Week 5.2 | Peer Review of Genre Shift (Project 3) – 2 Due Dates Note That This Assingmnet Has Two Due Dates. Step 1: Post the draft to both of your texts for your Unit 3
Week 5.2 | Peer Review of Genre Shift (Project 3) – 2 Due Dates
Note That This Assingmnet Has Two Due Dates.
Step 1:
Post the draft to both of your texts for your Unit 3 project. Depending on the texts you are creating, you might post a Word document, a PDF, or a link. (If you are creating a video, my suggestion is to put the video on YouTube or another sharing platform so that you can submit the link to peer review.)
Along with the draft of your texts, you need to include a brief (100-150 word) explanation of the rhetorical situation for each text. This means you need to tell your classmates your research topic from the Research Blogs and then the specific audience, purpose, and genre of the text they will be reviewing.
Step 2:
After you submit your draft to this discussion board, you are going to give peer review feedback to at least 2 of your peers by the second due date. Since the purpose of this discussion board is for everyone to receive feedback, please first respond to people on the discussion board who do not yet have peer feedback. Part of your peer review grade includes carefully selecting classmates with very little feedback, so that everyone gets feedback.
To respond to a peer, follow these steps:
- Open your peer’s draft by clicking on the file they attached (or the link)
- Open a separate Word document and respond to the following questions/prompts, typing your responses on the Word document. Your responses should be detailed and in complete sentences. You should number your responses 1-7, but you do not need to include the questions/prompts in your response. Be sure to save your work as you go.
- After you have finished responding to the questions below, save your responses and then click “reply” to your peer’s discussion board. Attach your peer review feedback as a Microsoft Word doc or docx file.
Peer review questions for Text 1 – the longer, persuasive written text. Here, your classmate may have written a web-article, Op-Ed, Letter to the Editor, etc.
- Based on what you have read in Text 1, who do you think is the specific audience for this extended written text? Is this the same audience that your peer mentioned when they described the rhetorical situation of Text 1?
- If you and your peer identified the same audience, comment on several specific part(s) of this text that let you know who the specific audience is.
- Or, if you are unsure of the audience or if you do not think that Text 1 effectively reaches the audience your peer identified, include a comment that states this and then explain your comment. Where/Why are you confused? How might your peer more effectively reach this particular audience? Remember to help your classmate understand what could be made better.
- What is the specific persuasive stance taken by this text? How do you know? What specific part(s) of this text let you know the specific stance? What do you think of the evidence/examples given in the text to support that stance–are they convincing and well-reasoned? Here, reference the specific part(s) of the text that make the persuasive stance clear. Or, if you are unsure of the stance, include a comment that states this and then explain your confusion/uncertainty. Where do you think it would make sense for your peer to specifically state their stance?
- Does this text use multiple sources to advocate a particular stance? If so, comment on an area where the author uses outside sources particularly well and explain what works well. If not, identify an area where a) sources could be integrated into the source or b) where they could be integrated better.
- Does this text include citations for their research in genre-appropriate ways, such as in-text citations or hyperlinks? If so, comment on how effective these are for the particular audience and persuasive stance. Be specific and identify particular parts of the text. If not, identify some areas where a hyperlink or other citation might be an effective addition.
- Peer review questions for Text 2. Here, your classmate may have created an infographic, written a poem, created a video, etc.
- Based on what you have read in Text 2, who do you think is the specific audience for this text? Is this the same audience that your peer mentioned when they described the rhetorical situation of Text 2?
- If you and your peer identified the same audience, comment on several specific part(s) of this text that let you know who the specific audience is.
- Or, if you are unsure of the audience or if you do not think that Text 2 effectively reaches the audience your peer identified, include a comment that states this and then explain your comment. Where/Why are you confused? How might your peer more effectively reach this particular audience? Remember to help your classmate understand what could be made better.
- What is the specific genre of Text 2 and how well did Text 2 stick to expectations for this genre? Here, you might comment on the visual appearance, the word choice and/or level of formality, and/or the organization of Text 2 and whether or not these aspects make sense for the particular genre of Text 2.
- What is the specific purpose of Text 2? (To inform, educate, persuade, entertain, move to action, something else). Is this the same purpose that your peer mentioned when they described the rhetorical situation of Text 2?
