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Sociology Question

Post ID: 3452603

Overview

Urban Sociology Midterm

Soc158

The midterm consists of two short essays no longer than 500 words. All students will answer the first prompt. They will select one of two options from the second set of prompts.

Due Date: Wednesday October 29 @ 12pm. Responses over 1-hour late will receive a 2-point penalty. Responses over 24 hours late will receive a half-letter grade deduction for each day they are late.

Submission format: Exams will be submitted on Canvas’s Assignment portal. Exams should be entered into the body of the assignment textbox just as you do with your weekly responses. Please include the prompt number you are responding to above each essay.

Length Limit: 500 words for each response (1000 words total). Responses over 500 words will be penalized a half-letter grade.

Grading: See the Rubric in the "Files" folder for a detailed explanation of A, B, and C, and lower grades. We will be using this as our guide of evaluation. Be sure to deploy each of the elements listed on the reading response guidelines. “B” level papers and higher should include

  • A clearly identifiable thesis statement.
  • At least two key quotes from the texts supporting your argument. (not two for each text, but across all of them)
  • At least two specific examples from the texts supporting your argument (not two for each text, but across all of them)
  • You must reference each of the "required texts" listed in each prompt to support your thesis. You may use other course texts in addition, but those listed under the prompts are required.
  • All quotes and specific examples MUST be derived from the assigned excerpts of the texts.
  • A reference to lecture (even if only briefly). Note - the references from lecture should NOT be those covered in the assigned readings (otherwise cite the readings directly). Instead, they should feature examples or concepts introduced by the Professor from cases or texts outside those assigned on the syllabus.

Citation Format:

  • Page numbers are important when referencing quotes and specific examples. Formal citations are not required, such as authors last name and year. We just need to be able to see you cite the appropriate author and, when relevant, page number. For example: The low wages, high rents, and need to live near work centralizes the working class in impoverished and crowded slums (Engels, p.20). Listing the page number is fine if it is clear which author, you are attributing the claim, example, or quote. Otherwise, list authors last name. e.g. As Dubois prophetically stated “The problem of the twentieth century, is the problem of the color line” (22).
  • When referring to examples made in lecture simply cite (lecture).
  • No need for a list of references at the end of the paper.
  • No need for listing the year of publication since we are all drawing from the same texts.

AI Policy: AI/LLM models may NOT be used on this exam. Unlike the final where AI will be allowed to be used to aid in research, the midterm is designed to assess comprehension and critical thinking. It is specifically designed to evaluate student’s abilities to synthesize, compare, and connect multiple texts and lectures that students have been practicing in their weekly reading responses and section discussions. If UCLA rolls out AI detection later this quarter or year and is detected, cases are required to be reported to the Dean’s Office of student misconduct.

Essay Prompts.

*All students will respond to Prompt #1. Students will Chose between prompts 2 and 3 to respond to. In sum, students should respond to two prompts total.

  1. Each of our foundational approaches to urban sociology (Chicago/Marxian/Dubois) have different explanations of the causes of urban inequality. In some ways complimentary and in others contradictory. How is Dubois analysis of urban inequality different to that of the Chicago School AND Engels?

- Required: (1) Zorbaugh, (2) Selection from Chicago School (Burgess or Mckenzie),

(3) Engels, (4) Dubois, (5) Lecture

The second part of the course has traced the rise of the postwar suburbs and the decline of the inner city, while also drawing attention to the critical role of the state. Please respond to one of the following . . .

  1. How did government shape postwar suburbanization?
  • Required: (1) Logan & Molotch, (2) Jackson, (3) Lecture, and (4) at least one from this list: Laslett, Wacquant, Yamahtta-Taylor.
  1. How did government shape the inner-city after 1945?
  • Required: (1) Logan & Molotch, (2) Wacquant, (3) Lecture, and (4) at least one from this list: Laslett, Jackson, Yamahtta Taylor.

