Artifact Paper: Gender Communication
write a 5-page, single-spaced (minimum) paper in which you examine a form of a tangible gender communication (an artifact) i.e. TV episode, newspaper article, movie, song/music video, photograph, magazine, exhibit, advertisement, social media group or exchange, interview etc. It is your responsibility to choose an artifact that is content rich for analysis.
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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Assignments Submit: Assignment 3 – Ar!fact Paper ~ Due Sunday, Week 7 (March 1, 2020)
Submit: Assignment 3 – Ar!fact Paper ~ Due Sunday, Week 7
(March 1, 2020)
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Instruc!ons
SPCH 324 6381 Communica!… Robin Mcclain
Course Home Content Discussions Assignments ClasslistMy Tools Resources Help
Assignment 3: Artifact Paper (25%)
When you submit your paper to assignments, it is automatically submitted to Turnitin.
Keep in mind stronger (“A”) papers will exceed the minimum requirements noted below. For specifics see the grading rubric below.
Task: To Investigate: Who? What? When? Where? Why? How? And then, Analyze!
You will write a 4-page, single-spaced (specifically 2,400 words minimum) paper in which you examine a form of a tangible gender communication (an
artifact) i.e. TV episode, newspaper article, movie, song/music video, photograph, magazine, exhibit, advertisement, social media group or exchange,
interview etc. You will give a clear description of your artifact answering thoroughly Who, What, When, Where, Why, and How. You will then analyze
your example employing AT LEAST 4 concepts from our weekly readings, modules (commentaries), and/or discussions.
Introduction (1/3 of a page minimum/specifically 200 words minimum):
A creative opening and attention getter
A strong thesis statement that clearly articulates your major claim of
the paper
A clear preview statement that shows how you will organize your paper
Body (3 pages, single-spaced minimum/specifically 1,800 words minimum see the breakdown for each of the three sections of the body
below):
You should thoroughly introduce your artifact using who, what, where, when, and how (400 words minimum).
Please give any background information you have about it such as when did it appear, how was it delivered,
what is it about, why was it
made, when was it made, what was the context in which the artifact emerged – controversy, situation, audience?
After this description, your reader should clearly understand it as a piece of gender communication.
Definitions of at least 4 concepts (minimum) you have chosen (use scholarly sources specific to the discipline of communication to
define your concepts) (400 words minimum).
A discussion that connects your chosen concepts to your artifact (1,000 words minimum).
Questions to answer for each concept in your analysis (you may add additional questions as well):
Why/How does the concept relate to your artifact?
How does the artifact fit in, further, or work against other scholarly work you found? (Use peer-reviewed journal articles)
What were the responses to this artifact and how does that relate to the concepts/research you have
found?
Implications/Conclusion (2/3 page minimum/specifically 400 words minimum):
A brief restatement of what you did in the paper.
Most importantly here is the discussion of so what? Why does your analysis matter? To gender communication studies? As part of larger
implications for society?
Bring closure to your submission
Sources: You should have a MINIMUM of six current sources (stronger papers will have more):
One must be your readings or modules/commentaries (you may use more but you still must meet the other source requirements as well)
Two can be
popular press sources
Three MUST BE peer-reviewed journal articles on communication
Four of your sources must come from UMGC’s online library
Proper APA in-text citations should be provided in addition to a reference page with full APA source citations.
Deductions for not meeting the following requirements are noted
below:
Meet or exceed the word count for each individual section
be typed using a 12-point Times New Roman font
be single-spaced (nothing should be double spaced)
have one-inch margins on all sides
have a title page (that contains only the title, student’s name, and UMGC) –
the title page is numbered page 1 in the upper right hand corner
use the American Psychological Association (APA) format for citations (both in-text and/or reference list)
be well organized with the required subheadings for each section (as noted below)
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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be well organized with the required subheadings for each section (as noted below)
be free of typos, grammatical errors, etc.
be submitted to both turnitin.com and your assignment folder by the due date. There is a 20 point deduction for submitting your artifact paper
late and it is only accepted up until one week after the original due date.
be informative and provide solid support for the thesis
use quotations sparingly
all sources found on the reference page must be cited in the body of the paper with proper in-text citations
Use the required subheadings in your submission:
Introduction
Who, What, When, Where, Why, & How
Definitions
Discussion
Implications/Conclusion
Be sure to read the sample artifact paper below by Tepy Berriman entitled “Legally Blonde.” It is a wonderful example of a quality
paper.
Here is the grading rubric for the artifact paper:
©2019 University of Maryland Global Campus
Criteria Exemplary Accomplished Adequate Underdeveloped Inadequate
Introduc!on/Paper
Format -A”en!on
ge”er – Thesis
statement –
Preview –
Forma#ng
requirements
10 points
10-
9 points
Offers an engaging, original
introductory paragraph with a
crea!ve a”en!on ge”er, a
clear, well-wri”en thesis
statement, and an explicit
preview
Significantly exceeds 250
words
Fully adheres to format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA cita!ons,
turni!n.com, etc.)
8 points
8 points
Provides a sound introductory
paragraph with a good
a”en!on ge”er, a clear thesis
statement, and a
preview.
Exceeds 225 words
Adheres to format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA cita!ons,
turni!n.com, etc.)
7 points
7 points
Provides an adequate
introductory paragraph with
an
a”en!on ge”er, a thesis
statement, and a preview.
One element of the preview
may be inadequate.
Achieves 200 words minimum
requirement
May not adhere to all format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA cita!ons,
turni!n.com, etc.)
