American PopCulture and Bias:

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American Pop-Culture and Bias

• Teaching Rhetoric to First-Year Writing Students

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Pop Quiz

• Name 3 symbols from the one dollar bill (front or
  back)
• Who is the mascot for McDonalds?
• Who recently (toward the end of 2006) became
  B.F.F. with the recently divorced Brittney
  Spears?
• Who is the Vice Presidents wife? (you must
  provide her 1st name, not just the last)
• What is the 1st line of the Constitution?
• Name 3 songs by Beyoncee, Kanye West, The Pussy
  Cat Dolls, or another top-selling artist of 2005.
• Which founding father was an author, politician,
  printer, scientist, philosopher, publisher,
  inventor, civic activist, and diplomat, but never
  a President?
• Which of the Olson twins was treated for an
  eating disorder in 2005?
• What local town (now a city) was the birthplace
  of Abigail Adams?
• Which lingerie line has an annual holiday fashion
  show broadcast on network tv?
• Overheads

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Media Bias Literacy

• Having been avid consumers of media for
  eighteen years or more, most college freshmen
  have unconsciously absorbed a worldview which
  endorses consumerism, validates the most
  ubiquitous messages of culture, and balks at
  criticizing the producers of media. Developing
  an understanding that media productions are
  ideological and that profit, not social or
  personal development, is the driving factor
  behind those productions may help them see that a
  quite limited range of acceptable emotions,
  behaviors, and futures are being sold to them in
  supposedly ideology-free packages.
• --------------------------------------------------
  ---------------------------
• Therefore, 1st year writers are often hesitant to
  look outside of their normal p-o-v trust
  articles/materials they have not previously been
  exposed to via mass media.
• Crank, Virginia. Doing Disney Fosters Media
  Literacy in Freshmen. Academic Exchange
  Quarterly.   9.3 (2005) PAGES

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Media Saturation

• It is essential that instructors acknowledge the
  proliferation of popular culture in their
  students lives.
• Due to the media-saturated environment in which
  young adults live, it is necessary to instruct
  them in similar fashion.

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Aristotle Rhetoric
Time-tested theories, methods, rubrics and
pedagogies still serve as the foundations for
college writing
ethos
pathos
logos

• Writing clearly to communicate onespurpose is
  the basis of college-level writing.
• Through writing, ones mastery of the subject
  matter is shown.
• Stephen Toulmins methods used in conjunction
  w/Lunsfords text.

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But Im not good at writing!(and various other
concerns)

• Students often arrive at the 1st year writing
  classroom pre-defeated.
• Negative feedback from previous papers/profs
• Pre-conceived notions about writing classroom
• Lack of interest in writing
• Lack of interest in previous topics
• Gun control
• abortion
• legalization of drugs
• Title IX
• random locker searches/drug testing

Given the nature of their environments (speed of
information, easy-accessibility, multiple mediums
on at the same time) concerns are usually
centered around how well theyll function in a
more traditional setting.

• Step by step process
• Writing at the beginning vs. writing at the end
• It all adds up in the end (portfolios of
  progression, etc)

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• Writing depends on
• Occasion
• Audience
• Medium (now more than ever)

• Letters
• Formal informal papers
• Emails
• Text-Messages

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Required Texts

• Hacker, Diana. Research and Documentation in the
  Electronic Age. 4th ed.  Boston Bedford,
  2006.
• Lunsford, Andrea A., John J. Ruszkiewicz Keith
  Walters, Eds. Everythings an Argument 4.
  Boston Bedford, 2006.

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Assignments

• Response Papers RP x6 15
• Informal writings, I statements allowed,
  immediate reaction to materials, discussed during
  class time, graded according to whether or not
  prompt is addressed. (p/f)
• Research Exercises RE x8 15
• Articles, books, etc found according to topic
  present in prompt. Must bring to class, in
  amount designated. 100 or 0 credit.
• Helps distinguish btwn qualified sources,
  secondary vs. primary, what print, what net
• Drafts (1 ½ - 2 ½ pgs) x3 DR 15
• Essays (3 ½ - 4 ½ pgs) x 2 EY 20
• Group Project AB 15
• group collectively researches assembles
  project. Each individual responsible for a
  particular portion of the assignment is held
  accountable for their portion. So that while
  each does his/her own research gets credit for
  their work, the group must present a cohesive
  collection of relevant research.
• Research Paper (5 ½ -7 pgs) 20
• Revisit a former essay topic or create a new one,
  but must be centered around pop-culture bias
  themes. Includes presentation (short statement
  visual), draft w/preemptive W.C. page final
  version.

