareness for A Community
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow
242 Language Awareness for A Community |
242 Language Awareness for A Community