outline peer review

outline peer review. doc

Outline

Eve. Outline. doc

Literature Review

Eve. Literature Review. doc

Bibliography part 1- Works Cited

Eve.bib1.doc

Bibliography Part 2-Annotated Bibliography

Eve. Bib2.doc

Works Cited-Eve

     Works Cited

Alfreda, P. Iglehart. “Wives, Work, and Social Change: What about the Housewives?” Social Service  Review 54.3 (1980): 317-330. JSTOR. Web. 30 Apr. 2015.

Keywords: working wives, housewife role, social change

Avril, Chloé. "More For The Fit: Gender And Class In The Representation Of Designated Adoption In A Selection Of U.S. Television Series." NJES: Nordic Journal Of English Studies 9.3 (2010): 173-195. MLA International Bibliography. Web. 30 Apr. 2015.

Keywords: adoption, reproduction, class, gender, Friends, Sex and the City, Desperate Housewives, popular culture

Ball, Vicky. "The 'Feminization' Of British Television And The Re-traditionalization Of Gender." Feminist Media Studies 12.2 (2012): 248-264. MLA International   Bibliography. Web. 30 Apr. 2015.

Keywords: feminization, female ensemble drama, postfeminism, re-traditionalization

                       

Bianchi, Suzanne M., and Melissa A. Milkie. "Work And Family Research In The First Decade Of The 21St Century." Journal Of Marriage & Family 72.3 (2010): 705-725. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: family conflict, gender, paid work, time use, unpaid family work, work family balance

Biggs, Amanda, and Paula Brough. "Investigating the Moderating Influences of Gender upon Role Salience and Work-Family Conflict." Equal Opportunities  International 24.2 (2005): 30-41. ProQuest. Web. 30 Apr. 2015.

Keywords: gender, work-family conflict, role salience, moderation

Bird, Chloe E., and Allen M. Fremont. "Gender, Time Use, And Health." Journal Of Health & Social Behavior 32.2 (1991): 114-129. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: gender roles, psychological health, social roles

Bolak, Cihan Hale. “When Wives are Major Providers: Culture, Gender and Family Work.” Gender and Society 11.4 (1997): 409-433. JSTOR. Web. 30 Apr. 2015.

Keywords: feminism, female roles, family and work, marriage, cultural background

Bowman, Dina D. "The Deal: Wives, Entrepreneurial Business And Family Life." Journal Of Family Studies 15.2 (2009): 167-176. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: Bourdieu, entrepreneurs, family, forms of capital, gender, the deal, work and family, wives

Busch, Elizabeth Kaufer. "Ally Mcbeal To Desperate Housewives: A Brief History Of The Postfeminist Heroine." Perspectives On Political Science 38.2 (2009): 87-98. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: Ally McBeal, Desperate Housewives, feminism, feminist critique, feminist mystique, Sex and the City, women and television

David, J. Maume, et al. “Gender, Work-Family Responsibilities, and Sleep.” Gender and Society 24.6 (2010): 746-768. JSTOR. Web. 30 Apr. 2015.

Keywords: family, health, medical, work

Ergeneli, Azize, Arzu Ilsev, and Pınar Bayhan Karapınar. "Work-Family Conflict And Job Satisfaction Relationship: The Roles Of Gender And Interpretive Habits GENDER, WORK AND ORGANIZATION WORK-FAMILY CONFLICT AND JOB SATISFACTION." Gender, Work & Organization 17.6 (2010): 679-695.   Academic Search Premier. Web. 30 Apr. 2015.

Keywords: work-family conflict, job satisfaction, gender, interpretive habits

Fahlén, Susanne. "Does Gender Matter? Policies, Norms And The Gender Gap In Work   To-Home And Home-To-Work Conflict Across Europe." Community, Work & Family 17.4 (2014): 371-391. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: work-home conflict, work-life balance, family policies, gender norms, Europe

Fernandez-Morales, Marta. "Illness, Genre, And Gender In Contemporary Television Fiction: Representations Of Female Cancer In Sex And The City And Desperate Housewives." Women's Studies 38.6 (2009): 670-691. Academic Search Premier.  Web. 27 Apr. 2015.

Keywords: Lynette, genre and gender, Desperate Housewives, Sex and The City, female identity, female roles, female friendship, professionals, motherhood

Ferree, Myra Marx. "Filling The Glass: Gender Perspectives On Families." Journal Of Marriage & Family 72.3 (2010): 420-439. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: caregiving, discourse, feminist theory, gender, intersectionality, power

Heide, Margaret J. "Mothering Ambivalence: The Treatment Of Women's Gender Role     Conflicts Over Work And Family On 'Thirtysomething'." Women's Studies: An Interdisciplinary Journal 21.1 (1992): 103-117. MLA International  Bibliography.  Web. 30 Apr. 2015.

