Discussion Analyzing #BringBackOurGirls Assigned Readings: 1. Hilary Matfess, “Three Years Later, A Look at the #BringBackOurGirls Catch-22 (Links to an

Discussion Analyzing #BringBackOurGirls Assigned Readings:

1. Hilary Matfess, “Three Years Later, A Look at the #BringBackOurGirls Catch-22 (Links to an external site.)Links to an external site.” Daily Beast 14 April 2017. [news story]

2. Amanda Holpuch, “Stolen daughters: what happened after #BringBackOurGirls? (Links to an external site.)Links to an external site.” The Guardian 20 October 2018. [review of HBO documentary]

3. Meredith Loken, “BringBackOurGirls and the Invisibility of Imperialism.pdf ” Feminist Media Studies 14.6(2014): 1100-1101. [brief academic article]

4. Polly Brock, “Nigerian Art on its Own Terms: Interview with Peju Alatise (Links to an external site.)Links to an external site.,” Art/ctualite 12 November 2014.

Poetry about the Chibok Girls by African poets:

1. “Bring Back Our Girls – A Poem for the Missing Nigerian Girls (Links to an external site.)Links to an external site.” by Zimbabwean Poet Batsirai Chigama (you can click to hear the poet read her work)

2. Success Akpojotor, “Colours from Chibok (Links to an external site.)Links to an external site.” Poets Reading the News 6 September 2017.

Overview

In this Discussion, we turn to the case study of the #BringBackOurGirls online activism campaign that came into prominence shortly after the Chibok girls’ kidnappings in Nigeria. There are a variety of articles here analyzing the scope and impact of the hashtag itself and of digital activism in general. This week there are also examples of visual art and poetry that also seek to make public statements that call for justice while also contributing objects of beauty–visual images, poems.

Task: Write a 400 word essay in which you present a provable argument about which type of activism discussed for the week best achieves its overall goals. You may begin this from your opinion, but the thesis has to be analytical and there has to be textual (including visual) support for your claims.

In other words, your thesis can’t be: “In my opinion, X type of activism is more effective than Y type of activism.” That’s just a reflection of what you personally think. It’s not an argument.
Instead, formulate your thesis in terms that can be proven and which characterize what kind of impact one type of activism has vs. the limited or broad nature of a different type of activism as represented by our readings. Assignment Rubric Details close
Rubric
SP19 L112 Discussion Rubric
SP19 L112 Discussion Rubric
Criteria
This criterion is
linked to a
Learning
Outcome
Underlined
thesis/argument
This criterion is
linked to a
Learning
Outcome
Makes Distinct
Claims to
support
thesis/argument
Ratings
10.0 pts
For an A
range grade
The underlined
thesis answers
the question
clearly with
respect to the
assigned
materials by
explaining the
significance of
the analysis of
these sources
15.0 pts
For an A range
grade
Makes 3 distinct
claims that
further the
argument and
demonstrate the
ability to
synthesize the
assigned texts
into a complex
understanding.
8.0 pts
For a B range
grade
The underlined
thesis answers
the question only
at a surface level,
by summarizing
the content of
assigned material
without adding
anything new or
explaining
significance.
12.0 pts
For a B
range
grade
Makes 2
clear
claims
that
engage
with
assigned
texts but
at a
surface
level.
Pts
6.0 pts
For a C
range grade
The
underlined
thesis
answers the
question in
general
terms about
his/her own
beliefs or
opinion;
11.0 pts
For a C
range grade
Makes 1
identifiable
claim but
does not
refer to
specifics
about the
assigned
materials.
0.0 pts
For an F
Does not
answer
the
question
directly.
0.0 pts
For an F
range grade
Essay is
either offtopic or there
are no distinct
claims made.
Only
statements of
belief or
opinion with
no connection
to any of the
assigned
content.
10.0 pts
15.0 pts
SP19 L112 Discussion Rubric
Criteria
This criterion is
linked to a
Learning
Outcome
Textual
Evidence in
Support of
Claims
This criterion is
linked to a
Learning
Outcome Peer
comments
Ratings
20.0 pts
For an A
range grade
Provides 3 indepth specific
examples and
explains how
they prove
his/her claims.
DIRECT
QUOTES only
from written
materials (cite
page #s when
available). May
use close
paraphrase for
video or
podcast with
time-stamps)
16.0 pts
For a B range
grade
Provides 2
brief and
specific
examples as
evidence.
DIRECT
QUOTES only
from written
materials (cite
page #s when
available).
May use close
paraphrase for
video or
podcast with
time-stamps)
25.0 pts
For an A range
grade
Substantive
comments on 2
peers’ posts that
include a direct
quote from each post
and an explanation
of why student
agrees or disagrees
with quoted
material. Only get
full points if essay is
400-420 words.
Shorter essays with
2 peer comments
will not receive
extra points
Pts
14.0 pts
For a C
range grade
Cites 1
example as
evidence.
DIRECT
QUOTES
only from
written
materials (cite
page #s when
available).
May use close
paraphrase for
video or
podcast with
time-stamps)
20.0 pts
For a B range grade
Substantive comments
on 1 peer’s post that
includes a direct quote
from that post along
with an explanation of
why student agreed or
disagreed with it.
Essay must be B
length to earn this. A
longer essay with only
1 peer post will only
earn up to a B range
grade. Shorter essays
will not earn a B even
if there’s one peer
post.
0.0 pts
For an F
range
grade
Gives no
concrete
examples
0.0 pts
For a C grade
No comments
required if
essay is 250270 words. An
essay that is A
or B range
length but has
no peer
comments may
only earn up to
a C range
grade.
20.0 pts
25.0 pts
SP19 L112 Discussion Rubric
Criteria
This criterion is
linked to a
Learning
Outcome Word
limits
Total Points: 75.0
Ratings
5.0 pts
For an A range
390-410 words. We
are strict about
word limits
3.0 pts
For a B
range
grade
290-310
words
Pts
2.0 pts
For a C
range
grade
240-260
words
0.0 pts
For an F
Fewer than
240 words
5.0 pts

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