6 points
6 points
The introduc!on lacks one or
more of the following: an
a”en!on ge”er, a thesis
statement, and/or preview or
all elements are provided, but
they are not adequate.
May not adhere to all format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA cita!ons,
turni!n.com, 200 word
minimum requirement for the
introduc!on, etc.)
5 points
5-0 points
The introduc!on is either not
provided or inadequate.
Does not meet some of the
format requirements (font,
spacing, !tle page, required
heading,
margins, proper APA
cita!ons, turni!n.com, 200
word minimum for the
introduc!on sec!on, etc.)
1st Sec!on of the
Body -Introduc!on
of your Ar!fact –
using who, what,
where, when, and
how -Relevant
background
informa!on –
Clearly iden!fied as
a piece of
gender
communica!on
15 points
15-
14 points
An excep!onal ar!fact
represen!ng gender is
selected. The
ar!fact is
presented/introduced in a
very
descrip!ve manner.
A significant amount of
relevant background
informa!on is presented
(when did it appear, how was
it delivered, what is it about,
why was it made, when was it
made, what was the context
in which the ar!fact emerged
–
controversy, situa!on,
audience?).
The descrip!on explicitly
addresses how your ar!fact is
13 points
13-12 points
A sound ar!fact represen!ng
gender is selected. The
ar!fact is
presented/introduced in a
descrip!ve manner.
A good amount of relevant
background informa!on is
presented (when did it
appear, how was it delivered,
what is it about, why was it
made, when was it made,
what was the context in
which the ar!fact emerged –
controversy, situa!on,
audience?).
The descrip!on addresses
how
your ar!fact is a piece of
11 points
11-10 points
An acceptable ar!fact
represen!ng gender is
selected. The ar!fact is
presented/introduced.
Sufficient background
informa!on is presented
The descrip!on explains how
your ar!fact is a piece of
gender
communica!on.
400+ words
9 points
9-8 points
An ar!fact represen!ng
gender is selected. The
ar!fact is
presented/introduced.
Minimal background
informa!on is presented.
The descrip!on does not fully
explains how your ar!fact is a
piece of gender
communica!on.
400 words or less
7 points
7-0 points
The paper may have
experienced two or more of
the following problems:
A weak ar!fact represen!ng
gender is selected.
The ar!fact is presented, but
a more thorough introduc!on
was needed.
Sufficient background
informa!on was not
presented
The descrip!on doses not
adequately explain how your
ar!fact is
a piece of gender
communica!on.
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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addresses how your ar!fact is
a piece of gender
communica!on.
500+ words
how your ar!fact is a piece of
gender communica!on.
450+ words
communica!on.
Less than 400 words
2nd Sec!on of
the Body –
Defini!ons of
Course
Concepts –
Significance and
relevance of
concepts selected –
# of concepts –
quality of
defini!ons
15 points
15-14 points
5-6 significant and relevant
course
concepts are selected.
A variety of scholarly
defini!ons from
communica!on sources are
shared for each.
You are very descrip!ve in
your approach and use proper
APA
cita!ons.
500+ words
13 points
13-12 points
At least 5 per!nent course
concepts are selected.
Scholarly defini!ons from
communica!on sources are
shared for each.
You are descrip!ve in your
approach and use proper APA
cita!ons.
450+ words
11 points
11-10 points
At least 4 per!nent course
concepts are selected.
Scholarly defini!ons from
communica!on sources are
shared for each.
You use
proper APA cita!ons.
400+ words
9 points
9-8 points
4 course concepts are
selected, but they are not the
most important or relevant to
the ar!fact.
Defini!ons are provided, but
they may not all be scholarly.
You a”empt to use APA
cita!ons.
May be under 400 words
7 points
7-0 points
Less than 4 concepts are
selected and those selected
may not be the most
important or relevant to the
ar!fact.
Defini!ons are provided, but
they may not all be scholarly.
A minimal a”empt at proper
APA cita!ons
Under 400 words
3rd Sec!on of the
Body -Discussion
that Connects Your
Chosen Concepts
to Your
Ar!fact
30 points
30-27 points
A very descrip!ve and
thought provoking discussion
is presented that explicitly
!es each of your chosen
concepts to your ar!fact in a
meaningful
manner.
Explicitly and descrip!vely
answers all of the following
ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal ar!cles
are used to answers this
ques!on for each concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1150+ words
26 points
26-23 points
A descrip!ve discussion is
presented that explicitly !es
each of your chosen concepts
to the ar!fact in a meaningful
manner.
Answers all or most of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal ar!cles
are used to answers this
ques!on for each concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1100+ words
22 points
22-19 points
An adequate discussion is
presented that !es each of
your chosen concepts to the
ar!fact.
Answers most of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal ar!cles
are used to answers this
ques!on for each concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1000+ words
18 points
18-15 points
An underdeveloped
discussion is presented that
a”empts to !e the concepts
to the ar!fact.
Answers some of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal ar!cles
are used to answers this
ques!on for each concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1000 words
14 points
14-0 points
An inadequate discussion is
presented that a”empts to !e
the concepts to the ar!fact.
Answers few of following
ques!ons for each concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal ar!cles
are used to answers this
ques!on for each concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
Lacks depth, insight, and
understanding.
Less than 1000 words
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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Conclusion –
Restatement –
Jus!fica!on for
analysis and why it
ma”ers to gender
comm. studies and
society -Closure
10 points
10-9 points
The conclusion (final
paragraph) is insigh%ul.
It includes a well-wri”en
restatement of what you did
in the paper. A strong
argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with closure.
