Weekly Writing #9: Literature Review Essentials For this in class activity, you will review di ff er

Weekly Writing #9:
Literature Review Essentials
For this in class activity, you will review di
ff
erent Literature Review
related issues, such as proper in text citations, proper reference page
citations-both in ASA, synthesizing quotes to rewrite main points, and
writing transitions.
•
Cite the following in a sentence (ASA format):
•
Title:
Feminism Without Borders: Decolonizing Theory, Practicing
Solidarity
•
Author
: Mohanty, Chandra Talpade
•
Format
: Book
•
Year
: 2003
•
Publisher
: Durham: Duke University Press
•
About the book
: This collection highlights the concerns running
throughout her pioneering work: the politics of di
ff
erence and
solidarity, decolonizing and democratizing feminist practice, the
crossing of borders, and the relation of feminist knowledge and
scholarship to organizing and social movements.
•
Example
: Sexual satisfaction is diminished when sexual
autonomy is undermined (Sanchez, Crocker and Boike 2005).
•
Cite the following in a reference page format (ASA style).
•
Title:
Feminism Without Borders: Decolonizing Theory, Practicing
Solidarity
•
Author
: Mohanty, Chandra Talpade
•
Format
: Book
•
Year
: 2003
•
Publisher
: Durham: Duke University Press
•
Synthesize the abstract below to rewrite the main points in your
own words.
From the article:
Doing Gender in the Bedroom: Investing in
Gender Norms and the Sexual Experience
. (Hint, try to be succinct)
•
People often believe that they must be consistent with gender
norms to obtain others’ approval. The authors believe people who
invest in gender norms tend to base self-esteem on others’
approval, which undermines their sexual autonomy and ultimately
diminishes their sexual satisfaction in intimate relationships. A
survey of 309 sexually active college students examined whether
placing importance on conforming to gender norms undermines
sexual relationships because of its link to basing self-worth on
others’ approval and decreased sexual autonomy. Using structural
equation modeling, the authors found that valuing gender
conformity (but not avoiding gender deviance) negatively a
ff
ects
sexual pleasure for both men and women through increased
contingency on others’ approval and restricted sexual autonomy.
The model fit the data for both men and women.
•
Synthesize the abstract below to rewrite the main points in your
own words.
From the article: Oxytocin promotes human ethnocentrism.
•
Human ethnocentrism—the tendency to view one’s group as
centrally important and superior to other groups—creates
intergroup bias that fuels prejudice, xenophobia, and intergroup
violence. Grounded in the idea that ethnocentrism also facilitates
within-group trust, cooperation, and coordination, we conjecture
that ethnocentrism may be modulated by brain oxytocin, a peptide
shown to promote cooperation among in-group members. In
double-blind, placebo-controlled designs, males self-administered
oxytocin or placebo and privately performed computer-guided
tasks to gauge di
ff
erent manifestations of ethnocentric in-group
favoritism as well as out-group derogation. Experiments 1 and 2
used the Implicit Association Test to assess in-group favoritism
and out-group derogation. Experiment 3 used the
infrahumanization task to assess the extent to which humans
ascribe secondary, uniquely human emotions to their in-group and
to an out-group. Experiments 4 and 5 confronted participants with
the option to save the life of a larger collective by sacrificing one
individual, nominated as in-group or as out-group. Results show
that oxytocin creates intergroup bias because oxytocin motivates
in-group favoritism and, to a lesser extent, out-group derogation.
These findings call into question the view of oxytocin as an
indiscriminate “love drug” or “cuddle chemical” and suggest that
oxytocin has a role in the emergence of intergroup conflict and
violence.
•
Synthesize the abstract below to rewrite the main point in your own
words:
From the article:
MILFs and Matrons: Images and Realities of
Mother’s Sexuality.
•
Motherhood and sexual appeal are rarely linked in Western
culture. There seems to be a notion that once a woman has
children she is first and foremost an example, and must be
responsible and conservative in a culturally specific way. Most
women become mothers at some point in their lives and this is a
major physical, emotional, and role transition, one that many
women struggle with privately given societal ideals of a ‘good’
mother. Despite its essential role in motherhood and life, and the
health benefits known to be associated with sexual activity, public
expression of sexuality is still primarily associated with being
young, childless, and unmarried. Using a social constructionist
perspective, we look at the ways in which acceptable expressions
of mothers’ sexuality are defined and negotiated by contemporary
women. Based on in-depth interviews with fifty women in their
20s, 30s, and 40s, we discuss women’s images of mothers’
sexuality and the ways in which motherhood impacts women’s
experiences of sexuality. We find that for most mothers
interviewed, the way they felt about sex, their sexual appeal, and
their level of sexual desire changed after having children. Coupled
with the fatigue and responsibility associated with being a new
mother, women felt disconnected from their sexuality for a period
of time.

document and complete the exercise. Save the document using the naming convention: WeeklyWriting9-YourLastName-YourFirstName. For example, my document will be saved as WeeklyWriting9-Cretney-Carly.

Create a new discussion topic below. Attach your document into the discussion topic.

After you attach your document, post on your forum any interesting experience or challenge you had when completing this exercise.

After you have posted your answers, please reply to one other student’s posting. Remember that responses to your classmates should be thoughtful and respectful.

•
Click on the link and read about the proper way to do transitions to
answer the questions below.
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Transitions Information Purdue OWL
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1) Which words would you use for summarizing and concluding
transitions?
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2) Which words would you use to give an example in a transition?
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3) Which words would you use to compare in a transition?
After completing your responses, post your document to the
forum post on Canvas and follow the directions for the
discussion post