Argument and Interpretation of Rosa Fongs Film Deconstructing Zoe Discussion

Argument and Interpretation of Rosa Fongs Film Deconstructing Zoe Discussion

Argument and Interpretation of Rosa Fongs Film Deconstructing Zoe Discussion




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Question Description

Help me study for my Social Science class. I’m stuck and don’t understand.

This writing assignment asks you to write a short paper analyzing Rosa Fong’s film, Deconstructing Zoe (2018) by answering

ONE

of the following of prompt questions below. In addition, please draw upon materials from assigned reading and in-class discussion. For this assignment, you must write a

3 page (maximum 4 page)

essay answering one of the prompt questions below. Your essay should be neatly typed, double-spaced (with one-inch margins and 12 points font; be sure to number your pages). More important, please structure your essay around a thesis statement, and organize your visual analysis and discussion of two specific scenes from the film into a cohesive argument.

This writing assignment requires

no research beyond

reading David L. Eng’s Introduction to Racial Castration: Managing Masculinity in Asian America. Also when appropriate, please reference Eng’s article in proper footnotes (or endnotes) in MLA style. There are many different styles of footnotes and endnotes. Please use the Chicago Style of footnotes and endnotes. Argument and Interpretation of Rosa Fongs Film Deconstructing Zoe Discussion

Prompt Questions:

Note: Please keep the following questions in mind as you answer one of the prompt questions below: Who are Zoe/Chowee and Ivan Heng? What nationality are they? Where were they born? What is their ethnicity? What are their respective professions?

1) Discuss the metaphors of the orchid flower and bonsai that are used by the actors in the film, namely Zoe/Chowee and Ivan Heng, to represent racial, sexual and gender stereotypes. Do you think these are apt metaphors? Do you find their internalization of these stereotypes empowering or self-victimization? If so, why and if not, why?

2) How do Zoe/Chowee Loew and Ebonknee/John identify their respective gender and sexual orientations? Why, according to Zoe and perhaps Ebonknee, the more femme one becomes do “straight” men expect one to be the more phallically dominant? How does Zoe define “transgender”? Why do “straight” men love transgender women? Do you think these “straight” men’s love for transgender women, especially Asian and black transgender women, are sincere? Or, is this part of another racial and sexual fetish?

3) Discuss how effective the multigenre (i.e., plays, folktales, interviews) approach is to storytelling and how it contributes to the multivocality and perspectives on gender, race and sexuality in the in the film. Note: please be specific in your answer by pointing to specific scenes and voices.

4) How are Asian men represented sexually in the West? Why, according to Zoe, are Asian men marginalized by white gay men? Why, according to Zoe, is being a transgender Asian man more empowering and provide more acceptance than being an Asian man in a white world? How does living in an increasingly “gender queer” or transgender tolerant society help to ameliorate this intolerance and marginalized situation?

5) This question is an opportunity for you to frame your own argument and interpretation of Rosa Fong’s film. What do you think are some of the shortcomings of the film?

Note: If you choose to answer question #5, please be sure you have a clear and strong argument and be able to substantiate your argument with specific scenes, voices, and characters from the film.

See attachment for detailed instruction and class reading


You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.


Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.


Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.


The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.



ADDITIONAL INSTRUCTIONS FOR THE CLASS


Discussion Questions (DQ)


Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.


Weekly Participation


Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.


APA Format and Writing Quality


Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.


Use of Direct Quotes


I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.


LopesWrite Policy


For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.


Late Policy


The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out anAs per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


Communication


Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.





 

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