Uses the subheading:
Implica!ons/Conclusion
Exceeds 500 words
8 points
The conclusion (final
paragraph) is sound.
It includes a well-wri”en
restatement of what you did
in the paper. A reasonable
argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with closure.
Uses the subheading:
Implica!ons/Conclusion
Exceeds 450 words
7 points
The conclusion (final
paragraph) is adequate.
It includes a restatement of
what you did in the paper.
An argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with some closure.
Uses the subheading:
Implica!ons/Conclusion
Achieves at least the 400
word
minimum requirement
6 points
The conclusion is abrupt and
does not provide closure. It
may be missing one of the
following: restatement of
what you did in the paper, an
argument for why your
analysis ma”ers to gender
communica!on studies
and/or what the larger
implica!ons are for society.
Uses the subheading:
Implica!ons/Conclusion
May not achieve the 400
word minimum.
5 points
5-0 point
The conclusion is poorly
wri”en and missing two or
more of the required
elements (restatement of
what you did in the paper, an
argument for why your
analysis ma”ers to gender
communica!on studies and
what the larger implica!ons
are for society). Closure is
not achieved.
Uses the subheading:
Implica!ons/Conclusion
Does not achieve the 400
word minimum.
Or the paper neglects to
include a conclusion.
Wri!ng
Abili!es/Style
10 points
10-9 points
Very well -wri”en college
level paper, engages the
reader, clearly organized,
detailed, coherent, wri”en in
the 3rd person, with clear
sentences and paragraphs.
Paper has no
errors.
8 points
Well-wri”en college level
paper, engages the reader,
but may have problems with
one of the following:
organiza!on, details,
coherence, wri”en in the 3rd
person, clarity of sentences
and paragraphs, or errors.
May have 1-3 error
7 points
Adequately wri”en, interests
the reader, but may have
problems with two of the
following: organiza!on,
details, coherence, wri”en in
the 3rd person, clarity of
sentences and paragraphs, or
errors.
May have 4-6 errors.
6 points
Poorly wri”en, generates li”le
interest for the reader, and
demonstrates very limited
understanding.
Has problems with some of
the following: organiza!on,
details, coherence, wri”en in
the 3rd person, clarity of
sentences and paragraphs, or
errors.
May have 7-10 errors.
5 points
5-0 points
Very poorly wri”en,
generates no interest for the
reader, and provides very
li”le understanding.
Has problems with several of
the following: organiza!on,
details, coherence, wri”en in
the 3rd person, clarity of
sentences and paragraphs, or
errors.
May have 10+ errors
Sources:
Strength/Scholarly
10 points
9-10 points
Uses 9+ relevant, scholarly
sources in the construc!on of
the paper
Meets all of the requirements
below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
8 points
8 points
Uses 7+ relevant, scholarly
sources in the construc!on of
the paper
Meets all or most of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
7 points
7 points
Uses 6+ relevant, scholarly
sources in the construc!on of
the paper
Meets most of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
6 points
6 points
May use less than 6 sources
in the construc!on of the
paper or if 6 sources are used
they are not all scholarly.
Meets some of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
5 points
5-0 points
Uses less than 6 relevant,
scholarly sources in the
construc!on of the paper
May not meet many of all of
the requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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Due Date
Mar 1, 2020 11:59 PM
A”achments
Sample Ar!fact Paper Legally Blonde x (38.41 KB)
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Hide Rubrics
Rubric Name: Ar!fact Paper
Strength/Scholarly
-Meets Source
Type/s
Requirements –
Correct in-text and
Reference Page
Cita!ons, and APA
format 10 Points
Possible
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Proper APA in-text cita!ons
should be provided in
addi!on to full APA cita!ons
of sources on the reference
page. Every source cited on
the reference page is cited in
the
body of the
paper.
Sources are clearly a”ributed
consistently throughout
paper; uses APA format
accurately and consistently.
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Sources are clearly a”ributed
for in-text and reference page
cita!ons, yet “generally”
supported; uses proper
forma&ng with minor or no
viola!ons.
Every source cited on the
reference page is cited in the
body of the paper.
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Although a”ribu!on is
present and many sources
seem to be legi!mate, some
statements are
unsubstan!ated or
generalized and the source of
some ideas is unclear or some
claims are made without
support.
Every source cited on the
reference page is cited in the
body of the paper.
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Sources may not be relevant
and/or scholarly
Limited a”ribu!on is
provided, some statements
are unsubstan!ated, the
source of many ideas is
unclear, and lacks a clear
understanding of APA format.
Every source cited on the
reference page may not be
cited in the body of the
paper.
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
A”ribu!on is missing, or
sources given are poorly
chosen; claims are
consistently made without
support; reflects li”le
knowledge of APA format.
Every source cited on the
reference page may not be
cited in the body of the
paper.
Criteria Exemplary Accomplished Adequate Underdeveloped
Introduc!on/Paper
Format -A”en!on
ge”er – Thesis
statement –
Preview –
Forma&ng
requirements
1st Sec!on of the
Body -Introduc!on
of your Ar!fact –
using who, what,
where, when, and
how -Relevant
background
informa!on –
Clearly iden!fied
as a piece of
gender
10 points
10-9 points
Offers an engaging, original
introductory paragraph with
a crea!ve a”en!on ge”er, a
clear, well-wri”en thesis
statement, and an explicit
preview
Significantly exceeds 250
words
Fully adheres to format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA
cita!ons, turni!n.com, etc.)
