1. WRITING 39C Global Woman: Nannies, Maids, and Sex Workers in the New Economy April 8, 2014

2. Today: 1. Class admin 2. Quiz 3. Lecture 4. Prompts 5. HW

3. Quiz Take out a sheet of paper. In your own words, write short answers, about 2-3 sentences each, for the following: 1. What is a genre? What does it do? What are some examples? 2. What is the difference between pathos & ethos? 3. What is rhetoric? Who is the best known person who defined it? 4. How does a text create meaning?

4. 1. Who are Ehrenreich and Hochschild? 2. Why do you think they choose to write about the “global woman”?

5. Genre: Where does Global Woman fit into academic discourse? Where would you look for it in the the library?

6. Genre: Lib.uci.edu Library of Congress Classification Outline

7. “What prepared me for writing? Probably the main thing was that I’ve always been a big reader. By reading “the classics” while I was growing up and good fiction ever since, I developed an ear for the language and what can be done with it. Then, too, science played a role: One thing I learned in my dilettantish bopping around from one scientific discipline to another is that I can learn almost anything if I try hard enough. So I’ve never been afraid to take on any assignment that came my way.” —Barbara Ehrenreich

8. “People sometimes ask how one can be an objective journalist as well as an activist, but most of the writing I have done has been of the opinionated variety anyway. Besides, I can’t imagine getting involved in a problem as a journalist and not wanting to do something about it, whether that means marching, picketing, leafleting, or helping build an organization for social change. Besides, a lot of my inspiration as a journalist comes from what I experience as an activist—the people I meet on union picket lines, for example.” —Barbara Ehrenreich

9. 1. Do you think they write a good introduction? 1. What are some of the qualities of a great introduction? “Whose baby are you?” Josephine Perera, a nanny from Sri Lanka, asks Isadora, her pudgy two-year-old charge in Athens, Greece. Thoughtful for a moment, the child glances toward the closed door of the next room, in which her mother is working, as if to say, “That’s my mother in there.” “No, you’re my baby,” Josephine teases, tickling Isadora lightly. Then, to settle the issue, Isadora answers, “Together!” She has two mommies— her mother and Josephine. And surely a child loved by many adults is richly blessed. (1)

10. A great introduction: 1. Attracts the reader’s interest 2. Thoroughly introduces the topic, provides background information 3. States the central idea (thesis)

11. How to attract your reader’s interest: (Source: Writing a Successful Introduction)Writing a Successful Introduction Relate a dramatic anecdote Expose a commonly held belief Present surprising facts and statistics Use a fitting quotation Ask a provocative question Tell a vivid personal story Define a key term Present an interesting observation Create a unique scenario

12. A thesis statement: Answers a question. Is an interpretation of a subject, not the subject itself. Tells the reader how you will interpret the significance of the subject matter under discussion. Is a road map for the paper, it shows the reader what to expect from the rest of the essay. Makes a claim that others might dispute. Is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. (Source: The Writing Center, “Thesis Statements”)Thesis Statements

13. “Introduction” by Barbara Ehrenreich and Arlie Russell Hochschild 1. How do they grab their reader’s attention? 2. What type of background information do they provide? 3. What, in your own words, is their thesis? 4. Is there a particular sentence or quotation that you think is their thesis? 5. How would you characterize the language of this chapter? What other types of formal communicative strategies do they employ?

14. “Introduction” by Barbara Ehrenreich and Arlie Russell Hochschild 1. Starts with quotation, anecdote. Appeals to pathos, emotion 2. Extensive historical & scholarly background 3. Reversal of traditional definition of globalization that exposes harsh lives of third-world working women 4. Bottom of pg. 11 5. Formal, journalistic, expository tone; third-person narration. Sometimes use “we.” Cites other media, cites other essays

15. “Introduction” by Barbara Ehrenreich and Arlie Russell Hochschild 1. What is the “female underside of globalization”? 2. What is “women’s work”? 3. What are some obstacles faced by researchers of this topic? 4. What resources are exploited when a woman leaves her own country to work as a maid in another country?

16. “Introduction” by Barbara Ehrenreich and Arlie Russell Hochschild 1. What is the “female underside of globalization”? 2. What is “women’s work”? 3. What are some obstacles faced by researchers of this topic? 4. What resources are exploited when a woman leaves her own country to work as a maid in another country?

17. How to pick a research problem: A problem: is anything that can be found unsatisfactory, unsettling, or needs to be changed is an area of concern a researcher wants to improve—it brings up questions for which they seek answers

18. How to pick a research problem: How to write about a research problem: Define the problem Identify its situation, its particular context Study the available research Explain the study will add to the body of literature, advance the body of knowledge

19. Sample Problem: Globalization Start with accepted or mainstream definition “Globalization” is the process of international integration arising from the interchange of world views, products, ideas, and other aspects of culture. It refers to processes that increase world- wide exchanges of national and cultural resources—and specifically, the emergence of an international network of social and economic systems.”

20. Globalization, traditionally: “In 1949, Harry S. Truman declared in his inaugural speech that... It was the role of the north to help the south ‘catch up.’ But in the years since then, the gap between the north and the south has only widened” (17).

21. Globalization, alternatively: “Meanwhile, over the last thirty years, as the rich countries have grown much richer, the poor countries have become—in both absolute and relative terms—poorer. Global inequalities in wages are particularly striking... Poor countries turning to the IMF or World Bank for loans are often forced to undertake measures of so-called structural adjustment, with disastrous results for the poor and especially for poor women and children. To qualify to loans, governments are usually required to devalue their currencies, which turns the hard currencies of rich countries into gold and the soft currencies of poor countries into straw” (8). “But it would be a mistake to attribute the globalization of women’s work to a simple synergy of needs among women—one group, in the affluent countries needing help and the other, in poor countries, needing jobs. For one thing, this formulation fails to account for the marked failure of First World governments to meet the needs created by its women’s entry into the work force” (8-9)

22. Globalization, alternatively: “This trend toward global redivision of women’s traditional work throws new light on the entire process of globalization. Conventionally, it is the poorer countries that are thought to be dependent on the richer ones—a dependency symbolized by the huge debt they owe to global financial institutions. What we explore in this book, however, is a dependency that works in the other direction, and it is a dependency of a particularly intimate kind” (11). “In this volume, we hope to make the invisible visible again” (12). World Mapper Income Animation Map

23. Globalization, alternatively: “The globalization of women’s traditional role poses important challenges to anyone concerned about gender and economic inequity. How can we improve the lives and opportunities of migrant women engaged in legal occupations such as nannies and maids? How can we prevent trafficking and enslavement? More basically, can we find a way to counterbalance the systematic transfer of caring work from poor countries to rich, and the inevitable trauma of the children left behind? Our contributors do not have easy answers, but their essays, many based on recent and extensive fieldwork, do help us take that first essential step—to bring the world’s most invisible women into the light. Before we can hope to find activist solutions, we need to see these women as full human beings. They are strivers as well as victims, wives and mothers as well as workers—sisters, in other words, with whom we in the First World may someday define a common agenda” (13).

24. Globalization, alternatively: “... According to a United Nations Development Program study, sixty countries are worse off in 1999 than they were in 1980” (17).

25. What is “multi-modality?”

26. Multi-modal research: “Multimodal texts are works that use more than just words and letters to communicate a thought–they may include audio, video, photographs, drawings–basically, any visual element used to supplement the text in some purposeful way. When multimodal texts are viewed, analyzed, and created in the composition classroom, students and instructors are engaging in multimodal composition! Podcasts, blogs, collages, video or audio essays, comic strips, and storyboards all fall under the category of multimodal composition assignments.”

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