final paper

SOC110HM

Course Paper Guidelines Option 1: Journal Assignment

Students should keep a journal throughout the semester when they are exposed to or participate in race-related conversations, taking care not to

reveal names or identities in their entries, unless it was a public event (class presentation, campus speaker/event, etc.) They should then have a closing

entry (longer than the rest) in which they analyze all preceding entries for appearances of the 4 frames of colorblindness, as well as analyzing to what

extent the settings in which the entries occurred were multiracial and/or incorporated diverse viewpoints.

Option 2: Internet Analysis

In consultation with their instructor, students should select a particular

Internet site or group of sites in which race-related postings occur. These sites must be public-access (e.g., not friends’ Facebook accounts). Students

should use the 4 frames of colorblindness to analyze the content posted, and choose enough examples of content so that all 4 frames are represented in

the analysis.

Option 3: Media Analysis In consultation with their instructor, students should select (a) a film that

has race as a major theme (e.g., Crash; Mississippi Burning; A Time to Kill; American History X); OR (b) a TV program or programs that deal with racial

content (e.g., episode of talk show when race-related theme is considered; episode of sitcom that confronts race directly); OR (c) 2-3 OpEd pieces in a

mainstream newspaper that discuss race-related issues. The paper should present quotes that illustrate all 4 frames of colorblindness and analyze

them accordingly.

The next two pages of this handout contain the QEP rubric, upon which the

student’s submission will be graded. Each element will be worth a possible

total of 10 points.

Components Missing Level I Level II Level III

Critical Thinking Elements

Purpose The purpose of the paper should be to evaluate whether the evidence collected by the student mirrors Bonilla-Silva’s argument about the ubiquity and perilousness of colorblindness for society

Identification of purpose is vague and/or does not elaborate/exemplify the purpose. ( ____ points)

Clearly identifies the purpose of the writing, with only limited elaboration /exemplification. ( ____ points)

Clearly identifies the purpose of the writing using elaboration/exemplification and/or the vocabulary of the discipline (as appropriate). ( ____ points)

Question at Issue Is colorblindness the primary way we as a society deal with race? Are there alternative treatments of race that student discovers/suggests?

Question is not stated or is not defined. An attempt to elaborate/exemplify is vaguely outlined. Question is not informed by the vocabulary of the discipline. ( ____ points)

Clarifies the question through limited elaboration/ exemplification. ( ____ points)

Clarifies the question through elaboration/ exemplification. Question incorporates the language of the discipline (as appropriate). ( ____ points)

Assumptions Student understands Bonilla- Silva’s argument about why and how colorblind racism is damaging to society, understands the evidence upon which it is based

States assumptions without analysis. Relies on questionable assumptions ( ____ points)

Writing explicitly acknowledges the assumptions of the work, and grounds these assumptions in a larger context (e.g., cultural background, gender)

( ____ points)

Writing explicitly addresses the assumptions of the work and grounds these assumptions in a larger context (e.g., cultural background, gender). Includes in-depth analysis of the assumptions based on the discipline ( ____ points)

Implications and Consequences How do each of the 4 frames affect citizens’ willingness to support social justice efforts toward multiracial inclusiveness? How inclusive will society be if it continues to mirror the patterns analyzed in the paper?

Identification of implications and/or consequences are vague and do not show ( ____ points)

Identifies the implications of the position taken in the writing assignment and extends this to identify potential consequences of these implications ( ____ points)

Identifies the implications of the position taken in the assignment, extends this to identify potential consequences of these implications, and assesses the likelihood of various consequences ( ____ points)

Information Student presents ample quotations as evidence, from approved source (as outlined in Paper Options above— e.g., media, journal) for assignment

Information used is incomplete, incorrect, or biased. ( ____ points)

Information used comes from reliable sources and is appropriate to the issue being addressed. ( ____ points)

Information used comes from reliable sources within the discipline, is appropriate to the issue being addressed, and presents a coherent, clear picture of the issue. ( ____ points)

Concepts Student understands what the 4 frames of colorblindness are, the styles of colorblindness, etc. and is able to illustrate them effectively using own examples

Concepts are identified, but not clearly defined. No attempt to elaborate/ exemplify. ( ____ points)

Some concepts are clearly defined using elaboration/ exemplification. ( ____ points)

All relevant concepts are clearly defined using elaboration/ exemplification. ( ____ points)

Conclusions and Interpretations Student clearly shows what the frames/styles of colorblindness look like or would look like in the media s/he has chosen, makes clear conclusions about the patterns s/he has reviewed

Conclusions and interpretations are stated, but are not linked to information and/or may be based on bias or prejudice. ( ____ points)

Conclusions are stated in recognition of information, assumptions, and consequences. ( ____ points)

Conclusions are stated in recognition of information, assumptions, and consequences. Conclusions and interpretations are identified and distinctions are made between information and interpretations of information. ( ____ points)

Points of View Student understands the various arguments that exist for why colorblindness is helpful or not toward the goal of building a multiracial society. Understands nuances beyond just colorblind=good/bad.

Acknowledges existence of more than one point of view, but considers only one. ( ____ points)

More than one point of view is explained, including the point(s) of view of the discipline. ( ____ points)

More than one point of view is explained, including the point(s) of view of the discipline. Points of view are evaluated for relevance to this particular assignment. ( ____ points)

Core Values Core values of community and respect would be good ones to include somewhere, demonstrating how a multiracially inclusive society fits into these values, and considering whether colorblindness advances these values

Core value(s) implied but not specifically addressed in the writing. ( ____ points)

Core value(s) are specifically addressed with relevance stated, but not integrated throughout the critical thinking elements. ( ____ points)

Core value(s) are specifically addressed with relevance stated, and are integrated throughout the critical thinking elements. ( ____ points)

Decision Making The decision made is based only on some of the information presented. ( ____ points)

The decision made is based on the culmination of most steps to critical thinking and addresses the core values. ( ____ points)

The decision made is based on the culmination of all the steps to critical thinking and explicitly addresses the role of core values and the values of the discipline, as appropriate. ( ____ points)

Total Points Earned: ____________