8 points
8 points
Provides a sound
introductory paragraph with
a good a”en!on ge”er, a
clear thesis statement, and a
preview.
Exceeds 225 words
Adheres to format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA
cita!ons, turni!n.com, etc.)
7 points
7 points
Provides an adequate
introductory paragraph with
an a”en!on ge”er, a thesis
statement, and a preview.
One element of the preview
may be inadequate.
Achieves 200 words
minimum requirement
May not adhere to all format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA
cita!ons, turni!n.com, etc.)
6 points
6 points
The introduc!on lacks one or
more of the following: an
a”en!on ge”er, a thesis
statement, and/or preview or
all elements are provided, but
they are not adequate.
May not adhere to all format
requirements (font, spacing,
!tle page, required heading,
margins, proper APA
cita!ons, turni!n.com, 200
word minimum requirement
for the introduc!on, etc.)
15 points
15-14 points
An excep!onal ar!fact
represen!ng gender is
selected. The ar!fact is
presented/introduced in a
very descrip!ve manner.
A significant amount of
relevant background
informa!on is presented
(when did it appear, how was
it delivered, what is it about,
why was it made, when was
13 points
13-12 points
A sound ar!fact represen!ng
gender is selected. The
ar!fact is
presented/introduced in a
descrip!ve manner.
A good amount of relevant
background informa!on is
presented (when did it
appear, how was it delivered,
what is it about, why was it
made, when was it made,
11 points
11-10 points
An acceptable ar!fact
represen!ng gender is
selected. The ar!fact is
presented/introduced.
Sufficient background
informa!on is presented
The descrip!on explains how
your ar!fact is a piece of
gender communica!on.
400+ words
9 points
9-8 points
An ar!fact represen!ng
gender is selected. The
ar!fact is
presented/introduced.
Minimal background
informa!on is presented.
The descrip!on does not fully
explains how your ar!fact is a
piece of gender
communica!on.
400 words or less
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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gender
communica!on
2nd Sec!on of the
Body – Defini!ons
of Course
Concepts –
Signficance and
relevance of
concepts selected
-# of concepts –
quality of
defini!ons
3rd Sec!on of the
Body -Discussion
that Connects
Your Chosen
Concepts to Your
Ar!fact
Conclusion –
Restatement –
Jus!fica!on for
analysis and why it
ma”ers to gender
comm. studies and
society -Closure
Wri!ng
Abili!es/Style
why was it made, when was
it made, what was the
context in which the ar!fact
emerged – controversy,
situa!on, audience?).
The descrip!on explicitly
addresses how your ar!fact is
a piece of gender
communica!on.
500+ words
made, when was it made,
what was the context in
which the ar!fact emerged –
controversy, situa!on,
audience?).
The descrip!on addresses
how your ar!fact is a piece of
gender communica!on.
450+ words
400 words or less
15 points
15-14 points
5-6 significant and relevant
course concepts are selected.
A variety of scholarly
defini!ons from
communica!on sources are
shared for each.
You are very descrip!ve in
your approach and use
proper APA cita!ons.
500+ words
13 points
13-12 points
At least 5 per!nent course
concepts are selected.
Scholarly defini!ons from
communica!on sources are
shared for each.
You are descrip!ve in your
approach and use proper APA
cita!ons.
450+ words
11 points
11-10 points
At least 4 per!nent course
concepts are selected.
Scholarly defini!ons from
communica!on sources are
shared for each.
You use proper APA
cita!ons.
400+ words
9 points
9-8 points
4 course concepts are
selected, but they are not the
most important or relevant to
the ar!fact.
Defini!ons are provided, but
they may not all be scholarly.
You a”empt to use APA
cita!ons.
May be under 400 words
30 points
30-27 points
A very descrip!ve and
thought provoking discussion
is presented that explicitly
!es each of your chosen
concepts to your ar!fact in a
meaningful manner.
Explicitly and descrip!vely
answers all of the following
ques!ons for each concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal
ar!cles are used to answers
this ques!on for each
concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1150+ words
26 points
26-23 points
A descrip!ve discussion is
presented that explicitly !es
each of your chosen concepts
to the ar!fact in a meaningful
manner.
Answers all or most of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal
ar!cles are used to answers
this ques!on for each
concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1100+ words
22 points
22-19 points
An adequate discussion is
presented that !es each of
your chosen concepts to the
ar!fact.
Answers most of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal
ar!cles are used to answers
this ques!on for each
concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1000+ words
18 points
18-15 points
An underdeveloped
discussion is presented that
a”empts to !e the concepts
to the ar!fact.
Answers some of the
following ques!ons for each
concept:
Why/How does the concepts
relate to your ar!fact?
How does the ar!fact fit in,
further, or work against other
scholarly work you found?
Peer reviewed journal
ar!cles are used to answers
this ques!on for each
concept.
What were the responses to
this ar!fact and how does
that relate to the
concepts/research you have
found?
1000 words
10 points
10-9 points
The conclusion (final
paragraph) is insigh%ul.
It includes a well-wri”en
restatement of what you did
in the paper. A strong
argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with closure.
Uses the subheading:
Implica!ons/Conclusion
Exceeds 500 words
8 points
The conclusion (final
paragraph) is sound.
It includes a well-wri”en
restatement of what you did
in the paper. A reasonable
argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with closure.
Uses the subheading:
Implica!ons/Conclusion
Exceeds 450 words
7 points
The conclusion (final
paragraph) is adequate.
It includes a restatement of
what you did in the paper.
An argument is made for why
your analysis ma”ers to
gender communica!on
studies and what the larger
implica!ons are for society.