- If you and your peer identified the same purpose, comment on several specific part(s) of this text that let you know what the specific purpose is.
- Or, if you are unsure of the purpose or if you do not think that Text 2 effectively achieves the purpose your peer identified, include a comment that states this and then explain your comment. Where/Why are you confused? How might your peer more effectively achieve this particular purpose? Remember to help your classmate understand what could be made better.
- Now, comment on the specific connection between purpose and audience in Text 2. Is the text effective at achieving its specific purpose for its intended audience? If so, why do you think that is? What are some areas that shine? If this text could be improved (better aimed at its audience or more effective at achieving its purpose), what are some suggestions you have for your peer? Remember, be specific so you can help your classmate understand what could be made better.
Please Complete Part 1 Part 2 will be a separate Bid once peer reviews are received Drafts are posted on attachments
Research on Ban on Abortion
Part 1: Genre Shift (“Creative Texts”)
The abortion ban has provided more insights on various aspects, such as states that have banned abortion and their rationale for doing so, states that have legalized abortion, and laws governing legalization and restrictions of abortion, among other key concepts. Additionally, the research has provided more insights on the overturning of Roe v. Wade and its implications for the states that are legalizing and those that restrict abortion. Therefore, this paper aims to create two texts, each addressing the topic of the abortion ban explored in the previous module. Additionally, these texts are compared for two different audiences and two different rhetorical situations.
Ideally, the first audience in the first text addresses women of color on the issue of a ban on abortion and abortion rights. Over the past several decades, there have been tremendous gains securing women's right to abortion, making several states liberalize their abortion laws. Some of the reforms have been incremental, enabling women to have access to legal abortion, especially when there is a threat to their lives or pregnancy results from rape (Center for Reproductive Rights 2). Additionally, most of these changes have been considered transformative, thus overturning absolute bans in favor of women’s reproductive autonomy. Moreover, the right to safe and legal abortion is a fundamental human right protected under international and regional human treaties and at the international level. With such instruments, they ground and guarantee safe abortion based on a constellation of rights, which include the right to life, equality, non-discrimination, and liberty, among others. Human rights organizations have persistently condemned restrictive abortion laws as being mismatched with the human rights norms. The legal perspective and status of abortion show more than just whether women and girls are legally allowed to decide on the pregnancy term or not. Additionally, it depicts how likely a woman is to die due to unsafe abortion, whether girls will complete their education, the limits on women and girls, especially those of color, and their ability to participate in public or political life. In simple terms, tracking the legal status of abortion reveals to us where women are likely to be treated with equality and are afforded the direct courses of their own choice.
The second text is based on addressing it to a different audience; in this case, it is students. Agreeably, `abortion care is one of the most common medical procedures in the USA, hitherto the fall of Roe v. Wade had to navigate devious legal and educational hurdles of training as abortion providers (Donaldson n.p). Based on the last months of the Supreme Court decision, freeing states to ban abortions, such barriers are still growing. Some abortion proponents have warned that the recent move could exacerbate the nationwide shortage of abortion providers, which threatens the procedure of doing it, even in blue states that are acting to guarantee its access, that it was first thought it would. Moreover, the restrictions have raised fear for some students that they may not be able to get or secure an abortion if they need one or that they will face discrimination for gender differences (Bloomberg n.p).
Moreover, these regulations on abortion are complex ranging from consent, judicial bypass, and involvement of other adults, among other procedures. Based on an interview, some students are worried about-facing prejudice or being politically shunned for their stand. However, it is still early to determine whether such concerns that students and other stakeholders have raised would affect admissions based on a measurable way or based on other recent divisive state laws that suggest that there could be overall implications. Additionally, some students have clearly stated that they will not apply to admissions in colleges and universities in areas and states that may infringe on their access to their reproductive rights.
