FEMINIST PERSPECTIVE ESSAY Your final assessment for the Feminist Perspective Unit will be a five-paragraph essay analyzing

Angela Carters retelling of Little Red Riding Hood, the short story "Company of Wolves." Body Paragraph One: You will identify and prove the desire of the main character LRRHusing Maslows hierarchy of needs. Focusing Question: What does the main character want? Ex. TS1: Carters Red Riding Hood character is motivated by her desire for independence.

Body Paragraph Two: You will identify what is blocking this character's desire, using the Feminist Perspective Chart. Focusing Question: What is blocking her from getting what she wants? Ex. TS2: As a young female, Reds natural streak of independence is at odds with the patriarchal society she lives in.

Body Paragraph Three: You will identify how and to what degree LRRH meets her desire, remembering that sometimes the most interesting conclusions are those where the character does not get exactly what they want. Focusing Question: How does she navigate this challenge and to what degree does she get what she wants? Ex. TS3: Red weighs these patriarchal social messages and familial pressures against her desires, and ultimately trusts her instincts and achieves independence without sacrificing intimacy.

MASLOWS HIERARCHY OF NEEDS

CATEGORY Physiological Security Love/Belonging

Esteem

Self-Actualization

SPECIFIC NEEDS The need for food; the need for water; the need for sex; the need for sleep. The need for security of body; the need for security of resources; the need for security of family; the need for security of property; the need for security of health; the need for order; the need for stability The need for friendship; the need for family; the need for intimacy; the need to "fit in" The need for self-esteem; the need for confidence; the need for status; the need for fame; the need for recognition; the need for achievement; the need for respect in others' eyes; the need for dominance; the need for independence and freedom; the need to feel valued The need for creativity; the need for spontaneity; the need for fulfillment

FEMINIST PERSPECTIVE CHART

Patriarchy Definition: Social system in which men hold more power than women Look for: Hierarchies favoring men: family, work, social; inequalities in the way characters are treated, paid, employed, make decisions, etc. Questions to ask: 1. Who has power over whom (physically, economically, politically, socially, or psychologically)? 2. What does it mean to be a woman in this culture? 3. What is considered socially acceptable? 4. How is the relationship between men and women portrayed? 5. How do men and women relate to each other? 6. Who or what has value? 7. How is success measured?

Sexism

Discrimination based on sex

Stereotypical Roles

Oversimplified conceptions of women

Different measures of success for women, different outcomes for similar behaviors Mother, goddess, whore, virgin, bitch, princess, grandmother, old maid, scapegoat, workhorse, trophy, doormat, domestic worker (paid and unpaid); Also look for stereotypical relationships, such as female rivalry, the clingy girlfriend, the nagging wife, etc. Comparisons to animals or objects; lack of choice or freedom of movement

Objectification

Viewing people as objects, as less than human

Misogyny

Hatred of women

Instances of violence, domestic violence; anger towards or contempt for women

8. How are gender roles defined? 9. How do men and women perceive of themselves? 10. What constitutes masculinity and femininity? 11. What roles are available to or expected of men and women? 12. Do characters take on traits from opposite genders? If so, what happens? 13. What is expected or allowed of men or women? 14. Is the woman the subject or object? 15. How much control or choice does the woman seem to have? 16. Isand if so, how isthe woman made to seem other than or less than human? 17. What kinds of behaviors are rewarded? Punished? 18. How is anger/violence used?

BODY PARAGRAPH TEMPLATE: Topic Sentence. Sentence starter [EVIDENCE #1] shows/reveals/suggests [argument from topic sentence] BECAUSE Warrant [2+ sentences] Include a key word or synonym from TS1 and a word or paraphrase from E1 in the second sentence. Furthermore/in addition/also/moreover, sentence starter [EVIDENCE #2] shows/reveals/suggests [argument from topic sentence] BECAUSE Warrant [2+ sentences]: Explain how E2 further develops the argument started in W1. Include a key word or synonym from TS2 and a key word or paraphrase from E2 in the second sentence. Conclude and transition to next paragraph: Review evidence, connect to claim, and preview next paragraph. INTRO TEMPLATE: Introduce a feminist perspective of Perraults LRRH: what might feminists take issue with in this story and its portrayal of women? (1-2 sentences). Transition to Carters story by comparing and contrasting the two versions of LRRH: how is her story a feminist response to Perraults version? (1-2 sentences). Thesis: TS1 + conjunction + TS2 + conjunction + TS3. Conjunctions The same: and, so, thus A contrast: yet, but, however CONCLUSION TEMPLATE: 1st: summarize the overall argument (restate the thesis). 2nd: provide any final comments, observations, or thoughts on the story or subject matter. 3rd: leave me with something to think about.

ESSAY CHECKLIST Grading will be based on the following checklist. If you can answer "yes" to every item on this list, you will receive a 100%. Formatting There is a correct heading There is a title, centered with the center button The paper is double-spaced with no extra spaces The TAB key is used to indent paragraphs There are no blank lines between paragraphs The font is sized 12

Introduction The introduction begins with a connection to Perraults LRRH The introduction then transitions to the story by comparing the two The introduction finishes with the thesis. Thesis The thesis is made up of the main ideas of the three topic sentences The ideas are in the same order as the paragraphs The ideas are clearly connected by conjunctions Topic Sentences The topic sentences clearly answer the question posed for each paragraph The topic sentence includes an arguable idea that is not a specific detail from the story, but a general point First Warrant Warrants begin with a quote, introduced using one of the templates discussed in class The evidence is short and integrated correctly, using brackets to adjust any non-fitting words There is context for the evidence The warrant follows the template: "quotation" > shows/reveals/indicates > connect to topic sentence > because The warrant is two sentences AT LEAST. Extra credit will be awarded to warrants that push beyond the two-sentence mark with appropriate analysis The explanation in the warrant is fully developed and spends enough time to successfully argue the point Second Warrant The second warrant meets all the criteria of the first The second warrant begins with a transition word The second warrant uses one of the verbs from the list to show development instead of just repeating shows/reveals/indicates The warrant contains a re-quote of at least one word from the quote The warrant contains a connection at the end to a key word from the topic sentence The warrant does not repeat itself or anything previously written The second warrants analysis builds on the first warrants analysis Paragraph Conclusions Each body paragraph ends with a conclusion that repeats the main points and also previews the idea of the next paragraph Paper Conclusion The conclusion restates the major points of the argument. The conclusion presents any final thoughts on the story or subject. The conclusion leaves me with something to think about.