The conclusion provides the
reader with some closure.
Uses the subheading:
Implica!ons/Conclusion
Achieves at least the 400
word minimum requirement
6 points
The conclusion is abrupt and
does not provide closure. It
may be missing one of the
following: restatement of
what you did in the paper, an
argument for why your
analysis ma”ers to gender
communica!on studies
and/or what the larger
implica!ons are for society.
Uses the subheading:
Implica!ons/Conclusion
May not achieve the 400
word minimum.
10 points
10-9 points
Very well -wri”en college
level paper, engages the
reader, clearly organized,
detailed, coherent, wri”en in
the 3rd person, with clear
sentences and paragraphs.
Paper has no errors.
8 points
Well-wri”en college level
paper, engages the reader,
but may have problems with
one of the following:
organiza!on, details,
coherence, wri”en in the 3rd
person, clarity of sentences
and paragraphs, or errors.
May have 1-3 error
7 points
Adequately wri”en, interests
the reader, but may have
problems with two of the
following: organiza!on,
details, coherence, wri”en in
the 3rd person, clarity of
sentences and paragraphs, or
errors.
May have 4-6 errors.
6 points
Poorly wri”en, generates
li”le interest for the reader,
and demonstrates very
limited understanding.
Has problems with some of
the following: organiza!on,
details, coherence, wri”en in
the 3rd person, clarity of
sentences and paragraphs, or
errors.
May have 7-10 errors.
10 points
9-10 points
8 points
8 points
7 points
7 points
6 points
6 points
2/8/20, 10:52 AMSubmit: Assignment 3 – Artifact Paper ~ Due Sunday, Week 7 (March 1, 2020) – SPCH 324 6381 Communication and Gender (2202) – UMGC Learning Management System
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Comments
Sources:
Strength/Scholarly
-Meets Source
Type/s
Requirements –
Correct in-text and
Reference Page
Cita!ons, and APA
format 10 Points
Possible
Uses 9+ relevant, scholarly
sources in the construc!on of
the paper
Meets all of the requirements
below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Proper APA in-text cita!ons
should be provided in
addi!on to full APA cita!ons
of sources on the reference
page. Every source cited on
the reference page is cited in
the body of the paper.
Sources are clearly a”ributed
consistently throughout
paper; uses APA format
accurately and consistently.
Uses 7+ relevant, scholarly
sources in the construc!on of
the paper
Meets all or most of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Sources are clearly a”ributed
for in-text and reference
page cita!ons, yet “generally”
supported; uses proper
forma&ng with minor or no
viola!ons.
Every source cited on the
reference page is cited in the
body of the paper.
Uses 6+ relevant, scholarly
sources in the construc!on of
the paper
Meets most of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Although a”ribu!on is
present and many sources
seem to be legi!mate, some
statements are
unsubstan!ated or
generalized and the source of
some ideas is unclear or some
claims are made without
support.
Every source cited on the
reference page is cited in the
body of the paper.
May use less than 6 sources
in the construc!on of the
paper or if 6 sources are used
they are not all scholarly.
Meets some of the
requirements below:
One source must be
your readings or
modules/commentaries
(you may use more but
you s!ll must meet the
other source
requirements as well)
Two sources may be
popular press sources
Three sources MUST
BE peer reviewed
journal ar!cles on
communica!on
Four of your sources
must come from
UMUC’s online library
Sources may not be relevant
and/or scholarly
Limited a”ribu!on is
provided, some statements
are unsubstan!ated, the
source of many ideas is
unclear, and lacks a clear
understanding of APA format.
Every source cited on the
reference page may not be
cited in the body of the
paper.
Level 5
90 points minimum
Level 4
80 points minimum
Level 3
70 points minimum
Level 2
60 points minimum
Level 1
0 points minimum
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2
Gender Artifact Paper: Legally Blonde
Tepy Berriman
UMUC
Introduction
Marilyn Monroe is often thought of as the first dumb blonde, popularized through mass media as a sex symbol without much intelligence. In reality, Norma Jean, Marilyn’s real name, was neither blonde nor dumb as her movie performances grossed more than several hundred million dollars. The dumb blonde role was further commercialized by platinum haired entertainers such as Goldie Hawn, Suzanne Sommers, Donna Douglas from the Beverly Hillbillies, Dolly Parton, and Jessica Simpson. Each of the above named artists created a successful career taking advantage of stereotypes and exploiting gender bias to their benefit. The artifact discussed below is from the 2001 summer blockbuster movie from Metro Goldwyn Mayer titled Legally Blonde starring Reese Witherspoon. The movie is about a stereotypical, ditzy, privileged, blonde, sorority girl who shed her stereotypes to become a Harvard educated lawyer. The main characters discussed below include Elle Woods as the sorority girl turned law student, her instructors, Professor Stromwell and Professor Callahan, her legal mentor Emmett, her love interest Warner, his new girlfriend and competitive classmate Vivian, and Paulette, a trusting and friendly manicurist. This paper will trace the concepts of gender roles and stereotypes, gender and the media, gender specific language, and gender and friendship. The goal of this media artifact analysis is to further examine the social impact Hollywood has on social norms and how mass media can assist in expeditiously breaking down stereotypes through comedy.
First, this article will describe the basics of Legally Blonde as an important artifact in the study of gender communications. This will include a summary of the main characters listed above, what the artifact narrative was attempting to state, when and where the movie took place, why the film was chosen to research, and how the film is still relevant. Next, a review of four gender concept definitions will be discussed to establish a common understanding of gender conceptions relevant throughout Legally Blonde. After definitions have been reviewed, this article will discuss gender concepts as they related to the plot, character development, and the evolution of the storyline of the artifact. Finally, the conclusion section will present feedback from professional critics and gender experts as to the value of gender discussions in popular media and a summary of the research.