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Themed Units

• 1 Intro to Hegemony, Ideology Popular Culture
• 2 Body Image in America
• 3 Sex, Drugs Rock n Roll
• 4 Gender Stereotypes
• 5 Disney, Gender Race
• 6 Final Paper

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Unit 1 Intro to Hegemony, Ideology Popular
Culture

• Gramsci Marx- foundations
• Hegemony the process through which the ruling
  classes put forth their ideology (see below) to
  the citizenship in order to legitimize their
  lifestyle(s), win the peoples acquiescence
  perpetuate their lives of privilege/comfort.
• Ideology commonly held accepted system of
  ideas symbols

What does this have to do with 1st year
writing??? The overriding theme of this class is
American pop-culture and bias. Inarguably, mass
media (TV, radio, internet, magazines,
newspapers, etc) plays a huge role in the
American mindset and cultural beliefs. How we
choose the jeans we wear, the cars we drive, the
coffee we drink (Dunkin Donuts vs. Starbucks vs.
Honey Dew) is all influenced by medias portrayal
of what is socially acceptable, good or what we
should aspire to.
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Hegemony in Everyday Life

• Paris Hilton Whether you admire her many
  possessions, are infatuated by her appearance, or
  even if you cant stand her, the heiress has a
  lifestyle that many of us may never achieve. Her
  vast wealth allows her to behave in ways that
  many of us would be reprimanded for (socially or
  within the smaller context of family).
  Furthermore, you may desire to purchase the type
  of clothing she wears, the same style of jewelry
  or cell phone she uses, but why??? This is
  largely due to the fact that she has a constant
  presence in the media. As the IT girl, she is
  portrayed (whether due to a negative event or a
  splashy appearance at a new nightclub) as
  essentially enviable. Her constant stream of
  Thats Hot reinforces the idea that certain
  goods, people, or places are inherently better
  than others. You should aspire to be like her at
  every costs.

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Unit 2 Body Image

• Many students have a clear concept of what they
  think is beautiful or ideal
• Many hold themselves in comparison to these
  ideals have internalized the idea why dont I
  look like that? or I should look like that
• Therefore, the touchy subject gets them to
  start talking

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Unit 2 Body Image in America

• OVERHEADS
• What did we used to consider beautiful?
• What do we now consider beautiful?
• What do we actually look like? (average)
• How did our ideas begin to change why?
• Vanity sizing- (selling a feeling)
• Mac-Attack!- culture of cheap food fast
• Many students are familiar w/concepts through
  personal experience (work) or exposure
  (eating/shopping there themselves)
• Utilizing their personal experience/opinions is a
  great way to get started

•    

60 percent of all Americans are either
overweight or obese
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Unit 2 Body Image in America

• In-class Movie

• Take home readings
• Supersize Me
• Weapons of Mass Instruction McCormick
• Dude, Wheres My Aesthetic? -Quart
• Lunsford Ch. 2 Arguments from the Heart (pgs
  45-58)
• Profile Americas Weight Problem among
  Teen-agers. Siegel
• Americas Weight Troubles Dont Exclude Older
  Adults. Geriatrics

In-cl Handouts Diff between informal formal
writing Personal opinion vs. analysis
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Supersize Me
Students are given a list of study questions to
write on as they watch the movie. The movie is
viewed in 2 parts in order to facilitate
conversation discuss the points Spurlock
makes. Spurlocks motives methods are
constantly addressed while he does an
interesting experiment, his methods are
different. (i.e. vomit shots, focus on his
declining libido students interested, but need
to be kept on course w/the film)

• Handout Study Questions for Supersize Me
• 1. While it may be unrealistic that a person
  might eat 3 meals at McDonalds (or other fast
  food restaurants) every single day, Spurlock
  argues that America eats frequently at such
  placesbased on this, do you feel that people
  ought to know better or are the corporations to
  blame?
• 2. Given that we know how bad fast food is for
  you, what do you make of the growing obesity
  problem amongst children? Are parents to blame?
  Do they have other choices?
• 3. What about physical activity? So schools have
  to cut such programs for funding purposes, should
  children somehow get some daily exercise? What
  about communities that dont have after-school
  programs?
• 4. Cheap, fast easywhat are the alternatives
  to fast food? (Things to consider dollar
  menus, combo deals, etc.)