Tips

  • Before submitting use this checklist
  • Links to an external site.
  • for each of your essays.
  • Outline!Models can be found on page 21 in this linked document.
  • Links to an external site.
  • The rubric is based off this essay guide we put together as UC Berkeley Graduate TA's, which provides some further examples of what distinguishes A level vs. B and C level essays on page 41: “Expectations of Great, Good, Fair, and Poor Writing”
  • Links to an external site.

For further guidance on writing for Sociology: http://sociology.berkeley.edu/sites/default/files/documents/student_services/writing_guide/Writing%20for%20Sociology%20Guide%20Second%20Edition.pdfLinks to an external site.

Links to an external site.

Appendix B: Checklists and Editing Tips

The General Checklist

You should check for all of the following before turning in any paper.

  • The introduction accurately reflects the argument and structure of the paper.
  • Each sentence contributes to the paper. You have removed anything that is redundant or tangential.
  • You have used simple language instead of jargon. If you have used spe- cialized terms you have defined them in clear, straightforward terms.
  • If you have discussed other authors, you have accurately represented their work. This means that you have doubled checked the context of all quotes to make sure that you have not taken anything out of context or miscon- strued any points.
  • Each paragraph is organized around a single main point, and includes a topic sentence that states this clearly.
  • You have checked to make sure that each point you have made has been adequately defended, either with an example, a reference to the text, or a few explanatory sentences.
  • You have checked for inconsistencies, gaps, and flaws in your arguments. As part of this, you have considered counter-arguments for each of your points.
  • The conclusion sums up the main points of the paper.
  • The paper is formatted a commonly used font like Time New Roman 12.
    It is doubled-spaced, with normal margins.
  • You have checked to make sure that you have cited when necessary.
    97
  • The reference list is complete.
  • The paper is proofread. You have checked for correct grammar and
    spelling.
    Research Paper Checklist
    Section 1: Research Question17
    • Clear, focused, and feasible research question
    • Description of variables
    • Explanation of possible relationship
    • Description of theory-testing or theory-generating research • Operationalized variables
    • Description of why question is meaningful
    Section 2: Literature Review
    • Overview of theoretical perspectives
    • Appropriate citations, quotes, and paraphrasing • Explanations of errors and/or gaps in literature • Justification for research
    • Discussion of any relevant epistemological issues
    Section 3: Research Design/Methods
    • Description of study population
    • Explanation of sampling methods and frame • Description of how to get entr ́ee
    • Justification for chosen method
    Section 4: Ethical Considerations
    • Addresses voluntary participation, informed consent and confidentiality • Minimization of risk/harm to research subjects
    • Possible benefits for participants
    • Discussion of researcher’s social position/power dynamic

17By Jennifer Randles

98

Section 5: Feasibility Study and Preliminary Analysis • Description of patterns in the data • Connects data to hypotheses/previous literature • Discusses fit of research design to research question

Section 6: Conclusion • Discusses possible changes • Main lessons • Connects findings to larger social issues/processes

Things that Annoy your Instructors

Almost all of your professors, Graduate Student Instructors, and Readers will be annoyed by sloppy papers, careless mistakes, and petty inconsiderate acts. Before you turn in a paper with any of the problems listed below, consider this: Do you really want to irritate the person who is about to give you a grade?

Sloppy Papers

None of these are capital offenses, but they don’t signal to your grader that you’ve paid close attention to detail either!

