Cultural Artifact Analysis Essay ** This assignment will require you to log in to the e-book. I will provide the link and credentials once a tutor is assig | Course Hero

Cultural Artifact Analysis Essay ** This assignment will require you to log in to the e-book. I will provide the link and credentials once a tutor is assigned.

The purpose of a cultural analysis essay focused on historical artifacts is to demonstrate in writing your ability to think critically about specific historical evidence (primary sources), often written artifacts such as literature, letters and other first-person accounts, and legal/political documents, or visual artifacts such as art, advertisements, and other print media. Your writing should demonstrate your ability to understand and appreciate the selected historical artifacts in context and to apply major concepts and interpretive approaches from Women’s Studies to those artifacts, such as intersectionality. The best essays will address the social and cultural dynamics that influenced or shaped the creation of the specific artifact(s).

A cultural analysis essay is not a book report; your writing should aim to provide analytical and interpretive thought that is not immediately evident in the historical artifacts themselves.

Instructions

Select two to four specific historical artifacts from our course textbook* and develop a focused cultural analysis based on one of the following five topics:

How does the intersection of gender and economic or social class inform the construction or creation of visual or written artifacts from a specific historical period?
How does the intersection of gender and ethnicity, “race,” or national origin inform the construction or creation of visual or written artifacts from a specific historical period?
How are attitudes and approaches to gender expressed differently across the generations? (Please select artifacts that are at least 35 years apart.)
How are attitudes and approaches to gender represented differently in diverse geographic regions within the United States (e.g. North-South; East Coast-Western territories; urban-rural)?
How have specific male historical figures contributed to and/or productively informed women’s rights movements in the United States and what does this reveal about the construction of gender in our culture?

The blue framed pages at the end of each chapter offer the best starting point for identifying specific historical artifacts, although students may also select material from within the chapters so long as that material is a specific artifact and not general textbook passages. Specific artifacts most likely are: paintings, photographs, advertisements, letters, first person accounts, newspaper columns, poems, legal briefs, trial transcripts, or political documents.

Expectations

Cultural Analysis Essays should be composed to college-level standards of grammar and organization; your essay should be well developed with supporting evidence from both the artifact(s) at the focus of your analysis and relevant scholarly sources.

Strong written analysis includes the following:

A specific introduction that provides relevant, contextual background of the focus artifact or artifacts,
A clear statement of the interpretation to be offered in the essay, such as through a purpose statement or thesis, that directly address one of the intersectional options in the assignment
A consistent interpretive focus on the features of the primary sources, the artifacts themselves: What do they express? What does this expression mean? How, specifically, is this expression conveyed? Why might the original author/creator have chosen to produce this specific artifact in this way (and for whom)?
An awareness of both the intentional, obvious features of the artifacts and the unconscious, unintentional, or culturally influenced aspects of the artifacts, such a biases or other historically informed values and beliefs,
A concluding analysis that suggests the larger significance (within an intersectional framework) of the artifact(s) for its originating context as well as our own time, and
Precisely documented quotations or evidence from the primary sources (the artifacts) as well as secondary sources (research) via MLA or APA format; at least two (but no more than five in an essay of this length) relevant secondary sources should be referenced in addition to the primary source artifacts. (All need to be documented.)