Who, What, When, Where, Why and How
Who: Elle Woods is the main character. She is a pretty, blonde, sorority girl with a 4.0 in Fashion Merchandising, recently excelled in her History of Polka Dots course, and loves everything pink. Elle finds out that her perfect boyfriend Warner wants to break up with her in order to attend Harvard Law School, become a U.S. Senator and marry someone more serious. Essentially, Warner states he wants to “marry a Jackie, not a Marilyn” an obvious reference to the classic former first lady Jacqueline Kennedy Onassis and Marilyn Monroe, the “dumb blonde” mentioned above. Elle assumes the only way to get Warner back is to attend Harvard Law School as well, and prove she is smart in addition to being beautiful. Along the way, Elle meets Professor Stromwell, a strict, no-nonsense but credible female instructor. Next, Elle meets Professor Callahan, initially an accomplished male instructor who eventually hires Elle as an intern at his law firm, but exhibits gender bias and sexual harassment. The supporting cast also includes Vivian, the smart but jealous new girlfriend of Warner, who attempts to highlight Elle’s apparent shallow California good looks and evident naivety. Emmet is the legal advisor and mentor for the team of interns assigned to a high-profile murder trial. Paulette is the local professional manicurist who Elle befriends as she is seeking support and confidence in her ability to succeed in a man’s world.
What: In Legally Blonde, the film takes a humorous look at the California dumb blonde stereotype and juxtaposes her challenge to enter Harvard, one of the top schools in the nation. This light-hearted comedy stresses Elle’s bikini body, fashion emphasis, and trademark Chihuahua companion in a pink sweater over her intelligence. This artifact is one of many in television and film that purports that women of beauty cannot also be smart and that there is a tradeoff between physical beauty and personal accomplishment. This stereotype is consistent with sexual objectification research, finding females in films were over two times as likely as males to be shown in sexually revealing attire (Smith, Choueiti, & Piper, 2014). But, Legally Blonde, exercises wonderful comedic writing to display Elle’s challenges and how she used her experience, gained knowledge, as well as intuition to overcome her challenges. Throughout the film, Elle propelled herself to meet the high standards of Harvard’s entrance exam. She learned from Professor Stromwell that her good looks did not outweigh the requirement for genuine class preparedness. She experienced sexual harassment and quid pro quo as a gate to advancement by Professor Callahan before she quit. Most importantly, she gained enough confidence to eventually realize she was better than her shallow ex-boyfriend Warner.
When: Legally Blonde was released in the summer of 2001, usually a time period reserved for blockbuster action movies. The film was nominated for a Golden Globe award for Best Motion Picture Musical or Comedy as well as for Best Actress: Motion Picture Musical or Comedy, and MTV Movie Award for Best Female Performance, according to the Internet Movie Database.com (IMDB.com). The film was considered a financial success by MGM box office reports, grossing nearly $150 million worldwide off of a budget of $18 million. The success of Legally Blonde spurned the 2003 theatrical sequel, Legally Blonde 2: Red, White & Blonde, Legally Blondes (2009) a direct to DVD release, and two musical productions. The success was somewhat of a surprise, as the early 2000’s were “a little like the dark ages” for feminist movies as American films were popularizing men as breadwinners (Cowley, 2016, pg. 3).
Where: The setting for Legally Blonde begins in Elle’s sorority house somewhere near Los Angeles. There are visuals of cheerleaders rehearsing their dance routines, girls in a gym working on their silhouette, and convertible sports cars. The location soon changes to a quintessential depiction of Harvard University, a prominent school of learning, with images of serious students on the lawn, students in class with computers, and inside a well-equipped library. Elle is instantly feeling out of place compared to her previous lifestyle in her sorority house. She quickly searches and finds a nail salon with a kind manicurist willing to listen to her frustrations.
Why: This artifact exhibits several gender specific clichés. The endearing quality of the film is how it depicts the dumb blonde stereotype and the main character’s ability to overcome the challenges associated with false expectations based on appearance. There is an added element of feminist credibility for Legally Blonde since two women, Amanda Brown and Karen McCullah, wrote the screenplay. Scholars fondly look back at the film now and note how the narrative of Legally Blonde “placed women’s education and careers above the need for romance (Cowley, 2016, pg. 6).”
How:
Legally Blonde took advantage of the Marilyn Monroe, Goldie Hawn, Dolly Parton stereotypes of associating good looks with a lack of intelligence. But, it also examined larger social issues relevant to the waves of feminism including a closer look at the experiences of white middle class women, gender roles, and female empowerment.
Definitions
The film Legally Blonde, depicted a myriad of gender communications. For this paper, the focus will be on gender roles, gender stereotypes, gender and the media, gender specific language and gender and friendship.
1. Gender roles refer to how society and culture assign behaviors to men and women and in doing so determines how a male or a female should act. Gender roles are also considered to be learned behaviors (Burgoyne, n.d). Learned behaviors are such things as women wearing dresses and skirts and men talking about sports. Learned behaviors are often influenced by societal norms. An example of gender roles could be, the father going to work and is therefore the breadwinner of the family, while the mother stays home to take care of the children as well as the upkeep of the household. ”Traditional, feminine gender roles include being gentle, dependent, patient, mild, kind, helpful, cooperative, sensitive, and supportive. Women are expected to have maternal instincts and desires (Burgoyne, n.d).”