  • A paper that is not proofread, and so is filled with trivial spelling or grammatical errors.
  • Basic identifying information, like the student’s name or date, is missing.
  • Pages are not stapled together, so that your instructor either has to do it
    for you or take extra care not to lose stray, unattached pages.
  • Pages are printed on scrap paper.
  • The instructor’s name is misspelled. Another version of this is when the name of an author from the readings is misspelled. Check the syllabus to make sure that you have spelled all names correctly.
    Cut corners and flimsy arguments
    These are more serious offenses, and you risk losing credit in addition to annoy- ing your instructor.
    • A paper mostly filled with quotations or summaries of the points from lecture, so that the author appears to be simply regurgitating the material from class.
    99
  • Quotations unaccompanied by footnotes or references.
  • Wikipedia-based research. Some instructors love Wikipedia, but those who don’t like it really don’t like it. You should always check with a professor before you cite it.
  • Obvious mis-attributions and inaccurate statements about an assigned text, which suggests that the author has either not cracked the books at all, or has skimmed them so quickly as to miss main points and central examples.
  • Big Sweeping Statements about the state of the world which are either banal or flat-out wrong (“Since the beginning of time man has longed for answers to the world’s mysteries” or “The civil rights movement van- quished racism in America”).
  • Feelings where analyses should be. Use your emotions to inform your arguments, not in place of them.
  • Crazy Formats in Short or Long Papers only serve to announce that you have chosen to disregard the requested page length of the assignment. Messing around with margins and fonts does not fool anyone. Instead of messing with the formatting, spend time paring down your work.
    E-mail Etiquette
  • Just because you sent your paper on email 15 minutes after it was due doesn’t mean it is not late.
  • Emailed documents should have your last name and the date in the title (for example: JaneDoe_13AUG2007.doc). Also include the name of the course in the subject line of your email. Professors get a great many papers emailed to them. These steps will make their lives easier.
    Lazy Questions
  • There are no stupid questions, but there certainly are lazy ones. It annoys instructors when students ask a question about something that they care- fully spelled out for you already. If you have a question about the course or assignment, check the syllabus or prompt before asking for help.

    • Will This Thesis Make the Grade?

    In the end, you may have spent a good deal of time writing your thesis and still not know if it’s a good one.18 Here are some questions to ask yourself.

    18This section excerpted from Dartmouth College’s Materials for Students: Developing Your Thesis. By Karen Gocsik. [http://www.dartmouth.edu/~writing/materials/studen... ac_paper/develop.shtml]

    100

    Appendix C: Recommended Reading

    Becker, Howard. Writing for Social Scientists. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of

    Research. Johnson, William A., et al. Sociology Student Writer’s Manual.

    Michigan Series in English for Academic & Professional Purposes. A Course for Nonnative Speakers of English.

    Strunk and White. The Elements of Style. University of Chicago Press. The Chicago Manual of Style.

    103

    EVALUATE OR CRITIQUE AN ARGUMENT OR THEORY 21 Table 2.1: Methods of Organizing an Argument

    Method 1: Parallel by Author

    I. Introduction a. Introduce subject matter b. Thesis statement c. First supporting point d. Second supporting point e. Third supporting point II. First work a. Summary of the first author’s work b. Relationship of work to first point c. Relationship of work to second point d. Relationship of work to third point III. Second work a. Summarize second author’s work b. Relationship of work to first point c. Relationship of work to second point d. Relationship of work to third point. IV. Conclusion a. Restate thesis b. Summarize your argument

    Method 2: Parallel by Point

    I. Introduction a. Introduce subject matter b. Thesis statement c. First supporting point d. Second supporting point e. Third supporting point II. Summarize work 1 III. Summarize work 2 IV. First supporting point a. The first author + point 1 b. The second author + point 1 V. Second supporting point a. The first author + point 2 b. The second author + point 2 VI. Third supporting point a. The first author + point 3 b. The second author + point 3 VII. Conclusion a. Restate thesis b. Summarize

    3.8. EXPECTATIONS: GREAT, GOOD, FAIR, AND POOR WRITING 41 3.8 Expectations: Great, Good, Fair,

    and Poor Writing

    Caution: the following section is only a loose guideline to help you think about the differences between great writing and poor writing, and what falls in be- tween. This is not a guideline to prove to your professor that you deserve a better grade. The sociology department shares general standards about what we think good writing is, but people may vary in how much they value different aspects of the assignment. That said, if you follow your syllabus guidelines, aim for the writing goals indicated here, and check in with your professor or GSI about their expectations, you should have no problem doing well in your writing assignments.