Keywords: dramatic arts, television, in thirtysomething, treatment of sex roles

Hill, Lisa. "Gender And Genre: Situating Desperate Housewives." Journal Of Popular Film & Television 38.4 (2010): 162-169. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: gender, postfeminism, soap opera, suburbia, television

Imre, Anikó. "Gender And Quality Television: A Transcultural Feminist Project."  Feminist Media Studies 9.4 (2009): 391-407. MLA International Bibliography.  Web. 30 Apr. 2015.

Keywords: quality television, postsocialism, postfeminism, house M.D., Sex and the City

Jeffrey Hill, E., et al. "A Cross-Cultural Test of the Work-Family Interface in 48 Countries." Journal of Marriage and Family 66.5 (2004): 1300-1316. JSTOR. Web. 30 Apr. 2015.

Keywords: cross-cultural, job flexibility, job satisfaction, work and family, work-family conflict, work-family fit

Jeffrey Hill, E., et al. "Exploring The Relationship Of Workplace Flexibility, Gender, And Life Stage To Family-To-Work Conflict, And Stress And Burnout." Community, Work & Family 11.2 (2008): 165-181. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: family-to-work conflict, gender, life stages, stress and burnout, workplace flexibility

Kraidy, Marwan. "Reality Television, Gender, And Authenticity In Saudi Arabia." Journal Of Communication 59.2 (2009): 345-366. MLA International Bibliography. Web. 30 Apr. 2015.

Keywords: Star Academy, role of controversy, in public discourse, in Saudi Arabia, relationship to authenticity, gender, social order, Islam

Lauzen, Martha M., David M. Dozier, and Nora Horan. "Constructing Gender Stereotypes Through Social Roles In Prime-Time Television." Journal Of Broadcasting & Electronic Media 52.2 (2008): 200-214. Academic Search  Premier. Web. 30 Apr. 2015.

Keywords: television programs, women on television, social role, gender stereotypes in communication, genderism, sexual objectification

Lee, Michael J., and Leigh Moscowitz. "The 'Rich Bitch': Class And Gender On The Real Housewives Of New York City." Feminist Media Studies 13.1 (2013): 64-82. MLA International Bibliography. Web. 29 Apr. 2015.

Keywords: class, gender, identity politics, motherhood, reality television, wealth

Litton Fox, Greer, and McBride Murry, Velma. “Gender and Families: Feminist Perspectives and Family Research.” Journal of Marriage and Family 62. 4 (2000): 60-1172. JSTOR. Web. 30 Apr. 2015.

Keywords: feminist perspectives, feminist research, gender and families

Myers, Kristen. "Anti-Feminist Messages In American Television Programming For Young Girls." Journal Of Gender Studies 22.2 (2013): 192-205. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: girls’ studies, feminism, youth, television media

Perrone-McGovern, Kristin M., et al. "Contextual Influences On Work And Family Roles: Gender, Culture, And Socioeconomic Factors." Career Development Quarterly 62.1 (2014): 21-28. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: gender roles, work-family interface, culture, generational and socioeconomic factors

Richardson, Niall. "As Kamp As Bree." Feminist Media Studies 6.2 (2006): 157-174. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: camp, treatment of upper middle class, suburbia, in Desperate Housewives, relationship to postfeminism, feminist approach

Sharp, Sharon. “Disciplining the Housewife in Desperate Housewives and Domestic Reality Television.” Feminist Media Studies 10.1 (2010): 481-485. Academic Search Premier. Web. 27 Apr. 2015.

Keywords: Lynette, Desperate Housewives, gender roles, housewife roles

Sifuentes, Lírian. "Being A Woman, Young And Poor: Telenovelas And The Cultural         Mediations Of Gender Identity." Feminist Media Studies 14.6 (2014): 976-992. MLA International Bibliography. Web. 30 Apr. 2015.

Keywords: media reception, female identity, telenovela, popular social class, youth, representations

Zhao, Jia, Barbara H. Settles, and Xuewen Sheng. "Family-To-Work Conflict: Gender, Equity And Workplace Policies." Journal Of Comparative Family Studies 42.5 (2011): 723-738. Academic Search Premier. Web. 30 Apr. 2015.

