Gender stereotypes in China

下面为大家整理一篇 的essay代写范文 -- Gender stereotypes in China，文章讲述应该围绕其论点严密地撰写一篇有力的论文。因此，成功的论点与论文的质量直接相关。那么什么样的论点可以算作成功的论点，它们来自哪里呢？这些问题在我上课之前的过去时间里一直困扰着我。参加本课程后，我通过解决这些问题并内化了提出有力论据的答案和要点，取得了重大进展。强有力的论据来自并探索了一条探究路线，它们肯定应该与明确的利益，组织战略，有效的过渡以及涉及的分析，证据和假设相结合，并考虑反诉。在我的写作论文中，MP2“性别刻板印象”和我给Moa Arquiza的信之间的结合可以更好 地反映出建立良好论证的方方面面。

 

Gender stereotypes in China

A strong paper should be tightly developed around its arguments. Therefore, successful arguments have direct link with the quality of the paper. Then what kind of arguments can be counted as successful arguments and where do they come from? Those are the questions that keep puzzling me in the past time before I had the class. After participating in this course, I did make significant progress by solving these problems and internalizing the answers and key points of developing strong arguments. Strong arguments emerge from and explore a line of inquiry and they definitely should be complex with articulated stakes, organizational strategy, effective transition and involved analysis, evidence and assumption, taking counterclaim in consideration. Among my writing papers, the combination between MP2 “Gender Stereotype in” and my letter to Moa Arquiza can best reflect the every aspect of building good arguments.

Obviously, the target I would like to discuss in the paper “Gender Stereotype in China” is gender stereotype. However,the set up of this topic and the craft of arguments in this paper have gone through a long process. I always keep in mind that arguments evolve from a line of inquiry and that really helps me when I was looking for my claim and arguments. As an overseas student, I am interested in observing all the intriguing phenomena around me and compare it with that in China. I discovered that female students in United States tend to be as confident as male students and they are brave enough to challenge all types of courses, which are different from the most of Chinese female students who are prone to humanities courses. Based on this observation, questions began. I started to ask myself about the reason resulting in this problem in China. Gender stereotype turned out to be the paramount factor. I realized that gender stereotype would be the focus of my major paper, while claim and arguments were still unsettled. Exploration continued. Question that whether gender stereotype in China is correct or limited has been put forward sequently. I assumed that it was limited and had numerous adverse effects. Then I embarked on my research on this issue and found that there were considerable evidences confirming my assumption. I figured out that with these evidences, one of my arguments has been set up. Consequently, if gender stereotype was limited, then this problem must be relieved. Thus another question came forth: who was responsible. I attributed this responsibility to educators and schools China. Evidences have continued to be found to support my assumption. Thus, the other argument of my paper has also been established: educators and schools are responsible in terms of this issue. Finally, I set up my claim and argument as “gender stereotype is limited and brings forth numerous adverse effects; furthermore, schools and educators in China should share some responsibilities in cubing its impacts”. It demonstrates a fluent process of my setting up complex arguments through a line of inquiry, assumption and evidence. For me, through this process of exploration, I smoothly progress in terms of crafting arguments and it also helps me understand the important position of inquiry, assumption and evidence in this aspect.

However, one problem had been neglected when I was producing complex arguments. That is the element of stake. In the draft of my MP2, it has been pointed out by my teacher that I should clarify all the stakes of my arguments for my audience. It suddenly enlightens me that I should take into consideration of my audience when producing my arguments, and ponder over the significance of my arguments for them. Paper is the interaction between writers and audiences. Thus standing in the audience’s position should be a priority.

Organizational strategy and effective transition are another two important elements in developing arguments, which can be best reflected in my letter to Moa Arquiza. The most difficult challenge of this letter is that Moa Arquiza is my classmate and how I can point out the issues in her paper and propose my suggestions without hurting her. I decided to apply the organizational strategy and effective transition. I organized my letter into two main parts. In the former part, I mainly focused on complementing the excellent parts of her paper. In the first paragraphs, I pointed out that she has “already make up a natural and comfortable introduction” and “the use of subtitles has played an active role in making the structure more clear” and she utilize “concrete and persuasive example”. This aims to make her more confident and more focus on my words and reduce her psychological repellence. Then my paper is transited into my suggestions of her paper. I put forward my transition as “It should be admitted that this paper you write has many merits deserving learning. However, there are some points I would like to point out that I consider as deserving improvement”. I pointed out that “In the first paragraph ‘The usage of English in Filipino classroom...’, it seems like that I cannot see supportive point of your argument” and the subtitles have “ no regular relations among these three parts” and she should give out more direct citation”. Thus, the arguments are presented in an organizational manner with valid transition. Organization and transition should alway be adjusted according to the paper’s audience and purpose.

The last point I would like to present is about analysis and counterclaim. Analysis is one skill that I am good at when making my own argument, while counterclaim is one element I always forget to take into consideration. I used to tend to propose my own point of view and analyze it, while forget others’ opinion. In this letter, I again make this mistake. After putting out my suggestion, I totally lose myself in analyzing my reasons of making the suggestion. For example, I debate her evidence through such analysis: “it is a general and inevitable problem when we are learning any new language. The same problem will also occur when we are learning other languages. Therefore, in my opinion, it has no direct link with your argument that the prevalence of English hinders Filipino’s cultural development”. It should be admitted that detailed analysis does help me make my suggestion acceptable, but if I can take into consideration counterpart’s opinion, it can make my arguments more convincing. Therefore, both analysis and counterclaim should be paid attention to when making arguments.

 

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