Part 2-Writer’s Statement
Understandably, this section provides a detailed, persuasive description that demonstrates critical thinking about the research process on the topic "ban on abortion" and the rhetorical choices made. Reviewing the decision that overturned Roe v. Wade, this has been under endless attack by opponents of reproductive rights, surviving legal difficulties and reaffirmed by the Supreme Court on multiple occasions. Additionally, despite extensive political controversies and polarization of rhetoric from Republican politicians, most Americans support abortion in most cases, and the majority support Roe v. Wade. Moreover, the case of Roe v. Wade ended, and the question was whether the judgment would be gradually devastated or overturned. Moreover, opponents of abortion have adopted strategies to prevent access to abortion from out-of-state providers, which include discussion on banning interstate travel and making abortion providers and support networks subjected to severe sanctions. Additionally, it is clear that 19 states have banned virtual provisioning of abortion care and opponents of abortion are keen on criminalizing and limiting patients' access to medication abortion provided remotely or via telehealth. Moreover, supporters of reproductive rights have also been spurred by the impending end of Roe v Wade.
Based on the Statement on this research work, the semester has facilitated the completion of the final project and understanding of several aspects of the research. This project has also helped me understand the chosen research topic, which is an abortion ban, especially on the matters pertaining to abortion laws, states that have legalized and those that have restricted abortion, and their rationale for doing so. The Statement on the panoramic views and perspectives of laws and abortion policies on abortion around the US; and then based on the second research question that was based on the ramifications of the supreme court abortion judgment that overturned the Roe v. Wade case, has facilitated the researcher to understand more about the ban on abortion and abortion rights (Donaldson n.p). Based on the genre shifts in this work, several national antiabortion organizations, together with their allies from different state legislatures, are seeking a plan that would stop people in various states where abortion is banned from seeking the procedure in the states where abortion is yet to be banned. The whole conversation has gained momentum from all corners of the antiabortion movement in days since Supreme Court struck down its 49-year-old decision protecting abortion rights national wide, triggering abortion ban in many states
In conclusion, this research project has been written to address different audiences, which in this case are women of color and students, to enlighten about various aspects of abortion, such as abortion laws, among others. Additionally, this assignment has broadly reviewed the research questions on the ban on abortion by reviewing peer-reviewed journals that provide the correct answers to the stated research questions. This has also addressed the rhetorical choices made that address audience chosen in this assignment.
Work Cited
Bloomberg, Law. Abortion Bans Threaten Training for Medical Students, Doctors. (2022). Available at https://news.bloomberglaw.com/health-law-and-business/abortion-bans-threaten-training-for-medical-students-doctors
Center for Reproductive Rights. Constitutional Protection for the Right to
Donaldson, Chelsea M. "Constitutional Law/Reproductive Justice-Breaking the Trap: How Whole Woman's Health Protects Abortion Access, and the Substantive Due Process Clause's Abortion: From Roe to Casey to
Whole Woman’s Health. (n.d). Available at https://www.reproductiverights.org/sites/crr.civicactions.net/files/documents/factsheets/Constitutional-Protection-for-the-Right-to-Abortion-Fact-Sheet2.pdf
Second post
Ban on Abortion Rights
Access to legal abortion as a backup mechanism to birth control meant that women, like men, could have a sexual life without risking their future lives. The Roe v. Wade decision in 1973 allowed thousands of teenagers to avoid early pregnancies and marriages. Ideally, without legal, accessible, and affordable abortion, the assumptions that have molded all women's lives in the past few decades will decide what happens to their bodies and future. The urge for better sex education has been driven by the existence of indifference to women and children (Pollit, 2019). The concept has been extended to broader access to birth control and unwanted pregnancies that are the primary cause of abortion.
Ideally, the critical audience in this cause is women and teenage girls, who are mostly the victims of early pregnancies that later amount to abortion. Therefore, if women who have never practiced abortion and do not expect to do so would think that restrictions and bans would never affect them, this notion is wrong. The application of new laws would heavily fall on poor women, disproportionately on women of color, who have the highest rate of abortion and will be pushed to travel to distant clinics. Notably, it is frequently made clear that the states passing abortion restrictions and bans are those where women's status remains relatively low. Based on a historical analysis perspective, the issue of abortion has always remained highly controversial, and some states have enacted laws to restrict it in totality. In contrast, others have enacted laws to legalize it. However, several of these laws have been challenged in courts. Other laws in some states requiring spousal consent have been struck down entirely.
References
Pollitt, K. (2019 May, 24). How the Right to Legal Abortion Changed the Arc of All Women’s Lives. Retrieved on July 13, 2022, from https://www.newyorker.com/news/essay/how-abortion-changed-the-arc-of-womens-lives
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