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Analytic Commentary. The Faces Of Women On The Ques Are Faces Of Unfulfilled Desires

Essay Instructions:

This assignment asks you to select a passage from the second module and do a close reading and analysis of it with the help of the conceptual/theoretical tool we have covered in the first module. The analytic essay should be about 800 words (no less than 700 and no more than 1000). It will be due at 4pm, Friday, Nov. 13. Please submit your paper on Moodle.
Here are the steps that you can follow when writing the paper:
1. Select a Quotation: Pick one quote from any of the readings assigned in the second module, i.e. Transnational Critique, which starts with Landscape for a Good Woman and ends with "Rescaling transnational 'queerdom'". A significant quotation is usually one that states the main thesis of the article or section, one that states an important supporting thesis, or one that demonstrates a premise or assumption made by the author. You may also choose to pick a quote that demonstrates a weakness of the argument. Please place your selected quotation at the top of the page, clearly differentiated from your response.
Example: “The history of mankind is a history of repeated injuries and usurpation on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.”
2. Identify: Give the title and author of the text that contains your chosen quotation, and then explain where in the text this sentence occurs, i.e., it is the opening lien, it is the last portion before the author transitions to another topic, it is in the middle of the section on XYZ. Your explanation of where it occurs in the text must bear some relevance to its importance.
Example: This sentence is in the introduction of “The Declaration of Sentiments,” as recorded in Elizabeth Cady Stanton’s The History of Women’s Suffrage. It prefaces a long list of grievances, the “facts [to] be submitted,” that the women at Seneca Falls held against the men of the United States.
3. Discuss the Significance: Explain why you choose this quotation. If it states a main or supporting thesis, give that thesis in your own words, and explain how the author supports it otherwise int he work. It if gives a premise or assumption, explain what that piece of support is and why it is vital to the author's overall argument. You should incorporate in your analysis at least one article from the first section of the class. The first section refers to "Concepts and Theories", which starts with The Feminine Mystique and ends with Foucault's History of Sexuality.
While your analysis should focus on the passage you select, you need to contextualize your analysis of the passage within the context of the article from which the passage is picked. In other words, even if you're doing a close reading of one passage/sentence, it is important for you to be able to understand the overall argument the author is making.
Example: This section introduces the main arguments of the Declaration, including the lack of suffrage rights for women, and names them as part of a history of injuries committed by men against women. Read just as it is written, this introduction tells us that the writers saw their position, as women, as the victims of the tyranny of men. Further, they saw their subjugation as a simple and obvious truth, not an opinion. However, the section takes on another layer once we take into account that the Declarations of Sentiments is a play on the Declaration of Independence. Here, Cady Stanton has substituted “mankind” for the King of Great Britain, while woman stands in for the subjugated states. Woman is declaring her independence from the tyranny of man, a tyranny that is simply a matter of fact.
4. Critical Engagement (optional): You may critically engage with the quote, adding your own perspective on the analysis.
Please use "Landscape for a Good Woman", since the file is too big, you can find this reading by this link:
https://monoskop(dot)org/File:Steedman_Carolyn_Kay_Landscape_For_a_Good_Woman_1986.pdf
Let me know if you have any questions. Thank you.

Essay Sample Content Preview:
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"The faces of women on the ques are faces of unfulfilled desires," Pg 22.
The above quote appears towards the end of the first stories in the Landscape for a good woman. In this section, Steedman highlights the numerous challenges women encountered during the last decade of the 19th century and the early 20th century. The indications depict the grievances that feminist movements had raised during this era of increased feminism movements. Notably, this grievance is not uttered in isolation (Steedman 22). The last section of the first story outlines similar acts of gender bias rooted in society during this period. However, this quote seems to summarize the vital concepts of the story. Its content captures the crucial elements of gender discrimination during this period. Shortly, this quote is part of a series of women's grievances during this period.
I choose this quote due to its support of the author’s thesis. The author argues that despite the increased women involvement in societal issues from the 1890 to 1930s, gender discrimination remained intact. For instance, the text alludes that women thronged outside school gates waiting to pick children back home. Some women waited on long shopping ques, while others remained at antenatal clinics (Steedman 22). The author further indicates that some women waited for their men in bed for extended periods. Consequently, the author summarizes that the faces of women in different ques depicted unfulfilled dreams. Notably, women portrayed frustration in depending on other people to achieve their needs. In most cases, such failures were a result of social and cultural norms.
This quote is crucial in portraying the gender bias that the author seeks to represent. For instance, despite some women acquiring job opportunities outside home compounds, the female gender had to complete different domestic responsibilities (Steedman 22). The author indicates that women thronged outside school gates to pick their children from school a duty that men rarely performed. Irrespective of a woman’s involvement in other economic activities, domestic chores remained crucial tasks for every woman. Consequently, women could not compete for the same opportunities as men due to the overlapping responsibilities assigned to the female gender in society. Unlike women, men had adequate time to pursue their social and economic dreams. Hence, the quote rightly depicts women as frustrated gender during this period.
The quote further outlines the persistent gender prejudice that women faced in society during this era. The quote helps the author to point out the frustrations women encountered due to gender bias. The text seeks to outline the multiple grievances feminists raised while advocating for gender equality (Steedman 22). The quote summarizes the crucial grievances outlined througho...
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