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Chicana Feminist Movement Discussion Questions
Chicana Feminist Movement Discussion Questions
| ORDER # | 100298 |
| PAPER TYPE | ESSAY |
| WRITING LEVEL | UNDERGRADUATE |
| WRITING STYLE | APA |
| # OF SOURCES | 4 |
| # OF PAGES & WORD COUNT | 5 ≈ 1375 WORDS |
In this discussion, please answer the following:
1. What events and factors led to the rise of the Chicana Feminist Movement?
2. How was the ideology of the Chicana movement different from that of other movements such as the white women’s movement and black feminist movement?
3. What were their contributions to contemporary feminism?
4. How Chicana Feminism impacted your life/culture/family? If so, how? If not, how do you think it has impacted Mexican American and Latino culture in the U.S.?
• Make sure that each answer is approximately 1.5-2 paragraphs long.
• Edit your work and separate EACH RESPONSE. Number each reponse.
• Cite at least ONE source from this module for EACH QUESTION . This means that you will have a minimum of four citations when you complete the assignment. Make sure that you cite IN TEXT in APA style
BELOW ARE SOME SOURCES FROM THE MODULE SHE IS REFERRING TO!! YOU CAN ALSO WATCH THE FILM “DOLORES” A BIOGRAPHY ABOUT DOLORES HUERTA
https://www.bing.com/videos/search?q=Chicana+feminist+movement&&view=detail&mid=A36179C0B44F34540040A36179C0B44F34540040&FORM=VRDGAR
https://crbb.tcu.edu/clips/889/women-in-the-brown-berets
https://www.womenintexashistory.org/audio/mujeres-por-la-raza/
https://www.tshaonline.org/handbook/entries/conferencia-de-mujeres-por-la-raza
This assignment uses a grading rubric. Please read the rubric before you start answering the questions.
Grading Rubric
Levels of Assessment
| Criteria | Inadequate=D (Below Standard) | Adequate=C (Meets Standard) | Above Average=B (Exceeds Standard) | Exemplary=A (Far Exceeds Standard) |
| Organization | Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. | Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. | Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. | Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. |
| Level of Content | Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. | Content indicates thinking and reasoning applied with original thought on a few ideas. | Content indicates original thinking and develops ideas with sufficient and firm evidence. | Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. |
| Development | Main points lack detailed development. Ideas are vague with little evidence of critical thinking. | Main points are present with limited detail and development. Some critical thinking is present. | Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points | Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. |
| Grammar & Mechanics | Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. | Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. | Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. | Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. |
| Style | Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. | Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. | Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. | Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination |
| Format | Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. | Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. | Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. | Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. |
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