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Unit 2 Body Image in AmericaAssignments

• RP1 discuss weight issues in America.
• RE1 3 sources which discuss weight issues in
  America (obesity and/or thinness).
• RE2 2 sources which analyze Spurlocks film in
  some fashion.
• RP2 Based on in-cl movie, discussions, your
  research your own thoughts, analyze the
  implications of Spurlocks film.
• DR1 Based on your notes, in-class discussions,
  and readings, analyze Spurlocks film the
  implications it holds for America (positive or
  negative). Using at least 2 of your sources from
  RE1 or RE2, construct a draft of your first
  essay. You must clearly analyze the issue of
  weight in America in regards to a specific age
  population.
• EY1 Final version of your 1st essay regarding
  weight issues.

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Unit 3 Sex, Drugs Rock n Roll

• In-class Discussion
• Elvis,
• the Beatles,
• Jerry Lee Lewis
• Madonna
• theres nothing new under the sun!!!

In-class Viewing http//www.mtv.com/music/artist/
spears_britney/videos.jhtml (Oops Slave)
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Study Questions for Artistic Responsibility
As with Spurlocks film, students are given a
list of study questions to use throughout the
unit to keep them on track and communicating
their overall p-o-v.

• Handout Study Questions for Sex, Drugs and Rock
  n Roll Unit
• 1. Do popular artists have a responsibility to
  their listening audiences? Granted, Spears, et
  al are of legal age, many of their listeners are
  not. Therefore, should they try to tone down
  their performances, lyrics, etc?
• 2. It is arguable that artists have the right to
  make money in any way they can. However, should
  they be allowed to so through sexy
  performances, obscene language, suggestive
  lyrics, dancing, etc?
• 3. Who does it hurt? Women, men, kids? What
  sorts of messages are being sent what types of
  ideas are being spread? Is it a matter of how
  far you look into it or something more pervasive
  than that? Can you realistically change the
  channel or turn it off and keep harmful
  messages away from yourself?

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Unit 3 Sex, Drugs Rock n Roll

• Take home readings
• Britney Spears A Pop Tart in Winter Adam
  Sternbergh
• Lunsford Ch. 3 Arguments Based on Character
• Why I Hate Britney Spears Nicey Williams
• So Sexy, So Soon The Sexualization of
  Childhood Diane Levin

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Unit 3 Sex, Drugs Rock n Roll

• Group Work Handout
• 1. Who is the targeted audience of this song?
• 2. What messages about race, gender, sexuality
  are being sent? Meaning, how are each defined
  /or made fun of? Are these stereotypes, sexist,
  racist?
• 3. Who does it hurt? Women, men, kids? HOW???
• The in-cl group work sets the foundation for the
  group project A.B. in Unit 5. It also allows
  students to collaborate see how others
  work/think about these issues.

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Unit 3 Sex, Drugs Rock n Roll
Group Work Handout Lyrics

• "Juicy -- NOTORIOUS B.I.G.
• Dont Cha?-- Pussycat Dolls
• "Gold Digger" Kanye West
• "Hips Don't Lie" Shakira
• "My Humps"- Black Eyed Peas
• See overheads

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Unit 3 Sex, Drugs Rock n Roll Assignments

• Lyrics handout. Working in groups, construct a
  list (no less than 5 examples) of questionable
  messages explain why they are problematic. Be
  prepared to discuss these with the class.
• RP3 Based on in-cl discussions, the readings,
  your research your own thoughts, analyze the
  issue of sexiness artistic responsibility in
  America.
• RE3 2 sources about scandals caused by any
  musical artist of choosing. Bring a copy of each
  of these sources to class to be handed in.
• Unit 3 is primarily to set up an atmosphere of
  collaboration (for unti 5, A.B. project) as
  well as intro the general topic of gender in
  media. This, combined w/the next unit allows
  some flexibility of topic w/the 2nd essay.

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UNIT 4 Gender Stereotypes
Even in supposedly ideological-free environments,
students are often exposed to and limited by
narrow viewpoints about what it means to be male
or female.

• Gender stereotypes in visual media
• What do men do, what do women do?
• What you see is what you get?
• What examples can we think of from television
  movies?

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UNIT 4 Gender Stereotypes

• Take home readings
• Who Killed the Smart Women on TV? Allesandra
  Stanley
• Ingram, Cindy. Gender-Neutral Parenting.

• In-cl viewing discussion The One with the
  Male Nanny. Friends.

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UNIT 4 Gender StereotypesAssignments

• RE4 Watch at least 3 television shows (genre
  doesnt matter) or movies of your choosing.
  Construct a list of questionable messages (at
  least 10) regarding gender contained within the
  programs of your choosing. Be prepared to
  present your findings during the next class.
• RE5 Locate at least 2 secondary sources about
  the effects of gendered messages in media who
  they hurt. Make sure that your sources will
  clearly relate to your chosen EY2 topic.
  Present findings to class.
• DR2 EY2 Based on your notes, in-class
  discussions, Lunsford readings, REs and
  discussions, analyze the issues of celebrity
  responsibility in regards to the messages about
  gender. You must clearly address what the
  problematic nature is of these messages who
  they hurt.