Length: 4–6 pages

**This assignment uses TurnItIn to check originality.**

Please see the Rubric attached WST2010 – Cultural Analysis Essay Rubric
Criteria
Thesis/Focus
on Analysis 1
Thesis/Focus
on Analysis 2
Development
of Ideas 1
Ratings
Pts
40.0 to >35.0 pts
Exceed
Expectation
Essay controlled
by clear, precise,
well­defined thesis:
is sophisticated in
both statement and
insight.
35.0 to >30.0 pts
Meet
Expectations
Clear specific
argumentative
thesis central to
essay? may have
minor terms
undefined.
30.0 to >20.0 pts
Developing
General central
thesis or
controlling idea?
may not define
several central
terms.
20.0 to >10.0 pts
Beginning
Thesis vague or
not central to
argument, central
terms not
defined.
10.0 to >0 pts
Not
Acceptable
Essay has no
discernible
thesis.
40.0 to >35.0 pts
Exceed
Expectation
Evidence of
thorough analysis
is demonstrated.
Organizes and
synthesizes
evidence to reveal
insightful patterns,
differences, or
similarities related
to focus.
35.0 to >30.0 pts
Meet
Expectations
Adequate
evidence of
analysis is
demonstrated.
Organizes
evidence to
reveal important
patterns,
differences, or
similarities related
to focus.
30.0 to >20.0 pts
Developing
Some evidence of
analysis is
demonstrated.
Organizes
evidence, but the
organization is not
effective in
revealing
important patterns,
differences, or
similarities.
20.0 to >10.0 pts
Beginning
Little evidence of
analysis is
demonstrated.
Lists evidence,
but it is not
organized and/or
is unrelated to
focus.
10.0 to >0 pts
Not
Acceptable
No evidence
of analysis is
demonstrated.
30.0 to >27.0 pts
Exceed
Expectation
Well­chosen
examples,
persuasive
reasoning used
consistently to
develop and
support thesis:
uses quotations
and citations
effectively? causal
connections
between ideas and
evident.
27.0 to >24.0 pts
Meet
Expectations
Pursues thesis
consistently:
develops a main
argument with
clear major points
and appropriate
textual evidence
and supporting
detail? makes effort
to organize
paragraphs
topically.
24.0 to >14.0 pts
Developing
Only partially
develops the
argument?
shallow analysis?
some ideas and
generalizations
undeveloped or
unsupported?
makes limited
use of textual
evidence.
14.0 to >5.0 pts
Beginning
Frequently only
narrates?
digresses from
one topic to
another without
developing
ideas or terms?
makes
insufficient or
awkward use of
textual
evidence.
40.0 pts
40.0 pts
5.0 to >0 pts
Not
Acceptable
Little or no
development?
may list facts
or
misinformation?
uses no
quotations or
fails to cite
sources or
plagiarizes
material.
30.0 pts
1/3
Cultural Analysis Essay Rubric
Criteria
Development
of Ideas 2
Writing
Conventions
Use of
Research &
Documentation
1
Ratings
30.0 to >27.0 pts
Exceed
Expectation
Elegant intro,
body, and
conclusion? well­
constructed
paragraphs? clear
and smooth
transitions?
arrangement of
evidence is
logical and apt.
27.0 to >24.0 pts
Meet Expectations
Clear intro, body and
conclusion?
paragraphs
controlled by
specific, detailed,
and arguable topic
sentences? clear
transitions between
developed and
logically arranged
paragraphs.
20.0 to >17.0 pts
Exceed
Expectation
Sentence
structure,
grammar,
spelling,
mechanics, word
choice, and
usage enhance
the clarity and
effectiveness of
the
communication.
17.0 to >14.0 pts
Meets
Expectations
Errors in
sentence
structure,
grammar,
spelling,
mechanics, word
choice, or usage
seldom interfere
with the clarity
and effectiveness
of the
communication
20.0 to >17.0 pts
Exceed
Expectation
More than 3
external researches
are used to provide
compelling
evidence. All
sources are relevant
and reliable.
24.0 to >14.0 pts
Developing
Some awkward
transitions? some
underdeveloped
or brief
paragraphs?
arrangement may
not appear
natural? contains
unnecessary
information.
14.0 to >9.0 pts
Developing
Errors in sentence
structure,
grammar, spelling,
mechanics, word
choice, or usage
may sometimes
interfere with the
clarity and
effectiveness of
the
communication.
17.0 to >14.0 pts
Meets
Expectations
A minimum of 3
external
researches is used
to support claims.
Most sources are
relevant and
reliable.
Pts
14.0 to >9.0 pts
Developing
Less than 3
external
researches are
used to support
claims. Some
sources are
relevant and
reliable.
14.0 to >5.0 pts
Beginning
Simplistic,
tends to
summarize?
wanders from
one topic to
another?
illogical
arrangement of
ideas.
9.0 to >4.0 pts
Beginning
Errors in
sentence
structure,
grammar,
spelling,
mechanics,
word choice, or
usage interfere
with the clarity
and
effectiveness of
the
communication.
5.0 to >0 pts
Not
Acceptable
No
transitions?
incoherent
paragraphs?
suggests
poor
planning or
no serious
revision.
4.0 to >0 pts
Not Acceptable
Errors in
sentence
structure,
grammar,
spelling,
mechanics, word
choice, or usage
seriously
interfere with the
clarity and
effectiveness of
the
communication
9.0 to >4.0 pts
Beginning
Limited external
researches are
used. Most
sources are
neither relevant
nor reliable.
4.0 to >0 pts
Not
Acceptable
External
research is
not used to
support
statements.
30.0 pts
20.0 pts
20.0 pts
2/3
Cultural Analysis Essay Rubric
Criteria
Use of
Research &
Documentation
2
Ratings
20.0 to >17.0 pts
Exceed
Expectation
All sources are
accurately
documented and in
the desired format
on the Works
Cited/Reference
page.
17.0 to >14.0 pts
Meets
Expectations
All sources are
accurately
documented, but a
few are not in the
desired format on
the Works Cited
page.
14.0 to >9.0 pts
Developing
All sources are
documented, but
many are not in
the desired
format on the
Works Cited
page.
Pts
9.0 to >4.0 pts
Beginning
Lacks sources
and/or sources
are not
accurately
documented.
Incorrect format
is used.
4.0 to >0 pts
Not
Acceptable
No sources
provided
and/or
documented.
20.0 pts
Total Points: 200.0
3/3

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