What are the conditions under which Gandhi’s world without violence might, eventually, be possible?

Assignment:
Write a 6-page research paper that answers the following question:

What are the conditions under which Gandhi’s world without violence might, eventually, be possible?

Using at least two of the texts from this course (including at least one source from Unit 4) your research paper should address the way in which those texts offer compelling arguments for the conditions of spiritual, material, political, and romantic enough under which Gandhi’s world of nonviolence might, eventually, be possible. While you do not need to address all four forms of enough, your paper should address at least 2-3 of the forms of enough treated in this class, either by comparing two authors’ arguments on those forms (e.g. Gandhi’s views on political and material enough as compared to Equiano’s views on political and material enough) or by fusing two authors’ accounts of enough (e.g. what would happen if you combine Anand’s views on material enough with Du Bois’ arguments on political enough). Neither of your primary texts should be texts you’ve already written about for Papers 1 and 2, though you may include those texts in your secondary analysis.

Your paper must draw on 8-10 outside sources, which you cite in your bibliography. You do not need to explicitly quote all of those sources in the paper, but you should quote at least 4-5 sources, and it should be evident from your paper that you have engaged seriously with all of your secondary works. Your sources may be a combination of full secondary books and shorter essays and articles; it must, however, include at least a few full-length books. You can include one of the films we’ve treated in this course as a secondary source, if it fits fluently into your argument. You can also include as one of your primary sources a text of your own choosing if it is approved by me ahead of time.

As this is a research paper, you must address the learning outcomes for written communication and information literacy, which are listed below. Read them carefully. There is no revision process for Paper 3, so you will have to carefully plan, write, and edit your paper on your own this time. Though the length of the paper is again relatively short, the standards for writing quality will be high. Come by office hours with questions, outlines, writing plans, etc., as well as questions about feedback. Use the guidelines below for format and learning outcomes.

Unit 1 possible primary texts: The Death of Ivan Ilyich, The Tibetan Book of the Dead, Republic,
Unit 2 possible primary texts: Poetry of Sappho, Donne, Shakespeare, Keats, Byron, Barrett Browning, Dickinson.
Unit 3 possible primary texts: Bhagavad Gita, Gandhi’s Selected Writings, Untouchable
Unit 4 possible primary texts: The Interesting Narrative of the Life of Olaudah Equiano, Black Reconstruction in America, Abolition Democracy: Beyond Empire, Prisons, and Torture, Ruth Wilson Gilmore’s selected interviews

Format: Word document, Times New Roman, size 12 font, double-spaced, 6 pages, Microsoft Word format. Have a single-spaced heading in the top left corner with name, instructor (Prof. Sokolsky-Tifft), date, and course title, each on a separate line. Page number should be in the footer, in the center of the page. Include a bibliography with the works cited on a separate final page, in Chicago Style: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html.

SCLA 101 LEARNING OUTCOMES

Written Communication

By the end of the semester, students should be able to:

  1. Write with clarity, coherence, and concision in a variety of genres, 5,000-11,000 words of polished writing (or 12,000-18,000 words, including drafts).
  2. Demonstrate an understanding of the importance of rhetorical situations and choices for a variety of audiences and contexts.
  3. Demonstrate critical thinking about writing through reading, analysis, discussion, composing and revising texts in a range of genres.
  4. Apply a clear understanding of the process of writing and successfully organize, present, and communicate meaning to fellow readers.
  5. Identify, analyze, and evaluate the claims of a variety of sources.
  6. Engage critically with transformative texts, drawing on multiple perspectives including the individual, the historical, and the contemporary.
    Information Literacy

By the end of the semester, students should be able to:

  1. Conduct research, engaging search strategies and locating the relevant sources.
  2. Determine the quantity of information needed, including supplemental sources, in order to satisfy a well-designed research question.
  3. Demonstrate the ability to summarize, synthesize, quote, and document sources, using an appropriate documentation style.
  4. Critically evaluate information for its quality, accuracy, bias, authority, and relevance.
  5. Display an understanding of the historical, ethical, and cultural contexts of both a research question and the sources used to answer it.
  6. Express a clear understanding of the issues of intellectual property (such as fair use, plagiarism, and copyright)

Leave a Reply

Your email address will not be published.

You may use these HTML tags and attributes:

<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>