Keywords: sociological research, work and family, job satisfaction, sexual division of labor, work-life balance, working parents, gender role in the work environment, family roles, psychological aspects

Search Term and Research Plan

Search Terms:

1.     “Desperate housewives” and gender

2.     “Desperate housewives” and feminism

3.     “Desperate housewives” and wives

4.     “Desperate housewives” and women

5.     television and women

6.     television and housewives

7.     television and wives

8.     gender and work

9.     gender and family

10.  woman and work

11.  woman and family and US

Research Plan

The purpose of this literary study will be to explore how Lynette in Desperate Housewives perceives women’s role in family and work and how does that contribute to a better understanding of this television show and the social changes in women’s role. In the paper, I will analyze Lynette’s role in family and work and its relationship with the actual social perceptions and changes of female roles in both family and workplace.

The contextual information I need is about how women’s role in family and work changed in the United States within the recent decades, what are other television programs that mentioned female role and how did they perceive, and how other academic articles say about my research topic. There are abundant literatures that have been written about the gender issues in the Desperate Housewives. In one of the articles, the author thinks that this television show is closely related to contemporary social conventions about female roles (Hill). In the main part of the paper, I will mainly focus on Lynette and analyze this role using the first four seasons, and I will answer the question that how the role of Lynette represents the whole TV program and how is this role similar and different from the mainstream opinions in this field. Then, I will support my arguments by examples from other scholarly articles and original episodes from the Desperate Housewives.

The methods I acquire to write this research paper are qualitative methods including referring to other scholarly sources and textual analysis of The Desperate Housewives. The databases I would like to use to collect information are MLA International Bibliography, Academic Search Premier in EBSCO, JSTOR and ProQuest: Literature and Language.

Purpose statement

The purpose of this literary study will be to explore how Desperate Housewives perceive female friendships comparing to Sex and The City.

Central Question:

·      What does Desperate Housewives say about friendship?

·      How is the female friendship in Desperate Housewives similar to and different from Sex and The City?

·      How will the analysis of female friendship lead to a better understanding of Desperate Housewives?

Sub-questions

·      What is the pattern of female friendship in Desperate Housewives?

·      What are the examples of female friendship in Desperate Housewives?

·      What are the examples of female friendship in Sex and The City? 

·      What happened to the female friendship over time?  

Analysis of Short Film Me and You-Group work

Group Members: Qian Yiwei, Xu Qiqi, Xu Mengyuan, Ye Deyi
Me and You:

Summary:

A man is tiding up his bedroom, waiting for his girlfriend’s arrival. He throws away empty beer can, and hides pornographic magazines. At first, the atmosphere in this room is happy. He and his girlfriend live a sweet life. They watch TV, play video games, and have fun in the room together, then make love. They take photos and decorate the room with these photos. However, with time going by, they notice each other’s shortcomings. The roof leaks, and the atmosphere in this room becomes cool. They do their own things in this room, paying no attention to each other. Conflict eventually comes up. They quarrel for the bills. Then the man’s girlfriend leaves the man. He lies in the bed alone day after day. Finally, the man gets up, cleans his room, takes down those photos, changes the sheet, and finds out the pornographic magazines again. A new life is waiting for him.

Elements in the film:

The mess of the bedroom：It a changing of the bedroom. The man cleans up the bedroom. When the man dates with the woman, the room is more and more messy.

Bed: At the beginning of the story, the man makes up the bed. The bed is never cleaned up during their courtship. After they break up, the man cleans his bed. 

A little blue doll: it shows up three times and the man reacts differently. First, it shows up when they are in sweet courtship. The man laughs happily when the blue doll makes a sound. Second, it shows up when the man quarrels with his girlfriend. The man throws the little doll out of the window. Third, the doll is thrown into the bedroom by someone. The man holds the little doll for a moment and puts it into sundries box.

Porno magazine: At the beginning of the story, the man hides the porno magazine. In contrast, the man takes out the porno magazine in his beside table.

Analyze one element:

The bed: it is the main subject in the film, which is always in the center of the frame. It symbolizes the relationship between the man and the woman.

·      In the very beginning, the man makes up his bed and makes it look clean and tidy, which indicates that the man is anticipating a relationship. Then, he and the woman watch movies and make love on the bed.

·      The man and the woman have great fun on bed. After they become lovers, the woman dances on the bed, they play video games on the bed, and they eat on the bed while watching movies. These activities on bed indicate that they are very much in love with each other.