2. According to Rathus, (1993), “A stereotype is an unchanging, conventional belief about a group (Burgoyne, n.d).” Gender stereotypes are therefore a form of categorization and an expectation of how certain groups are supposed to be a certain way or act in a certain way. For example, all blondes are dumb and all Asian students are good at math and science (Burgoyne, n.d). Stereotypes are a gross generalization of certain groups of people but does have some basis in reality (Burgoyne, n.d). However, the bad thing about stereotyping is that it may not be a correct depiction of that person(s) and may lead to miscommunication and outdated assumptions. “It is important to realize that once you have a stereotype in your mind, you are inclined to look for behaviors that reinforce the stereotype, regardless of the legitimacy of your perception (Burgoyne, n.d).”
3. Gender and the media. The media often perpetuates the stereotypes of men and women. A research by the Center for the Study of Women in Television and Film at San Diego State University found that females made up only 12% of the characters in the top-grossing films of 2014 (Lang, 2015). Often the roles assigned to women were of the lead characters’ girlfriend or wife, or the mother of their children. “Their value is determined in relation to the people they bed, marry or birth (Lang, 2015).” Stereo-typing was also common in television commercials where women were often depicted as “product users” and men were shown as “authoritative central figures” (Burgoyne, n.d). For example, in commercials for cleaning products such as Mr. Clean, the female character is doing the cleaning while a male voice is doing the voice-over, touting the product.
4. Gender-specific language and sexist language can be used synonymously, and they refer to, “Verbal communication that conveys differential attitudes or behaviors with regard to the sexes: language that demonstrates that one sex is valued over the other” (Ivy & Backlund, 2004, p. 15). The English language has a male bias where it is appropriate to say something like “man the ship” but saying “woman the ship” is not (Burgoyne, n.d). Three prominent examples of gender-specific or sexist language are metaphors, masculine pronouns and man terminology. An example of a metaphor is calling a woman, a cupcake, or a male, a jackass. Masculine pronouns use “he” or “his” to reference either male or female and, man terminology uses gender specific words such as salesman or fireman instead of the more gender neutral, salesperson or firefighter (Burgoyne, n.d).
5. The movie Legally Blonde, prominently featured gender and friendship, specifically, same-sex friendships and cross-sex friendships. Friendship is defined as “an interpersonal relationship between persons that is mutually productive, established and maintained through perceived mutual free choice, and characterized by mutual positive regard” (Devito, 2001, p. 391). Whether it is same-sex or cross-sex friendship, friendship is characterized by mutual liking and regard and in general are productive and positive (Burgoyne, n.d.).
Discussion
The theatrical release of Legally Blonde generally falls into the romantic comedy genre and is based on a stereotypical sorority dumb blonde female trying to make it into law school. The cliché “fish out of water” platform actually delves into several gender concepts, but this artifact capitalizes commercially on the comedic depiction of gender roles. In fact, the viewer witnesses Elle’s evolution from wearing pink and shiny bikinis in the early stages of the film, to a gradual shift to more professional business suits as she attempts to improve her chances of being taken seriously in the courtroom. As Elle builds her confidence in her new role replacing the lead male attorney in a high-profile murder trial, her wardrobe evolved to a professional pink business suit. Elle’s makeover restores her confidence as she experiments with a different kind of professional female identity, only to incorporate the best aspects into her new self (Hersey, 2007). Her learned behavior of gender roles forced her to change her style from an outsider perception of dumb blonde, to serious student, to lead attorney.
This artifact is particularly interesting to the study of feminism. Legally Blonde is not just a simple romantic comedy. It delves deeper under the surface of traditional gender roles assigned to men and women. It also provides another point of view and competition between women to break through their societal norms; Elle, a fashion merchandising major from California, and Vivian, an east coast socialite. Elle herself, is a “smart individual who knows she will be objectified, so she figures, why not use it to her advantage (Cowley, 2016, pg. 3).” Legally Blonde lets the viewer witness, “the exclusivity of a narrowly defined feminism that leads to the objectification and devaluation of women by other women (Marsh, 2005, pg. 201).” Not only do Vivian and Elle exemplify the devaluation of each other through language and derogatory practical jokes, Elle’s new confidant in the nail salon asks, “What does Vivian have that you don’t, three tits?”
An example of gender stereotypes is discussed between Vivian and Elle one night as they begin a friendship. Vivian confides in Elle how she is somewhat frustrated that she was asked at least ten times by Professor Callahan to bring him his coffee but he never asked their male team member to do the same task. Additionally the conversation continues as a tongue-in-cheek criticism of their mutual love interest as Vivian discloses how helpless Warner is as he doesn’t even wash his own laundry, already a known fact to Elle as they both enjoy a laugh at his expense. The endearing aspect of the film is how it takes the traditional stereotypes of dumb blondes and creates further credibility for the main character. In fact, it was Elle’s understanding of comments by key witnesses regarding “last season’s Prada shoes” and rules of “perm maintenance” that enabled her to win the murder trial that the male lead attorney failed to recognize (Marsh, 2005). Another example of gender stereotypes is witnessed in the initial meeting between Elle and Paulette, the first available manicurist she could find as she walked into the nail salon for moral support and cuticle repair. As they are sharing in their misery of poor choices in men, Paulette recalled how her boyfriend kicked her out after he found someone else younger and prettier. She further self reflects to Elle how she is “a middle-aged high school dropout with stretch marks and a fat ass, so how could you blame him for leaving me?”
