This section reminded me of Abu-Lughod's "Do Muslim Women Need Saving?" Structural bias in terms of gender and subordination historically have female identifying persons lower in the hierarchical order. Laws structurally enforced the gender roles in society. Women were faced with challenges because men dominated society, and women were seen as subordinate. There was inequlities in economic, social, and political rights for men versus women. Abu-Lughod talks about how Muslim women experience intersectionality with sexism and racism. There is a sexual dominance against women, and a racial dominance against women of color. The structural biases are still enforced consciously and subconsciously in society today.

This part of the piece stood out to me because I find myself very nervous about adding information to Wikipedia. Going into this course, I was very excited to engage in Wikipedia in a new way that doesn't include teachers scrutinizing you for using it. I was, however, very intimidated knowing that I was going to have to become a contributor to the website. Especially now that I have decided to start a page on Mara Viveros because she doesn't have one, I am nervous about how other contributors will engage with my work. I believe that Viveros deserves a page on her contribution to intersectionality research and more, so I will risk arguments to give her the page she deserves.

This part of the chapter stood out the most to me because it sets up how we are meant to analyze a passage that we are pointing to or doing a passage-based free-write on. The Pitch, as Johnson explains, does include the phrase "argument" in the definition, however, it isn't the intention of the Pitch. It is meant to provide initial information and context for the reader. It introduces what will be analyzed. The Complaint is the was the information is taken by the reader. It isn't explicitly explained to the reader why this information is being given to them, and they have to position it within their own context. It gives more in depth information, elaborating on the pitch. Lastly, The Moment places the information in a time and a place. It explains why what is being said is being said. I am going to follow this structure in my future passage-based free writing because I often struggle not follow the 5 paragraph form.

This quote stood out to me because I often find myself following the 5 paragraph form when writing, especially for my Sociology courses. It is engrained in our minds starting from elementary school when we started writing our first analytical essays. I find it extremely difficult to not follow this format. However, after multiple class discussion about finding what is interesting in Wall-E and Ex Machina and not thinking about them analytically, I have distanced myself from this formatting in my free writes. I am able to explain why I find sections of Johnson's piece interesting without trying to convince the reader of my opinion. This allows me to reformat my writing and not feel trapped in a 5 paragraph box.

This passage stood out most to me because it gives the audience expectations within the "play." Individuals are characters in the play of social life and social systems, and people have expectations of how they are meant to act to fit their role in society. The audience is not complacent to these individuals. The audience has expectations for how to react to the individuals. For example, if someone isn't following their role. the audience is expected to disapprove or react negatively to enforce conformity. The audience is meant to reinforce good behavior and role following. The actors are influenced by the reactions of the audience. One thing that confuses me about this explanation is how conflicting viewpoints in society about roles and their expectations then affect the audience. People of different cultures and societies across the world have different expectations of the same individuals. I wonder how the merging of audiences with different expectations affects the flow of social systems and individuals.

I think this concept in Abu-Lughod's piece stood out to me the most. It is a well-known concept that certain terrorist group in the Middle East will force women to wear hijabs or veils or burkas to cover themselves and show as little of their body as possible. However, this does not mean that when women are free from the reign of the Taliban or other terrorist organizations that they should be forced not to wear these coverings. There was an instance at a Canadian University where the President made a rule saying all religious coverings (veils, burkas, hijabs) were not allowed. Many Muslim women felt discriminated against and oppressed because they wanted to be able to choose whether or not their wore a covering. Many wear coverings because they want to, not because they are forced to. This banning of coverings did not provide freedom. Instead, it created oppression.

I think this quote is very important because it shows the divide between people who are oppressed and those who don't understand or empathize with the oppression. Afghan women who wear a veil or a burqa aren't always forced or feel forced to do so. In many cases. Afghan women choose to wear a veil or burqa because it is what makes them feel comfortable, safe, etc. There was an instance in the 1990s at a University in Canada where the President of the school banned head scarves and burqas to try and liberate the Afghan women. Instead, they felt oppressed and discriminated against for not being able to choose whether or not to wear them. Liberation doesn't mean conforming to the West's expectations.

I find the difference between induction and deduction to be difficult to decipher from one another at times. When writing, I often find myself generalizing to much, so I need to work on my deduction skills to highlight the particular details and analysis I am trying to get across. On the flip side, sometimes I get too specific and assume the reader knows exactly what I am talking about without giving a generalization on the topic. This is when I need to work on my induction skills.

The in-class list making of binaries in Wall-E was a good example of rethinking connections. We started with a list of the more simple binaries in Wall-E, which then turned into a discussion about binaries that took more analytical thought to come up with. We started with Robots vs. Humans and ended up with more abstract binaries from the film.

After making our list of binaries in Wall-E, I realized that it can be confusing for the reader to understand binaries in an analytical essay if they aren't made explicit. Some of the binaries we included on our list didn't make sense to me until they were explained by Dr. A or my peers. In my writing, I need to be clear with my binaries.

I find myself always struggling to find underlying assumptions, especially when they are hidden or unstated. This then forces me to sometimes include my assumptions in my own writing. I need to be more transparent and blunt with my writing in certain situations. However, with analytical writing this isn't always the best route to take. In argumentative, it is crucial to not make assumptions in writing, but in analytical it can sometimes be beneficial.

A common theme in this chapter is looking at the information in different perspectives. By considering who the intended audience is, we as readers are able to look at it from a different perspective. It is useful to consider multiple intended audience for an even bigger range of perspectives. By doing this and then asking the "so what?" we are able to learn more about what we are reading.

I think this part is interesting because it insinuates, like we've discussed a lot in class, that we need to ask the "so what?" any information that we are given as readers, viewers, etc. when writing an analytical essay needs to be considered and analyzed. No information is just there because it is there. It needs to be questioned and considered, no matter how small the details are.

refer to list we made in class about Wall-E tracking binaries