·      After a period of time, their bed is becoming increasingly disordered and they do not clean the messy clothes and stuff on the bed. Later, they throw things on bed when they fight with each other. The above suggests that they begin to feel tired of the relationship and find conflicts between them.

·      When the woman left, the man just lied on the bed but did not cleaned it up. It seems that this man was looking forward to woman's coming back.

·      In the end, the bed is cleaned up again, like what the bed looked like at the beginning. It indicates the end of the relationship and this man did not dream that the woman could come back. The cycle starts anew. This man may wait for his next love, like what he did at the beginning.

Research question (text and element) and three examples of element

Research question: What does Desperate Housewives say about Generation X woman (women who born between the early 1960s and the late 1970s)? Text: Desperate Housewives  Element: Generation X woman

Three examples:
1. Sex lives of women in their thirties: sex lives of Bree, Susan, Gaby, Lynette and Edie
2. Women give birth to children in their thirties: Gaby is unwilling to have a children and experiences abortion; Susan is pregnant in Season 4.
3. Balance between career and family: Gaby leaves her profession as a model and gets married; Lynette struggles between family and her desire for work; Bree as a full-time housewife.

Call For Paper - 5 subjects

The Good, the Bad and the Ugly of Education / The Education Project 
Summary: This project literally seeks for any ideas concerning education.
Subject 1: English Level of Students in WKU
Elements: International education, technology, teaching methods
Subject 2: Role of Teacher
Elements: moral belief, major-concerned knowledge, individual life

English Language Conference
Summary: Literature, Rhetoric & Composition, TESL, Creative Writing and Education. This year's theme is “Bridging: Past & Present."
Subject 3: Foreign Language Teaching
Elements: simulation Project, teaching methods, learning process
Subject 4: English teaching in China
Elements: past and present teaching methods, social test system, teaching evaluation

International Conference on Language, Literature, and Culture
Summary: It seeks for theoretical and analytical writing that focuses on the aspects of English language and literature in any or all possible contexts, employing interdisciplinary approach to address / approach the research problems with methods of and insights borrowed from multiple disciplines.
Subject 5: Desperate Housewife
Elements: female roles in house and career, desperation, American family

Final Draft and first draft of Analysis paper - Analysis of Potato in Dearth

https://docs.google.com/a/kean.edu/document/d/1ws_zEeT--UolLNmaLC19LNQwtSwD6XAUmMNwRRq8oLQ/edit?usp=sharing

Initial Analysis of Potato in Dearth

Potato is the central symbol of the story Dearth, and potatoes are humanized as newborn babies. The lonely woman seems to be going through a dark period in her life. Her boyfriend dumped her, and her mother, father and brother died. She is quiet and depressed. Potato is the symbol of hope and new life after painful experiences in life. The writer describes seven potatoes as babies who come into form in nine months.

At the beginning, the women hated potatoes and tried to get rid of them. However, she failed even she tried to bake them, mail them to Ireland and fired them. The first moment is on the twentieth day, the potatoes “had grown sketches of hands and feet.” This was the moment that the potatoes got the women’s attention, as the text shows, “her heart pulled its curtain as she held each potato up to the bare hanging lightbulb and looked at its hint of neck, its almost torso, its small backside” and “each of the seven had ten very tiny indented toes and ten whispers of fingertips.” The former part of rejecting potatoes is actually the process of denying possibilities of life and rebirth. When the woman first saw the humanlike potato, she was totally freak out and trembled, and she still tried to press down all the emotions and desires to change. “She sliced all seven potatoes up with a knife as fast as she could,” but she was terrified by the arms and legs, which suggest her upset facing the first emergence of hope.

The moment that the woman “brushed away the tears sliding down her nose and put a hand inside the pot, stroking their backsides” is the burst out of emotions and the struggles with inner depression and hopes. The inner struggle is whether to accept the newborn hope in her heart or continue refusing the coming hope. When the woman saw her neighbor going well with her life, she admired and thus shivered and inner hope grew more in her heart. Though she ate one of the potatoes, her desire to realizing love, hope and beauty was blooming. And when two other potatoes were expelled from the pot, “she didn’t want to put them outside, bare, in the cold” and carefully buried them under nasturtium seeds. She began feeling the love from potatoes and caring about the potatoes.