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UNIT 5 Disney, Gender RaceGroup Project AB

• Take Home Readings
• Animating Youth the Disnification of
  Children's Culture- Henry Giroux
• Doing Disney Fosters Media Literacy in Freshmen
  - Virginia Crank

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UNIT 5 Disney, Gender RaceGroup Project AB

• In-cl. Viewing Discussion
• Mickey Mouse Monopoly Disney, Childhood and
  Corporate Power.
• Dir. Miguel Picker. Perf. Henry Giroux, et al.
  Media Education Foundation, 2001.
• Typical difficulties with this film (to be
  discussed)
• Part 1 Intro to Disneys power over media
  topic of gender.
• Part 2 Topics of race ethnicity in Disney
  films conclusion.

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UNIT 5 Disney, Gender RaceGroup Project
ABAssignments

• RE6 Watch 2 Disney movies of your choosing
  (live action or animated, 1 recent, 1 pre-1990s)
  construct a list of questionable messages
  regarding gender, racial stereotypes (at least
  10).
• RE7 5 sources to be incorporated into A.B.
• DR3 A.B. draft written in class. Pairs/groups
  work on summaries collaboratively.
• AB Final version written in class.
• Presentation of A.B. findings
• individually- talk about chosen sources
• Group- how project came together (cohesiveness),
  trouble-shooting, etc

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Unit 6 Final Paper

• The final paper is based on any American
  pop-culture topic of students choosing.
• Discuss this chosen theme in regards to a clear
  bias that is shown against/about a specific
  population.
• While students are free to revisit a topic
  already discussed in class, they may not repeat
  the same position exactly (i.e. cutting pasting
  from previous EY), research, or media used
  (i.e. tv show, movie, etc).
• Concepts of hegemony ideology must be clearly
  represented w/in the paper to details who has the
  power, how they are using it who is being
  stereotyped, etc.
• All topics must be related to U.S. pop-culture,
  hegemony ideology and must be approved prior to
  beginning research, etc.

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Unit 6 Final Paper- Guidelines

• 1. PRESENTATION
• a. 5-10 minutes long b. chosen themec. chosen
  medium (tv, radio, print ads, etc)d. the
  specific population to be examined (men, women,
  children, glbt individuals, seniors, minorities,
  etc)e. print-outs of potential sources you
  intend to use in your paperf. overhead
  projections, PowerPoint presentations, or
  internet use for visual effects
• 2. PROPOSALS
• a. typed 1-1.5 pgs long, narrative formb.
  clearly state what chosen theme is (main idea
  at least 3 subordinate claims), target population
  what expect to find in research, how you plan
  to incorporate your sources

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Unit 6 Final PaperAssignments

• RE8 (In-class research) Locate at least 5
  secondary sources that clearly discuss your
  chosen topic
• RP6 proposal of Research Paper. (This is not
  a draft, but you should still summarize what main
  argument is what some subordinate claims are.)

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Unit 6 Final Paper- Draft

• DR4 Bring 2 copies to next classone for my
  review one for Peer Review.
• a. all drafts are due for in-class review
• b. length is not simply 1 ½ -2 ½ pages like the
  other drafts. This draft should be as close to
  the final length (5 ½ -7pgs) as possible
• c. works cited page must be included
• d. bring 2 blank copies to class1 for peer
  review 1 for me to correct

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Unit 6 Final Paper- Student-initiated Topics
Spring 07

• Effects of Media Violence on Children (nightly
  news vs. drama, cartoons, etc)
• Medias Influence on Childhood Obesity
• Fast Food industry plague of obesity among
  minorities (ignored population in Spurlocks
  film)
• Americas Obsession with Cosmetic Surgery
• The Reality of Reality TV
• The Grand Wizards of Disney
• Misogyny Hip-Hop (how it hurts women men)
• Everyone Loves a Misogynistic Sitcom
• Minorities in Prime Time Television
• Female Celebrities as Negative Role Models
  (Hilton, Olson Twins, Lohan, Spears, Aguilera, et
  al)
• Just Blame TV Its Easier (parental
  responsibility tv)
• Double Standards (Imus incident Hip-Hop
  moguls after the fact)
• Sex Sells how advertising uses sex/gender to
  sell products (Victorias Secret, liquor/beer,
  cars, tobacco)