Additionally, this artifact contributes to a controversial role for gender and their depiction in the media. Detailed research states that sexually revealing clothing in films can contribute to body shame, appearance anxiety, or unrealistic ideals for thinness among women (Smith, et al., 2014). Legally Blonde was introduced with a PG-13 parental rating, void of any nudity. Although Elle appears in multiple scenes wearing a bikini, as her character matures into a professional and eventually presenting the graduation key note speech, her attire changes to more conservative clothing, while still maintaining her personality.
One of the popular templates of a romantic comedy illustrates how the girl wins her dream guy in the last scene, or a ‘happily ever after’ conclusion. But, in Legally Blonde, Elle decides that she really does not want to win back her boyfriend that she pursued to Harvard in the first place. She discovers that she wants to graduate law school, become a lawyer rather than become a society wife (Hersey, 2007). Elle eventually develops a fondness for Emmett, her advisor and a skilled law partner. But, there is not the traditional romantic film-ending kiss, just a reinforcing fondness and pride exhibited by Emmett towards Elle in the final moments of the film.
Gender specific language is observed throughout the film. From the beginning, Warner affectionately refers to Elle as Pooh-bear. He obviously does not take her seriously since the metaphor is actually demeaning. In a separate scene, a female retail clerk apparently predicts an easy sale and high commission as she mentions to her associate, “There’s nothing I like more than a dumb blonde with daddy’s plastic.” This is one of the first examples of Elle’s intelligence as she quickly rebuffs the clerk’s falsehood statements on the fabric, cut, stitching, and a ‘just arrived’ product as clearly from last season’s clothing line. In another scene, a confrontation between two males takes place in the courtroom, with one yelling to the other “you bitch!” This is an example of stereotypical homosexual banter. The term “bitch” in modern media represents a variety of negative attributes assigned to women and homosexual men and is of special interest to third-wave feminists as use of words such as “bitch,” “dyke,” and “slut” has become popular (Whitney, 2007).
There are multiple examples of gender and friendship within this film, including Elle’s most significant support group, her sorority Delta Nu. From the beginning of the film her sisters wish her well on her engagement dinner, they transition to moral support when she is actually ‘dumped’ instead of getting the ring, and finally her sorority sisters show their excitement and pride as they arrive in the courtroom to support her during her closing arguments. Elle makes an important new friend as she instantly develops a relationship with Paulette in a local nail salon. In fact, beauty salons have proven to be a popular setting in several female friendship films including Desperately Seeking Susan, Steel Magnolias, How Stella Got Her Grove Back, and Beauty Shop (Scanlon, 2007). According to Scanlon (2007), the inclusion of beauty parlors in films is significant as they allow women to overcome class differences and dismantle hierarchies. An example of the beauty shop breaking down barriers is found near the end of Legally Blonde as Elle is contemplating quitting Harvard after Professor Callahan propositioned her. To Elle’s surprise, Professor Stromwell appeared from the corner of the shop and gave her a pep talk to not let “one stupid prick ruin her life” giving Elle renewed confidence in her intelligence and competence.
Implications/Conclusion
There is little doubt that Hollywood and other forms of mass media have the power to influence social conflicts and break down stereotypes. The first impression of this artifact’s marketing material may hold negative connotations as the consumer observes an attractive female, overwhelmingly dressed in pink attire, with blonde hair. The title itself, Legally Blonde, seems to initially signal the media’s sarcastic portrayal of a pretty young girl attempting to achieve the professional role of a lawyer. But, this film showed several feminist arguments to the theater viewers as the world moved into the new millennium. The film presented a lighthearted story depicting the progress of feminism and “suggesting that the obstacles between women and positions of power are no longer absolutely insurmountable (Marsh, 2005, pg. 202).” The characters themselves made a statement in support of feminist challenges. Although Legally Blonde had Elle as the main character, she encountered a strong female Harvard professor on her once improbable journey into the legal profession. This is in stark contrast to the media study which reported male characters outnumbered their female counterparts as attorneys and judges 13 to one, and professors, 16 to one (Smith, et al., 2014, pg. 25).” Although this popular cinematic artifact initially highlighted dumb blonde stereotypes and included derogatory lines from other women (“is she carrying…books?”), it also gave the audience a powerful and relatable feminist character that proved each gender stereotype as false.
The timing for the studio release of Legally Blonde was perfect. It was introduced in the early 2000s, an important growth period for the introduction of DVD home video sales. DVD sales of other female oriented movies “proved the increasing importance of female viewers as a target demographic (Shafer, 2013, pg. 166).” The label of women as an important demographic, is a product of the efforts of feminists proving women have a substantial voice as a consumer. Nevertheless, there is still a long way to go as Hollywood has argued that the reason women do not have more female-centered productions is “because girls and women will watch stories centered around males, but boys and men will not watch female-centric stories (Schmidt, 2016, pg. 75).” When creating a movie, the studios often target the widest possible audience in order to sell tickets and generate a profit. Derogatory race, gender, and religious stereotypes are common in films, but studios may also use creative writing to inform and educate society. It is encouraging to see how this positive gender film became a groundbreaking box office success that further built a franchise of additional Legally Blonde related titles.
The concepts of gender roles and stereotypes, gender and the media, gender specific language, and gender and friendship were defined above and illustrated throughout this article in relationship to the movie Legally Blonde. This article is evidence of how a simple romantic comedy, written by two women, can address important contemporary issues critical to gender equality and still gain mass appeal. However more research is recommended to further determine how Hollywood can change and redefine social norms.
References
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