Response to The Forest

I.               What is the research question Barrett is asking?

I think a research question in a research paper of certain discipline is the main idea in a literary writing, and what Barrett is trying to ask is the main idea she wants to convey in this fiction. Unlike academic writing that includes 4 steps—identifying topic, defining key terms, discussing arguments and examples, fiction uses stories that do not follow the rules of academic writing. In fiction, there is no way to find clear arguments, supporting evidences or other sources. Instead, the language is descriptive and narrative, and the author develops the story by presenting scenes, plots, characters and dialogues through out the text, and the main idea is conveyed as a whole.

II.             What data does she collect?

I think that the most important data for a fiction is the primary thoughts that the author has, which can include the intended ideas or motives, author’s range of knowledge involving experiences, and overall frame of a story like what the time, place, characters and plots are in the story. Then, the author can organize and write her story using the above data. After that, I find that other data are needed to improve the authenticity and polish the whole story, and Barrett might collect some background information of scientific field and scientific knowledge that is frequently mentioned in the story. Also, the author’s experience, motives and even imagination can greatly help generate the structural storyline.

III.           How does she collect data?

I think the same question here is that how does she prepare for writing a fiction, and the data of this fiction may include the writer’s inspirations, existing knowledge, experience, imagination and research in scientific knowledge.

IV.           How does she interpret data?

In fiction, I think the interpretation of data is the way Barrett narrates the story by presenting story components like plots, characters, dialogues and so on. The author interprets each character by describing their outlook, conveying inner thoughts and dialogues with other characters. Further questions can be how and why the author sets the dialogue and psychological activities in such ways or why certain characters decide something. In this fiction, Barrett shows many dialogues and reactions of characters to interpret what is happening in the story so as to convey the author’s real idea like science becomes competitive place for money and priority and the hope to escape from the scientific world in reality and find the original pursuit of science.

Response to Designing Gamification in the Right Way

1.     Identify the topic

The author introduced his topic by referring to the latest news in this field, which is that gamification is a new topic of research and few is done on the impact of it. Then, the author establishes his main argument that an educational game should be evaluated according to many variables such as “whether a game is suitable for the learning content”, “whether the learning content is suitable for a game in the first place”, “students’ previous knowledge”, and “individual preferences”.

2.     Define key terms

Gamification

Gamification of learning: apply game elements to the learning context; educational games: full-ledged games (share the same process of gamifying)

3.     Discuss (the development of arguments)

After defining the topic, the author develops his arguments by explicitly explaining the variables he mentioned in his thesis statement.

-A clear goal: game instructors should consider various outcomes or goals and decide the priority of them, which is beneficial to evaluation and improvement process.

(Possible goals: better grades from the students in the low performance group; increase students’ collaboration skills through team works.)

- Target group and user types: he verifies target groups by listing, and he introduces two ways of classifying players, which are Bartle’s “four types: achievers, explorers, socialisers and killers” and Marczewski’s five types: player, socializer, free spirit, achiever and philanthropist.  Also, he explains the difference between these two ways of classification, which is that Marczewski identifies two types of people: extrinsic and intrinsic players. He also points out the complexity of real world.

-Gender, age, culture and academic performance: for each point, the author makes an example to justify.

-Learning Content: the author points out that we should understand how different types of games work and how do games align with learning. Different games can promote different purposes of learning. Then he refers to Kapp’s seven types of knowledge corresponding to its suitable game.

4.     Examples (to illustrate / reinforce the argument)

·      When the author explains the part of a clear goal, he reinforces his argument by specifically making examples in education and library settings.

·      The author lists target groups in library setting, including “freshmen, seniors, international students, business school students,” “students with poor grades in writing classes.” From the list, readers can clearly understand the variety of target groups, which should be considered carefully.

·       When the author talks about user types, he gives definitions after each type of player. Furthermore, he makes concrete examples for each type. For example, “external rewards” like prize or a gift is more suitable for “player” type, senses of “personal mastery and achievement” should be the focus of “game mechanics and dynamics” to “achiever” players, “socialiser” type are into social interactions, and “free spirit” type are attracted by discoveries.

·      It’s meaningful to note that the author involves many others’ research results when he discusses the influence of gender, age, culture and academic performance, like “Kron et al.”, “Wohn and Lee” and “Kanthan and Senger”.

·      When the author explains the relationship between learning content and games, he lists specific games including card games, jeopardy-style games, arcade-style games and adventure games, and each of them has potential for different purposes.

When I read this article, I was impressed by the idea of user types that different people are psychologically different when they are involved in gaming process as some are intrinsically motivated but some are externally appealed. This stresses the variety of characters and incentives in students and the careful design of games in order to fit different target groups, which is really student-centered education.