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DISCUSSION BOARD DUE WEDNESDAY "NO BOOK THIS TIME"

A Song for Social Change

Consider the journey of social change that women have taken over the years: achieving the right to vote, to own property, to receive equal pay for equal work, to have equal access to professional opportunities, and to claim equal protections under the law, among many other changes—some of which continue to be ongoing efforts. Women could not have achieved these accomplishments without a social change vision.

Starting this week and continuing throughout the course, you begin to make connections between women’s writing and social change. Walden University defines positive social change as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies. Whether direct or indirect, the authors presented in this course each had or have a goal. Although they represent different generations and different outward focus, they share many similarities and, perhaps unknowingly, support the same mission of improving or advancing the experience of women’s lives.

In this Discussion, you will focus on social change and song. While songs are often written simply to entertain, songwriters also write songs to teach a lesson, support a cause, oppose a political idea, or raise awareness about an issue. Essentially, a song can embody a social change theme.

Song lyrics are a form of poetry set to music. You might not realize that what makes a song memorable or moving to you are the literary techniques the songwriter uses to convey her ideas.

In this Discussion, you work with song lyrics of your choosing—either from the list in this week’s Learning Resources or of your own selection—that represent social change as it relates to women in general. As you select a song, it is important to remember to focus on the written words in the song and not the sound of the music that accompanies it.

To prepare for this Discussion:

  • Review the timeline media piece Women’s Voices and Social Change located in this week’s Learning Resources. Within this broader context, think about how the literary works of this week’s authors have influenced social change in women’s lives.
  • Consider how you would explain the concept of social change in your own words and for your own interests or situation. Review Walden’s full definition of social change in this week’s Required Resources. Then, search the Internet and other resources for several more definitions. How are these definitions similar and different? How do they compare to your own interpretation of social change?
  • Consider the social changes that have occurred for women both in your lifetime and in past generations. What stands out for you as being particularly significant?
  • Consider how music has influenced and/or been influenced by social change.
  • Search your personal music library, the Internet, or other resources (including this week’s Optional Resources) for a song that meets the following criteria:
    • The song was written by a woman.
    • The song reflects a social change theme that directly or indirectly relates to women.
    • The song includes two literary techniques listed in the “Glossary of Terms and Techniques for Literature and Creative Writing.”
    • The song is from any time period or country, but the lyrics have an English translation available.
  • Summarize and paraphrase the song using proper APA citation rules.
  • With this song in mind, review the words of Ensler and Stanton and Mott in this week’s Learning Resources. Can you see any connection in thought or purpose between these pieces and the song you selected?

With these thoughts in mind:

Post by Day 3 a 2- to 3-paragraph claim about how a particular song is an example of women voicing social change, and provide evidence to support this claim. Include in your posting whether any themes communicated in the works of Ensler and Stanton and Mott are reflected in the song lyrics and how they are reflected—whenever they were written. In addition, identify the use of two literary techniques reflected in the song lyrics.

 

Note: Be sure to include the song title and songwriter with your posting. Use proper APA citation rules.

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DUE SUNDAY SEE WORKSHEET BELOW........

Worksheet: Developing Literary Criticism Skills

It is likely that you began this course with a notion of what literature is, perhaps based on previous education, family or cultural appreciation, or media and/or popular culture. This course aims to expand your definition of literature through diverse examples. Another aim of this course is to help you critically analyze literature and discuss it beyond stating whether or not you liked it. One way to help you expand your literary analysis skills is by applying a paradigm of literary criticism, which helps you focus your reading. In this week’s Assignment, you do just that.

To prepare for completion of this worksheet:

  • Think about how you currently examine literature. What do you notice? What do you remember?
  • Review “How to Write a Literary Analysis Essay” (located in this week’s Learning Resources) for challenges and strategies that a critical reader should consider when writing a literary analysis essay.
  • Review the Ensler and Stanton and Mott Required Readings for this week in the light of “How to Write a Literary Analysis Essay.”
  • Examine the diverse pieces of literature this week—Ensler, Stanton and Mott, and the song lyric selections from this week’s Discussion—for literary techniques as described in the “Glossary of Terms and Techniques for Literature and Creative Writing” document.

Download the Week 1 Worksheet document from this week’s Learning Resources.

  • Save the worksheet to your computer.
  • Follow the instructions on the worksheet as you complete the three required written responses.
  • Write your responses directly on the worksheet. This is the document that will be submitted.

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