    3.8.1 Sociology Writing Grading Guidelines

    A:8 An “A” paper demonstrates a superior, sustained, and consistent level of critical engagement with the issues that the writer addresses. This engage- ment can be seen in the following ways: The writer’s understanding of the text(s) upon which the paper is based is plausible, logical, and thoughtful. The response is thorough, exploring the issues in some depth, advancing reason- able claims, and anticipating counterclaims when appropriate. The thesis is clear, and perceptive. The paper demonstrates strong reasoning throughout, supported by persuasive evidence and relevant, fully developed examples. Sim- ilarly, the paper’s organization supports the development of the writer’s ideas, and demonstrates effective uses of cohesive devices. The word choice is varied and precise, sentence structure is varied, and only minor errors in grammar and usage are evident.

    Excerpt from a student paper that got an “A”

    While [a local bar called] Blake’s clearly does not have the char- acteristics of the total institutions that Goffman describes in great detail in Asylums, it does draw distinctions between club security and club guests that are analogous to Goffman’s “Staff world” and “Inmate world.” Goffman finds that “in total institutions there is a basic split between a large managed group, conveniently called in- mates, and a small supervisory staff,” where the staff tends to “feel superior and righteous” while inmates tend “to feel inferior [and] weak” (Goffman, p.8). The club bouncer in this context acts as the staff, as he regulates the club guests and is granted power over them, while the club guests assume the role of inmates as they must submit to the demands of the staff to function in the institution—the night- club. There is already an inherent inequality in this relationship,


    NO USE OF AI AT ALL!

    Pay attention to what the syllabus is using for page numbers, ONLY USE WHAT IT SAYS

    message me if u have any questions

    USE ALL OF THE READINGS I PROVIDED BELOW and use real page numbers i have more readings but it does not let me add more files but i will be giving more readings that have to be used:

    Week 1: Chicago School and Metro Marxism

    *Important Notice! Be sure to note the page selections for each week’s readings. PDF’s often include additional pages for context, final paper resources, or those interested in going beyond the assigned readings.

    Tuesday, September 30

    • Park, Robert and Ernest Burgess. 1925. Selections from The City: Suggestions for the Investigation of Human Behavior in the Urban Environment. Burgess, “The Growth of the City” (47-58). McKenzie, “The Ecological Approach to the Study of the Human Community” (73-79).
    • Zorbaugh, Harvey. 1929. Selections from The Gold Coast and the Slum. P 46-49; 63-68; 127-158.

    Thursday, October 2

    • Engels, Friedrich. 1845. Selections from The Condition of the Working Class in England. "Dedication: To the Working Class of England," "The Industrial Proletariat," “The Great Towns” (23-27; 45-48; 53-60).
    • Logan, John R. and Harvey L. Molotch. 1987. Urban Fortunes: The Political Economy of Place. Chapter 1 “The Social Construction of Cities” (1-15).*

    Week 2: The Atlanta School and Ethnic LA

    Tuesday, October 7

    • DuBois, W.E.B. 1899. Selections from The Philadelphia Negro. 2 "The Negro Problem" (5-9). Ch. 7 “Sources of the Negro Population (73-82), Ch 9. “The Occupation of the Negros” (126-131). Ch.14 "The Causes of Crime and Poverty" (283-286) Ch. 15. “The Environment of the Negro” (287-299). Ch 16 “The Contact of the Races” (322-329).

    Thursday, October 9

    • Laslett, J. 1996. “Historical Perspectives: Immigration and the Rise of a Distinctive Urban Region, 1900-1970”. In Waldinger, R. & Bozorgmehr, M., Eds. Ethnic Los Angeles. Russell Sage Foundation (39-71).

    Part II: Postwar Suburbanization and the Urban Crisis

    Week 3: Postwar Suburbanization

    Tuesday, October 14

    • Logan, John R. and Harvey L. Molotch. 1987. Urban Fortunes: The Political Economy of PlaceLinks to an external site.. Selection from Chpt 3. "The City as Growth Machine," (50-75). Selections from Chpt. 5 "How Government Matters" (151-159; 166-171)

    Thursday, October 16

    Week 4: Hyper-ghettoization and Resistance*

    Tuesday, October 21

    • Wacquant, Loïc. 2008. Urban Outcasts: A Comparative Sociology of Advanced Marginality. Selections from Chpt. 2 "From Communal Ghetto to Hyperghetto" (43-92) Malden, MA: Polity Press

    Thursday, October 23