This research paper asks you to investigate a big issue – an important topic – drawn from the...

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This research paper asks you to investigate a big issue – an important topic – drawn from the readings we have covered in English 1100. Some of the topics we have come across in this course are: language and identity, language and culture, language and power, language and gender construction, cultural assumptions of gender, gender inequality, social impact of digital communication, cultural assimilation, cultural domination, social control, racial discrimination, advertising and popular culture, media representation of gender, etc. You can choose one of the topics listed above, or you can come up with your own topic that is related to our course readings. Please follow the guidelines below for the organization of your research paper. Introduction: Your introduction should include the typical rhetorical moves academic writers make as they find a position for themselves: ➢ Describe the existing knowledge on a topic by way of summary and language of attribution (i.e., reporting expressions) ➢ Identify the knowledge deficit, i.e., something missing, inadequate, or hidden in the view expressed in the existing knowledge, something more complicated than that view, or questions that might arise from that view ➢ Make a thesis claim that responds to the knowledge deficit and contributes to the existing knowledge on the big issue. You must draw on at least one of the articles we have studied in the course, to examine the existing knowledge, identify a knowledge deficit, and make a thesis claim. Body Paragraphs: The body part of your research paper - the main components of your paper - should provide argument and reasoning that justify the thesis claim you have made in the introduction. Each paragraph of your body will need a guiding/topic sentence. A guiding/topic sentence functions as a way for the writer to signal to the reader that the paper is moving to the next section. Guiding/topic sentences should call up key words and phrases from the thesis claim and guide the reader’s interpretations of the details that follow. Body paragraphs are also where you cite sources to provide evidence for your argument. There are three general ways to incorporate sources into your paper: summary, paraphrase, and direct citation. Decisions about when to do what are decided by the emphasis you wish to make on certain points. Summary and paraphrase are used to make more generalized claims, while direct citation is used to discuss details. A balance of all three is typical. The number of body paragraphs for your research paper is best decided as you draft, consult sources again, determine what information you want to present, and decide what you want to emphasize. Conclusion: Students are often told to restate the thesis in the conclusion of their essay. The goal for the conclusion of a scholarly research paper, however, is not only to summarize the main points you have made in your paper, but to provide avenues for other writers to create new knowledge from what you have said. You want to refer to your thesis, reminding readers of the main concepts the paper has addressed. But you want to go further than that. Some further gestures you can make in your conclusion include: a statement of the relevance or significance of your argument, an indication of the limitations of your argument, a suggestion of areas for further research, and a presentation of solutions to the problem or a call for action. Imagine your paper as part of a conversation undertaken by people who care about your topic. Your conclusion should include what you feel is most important — what you want your reader to remember most significantly. Sources: This assignment does not require you to conduct primary research (i.e., surveys, interviews, etc.). You are expected to work with secondary sources (i.e., books, articles, government and scholarly websites, etc.). To support your argument in the research paper, you can draw on both course readings and outside sources (minimum 4 and maximum 10 sources). When you draw on sources outside the course reading list, make sure they are credible scholarly sources. Title: You are expected to construct a title for your research paper that reflect the focus of your discussion

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Title: Gender Biasness in Textbooks
English 1100: Assignment # 3 - Research Paper
Contents
Introduction	3
Gender Biasness in Textbooks	3
Conclusion	7
Works Cited	9
Introduction
The idea of gender begins from early learning of childhood by conversations, parenting, media and other methods of gaining knowledge. The crucial among these is the education obtained at the school by the teachers and the recommended textbooks. Building a positive or negative image or being just neutral is not something extracted from outside with extra effort, but it is a part of the system from these sources of learning.
Martin has pointed out in the research on textbooks that the books have graded the female biological processes less compared to the male reproductive process and with-it portraying women being less worthy than men are. The author has particularly mentioned that the books mention words like “debris”, “ceasing”, “fails”, “dies” and “losing”, words with negative connotations for the female reproductive process, which develops a negative image of this gender.
The world has witnessed changes since then, from woman astronauts reaching the International Space Stations to all women government in Finland. The image of woman has transformed dramatically and it continues to change even now. The image has transcribed in the textbooks yet is the shortfall of the study that is to be investigated. The education system has a process of revising the textbooks and the course curriculum. The revisions have not brought positive changes to the woman gender imagery even though real breakthroughs are made by women in the past two decades. 
Gender Biasness in Textbooks
Language is a common but dynamic and complex medium, which gives meaning related to social categories like gender. It creates images, opinions and biases. According to Marsden et al., books have direct impact on the minds and create the related picture in the mind that may remain for life long. This is important to consider in the light of the kind of languages associated with different things. The mind registers the negative, positive or neutral imagery created by the associated language for the things under study including the gender.
Martin in the research conducted on the books that dealt with biology had findings, which indicated the negative connotations attached to the female reproductive processes. The findings demonstrated that the menstrual system of female reproductive process was shown as a “failure” and the uterine linings were “debris”. Some other words used for the same were "ceasing," "dying', "losing," "denuding," and "expelling."
There was other similar finding where the words like “amazing” and “remarkable” were used to describe the process of spermatogenesis and other processes. This overall gave an impression of the system and process of male being superior to that of the females. The subconscious mind of a person registers this and has a similar image of men being superior, which may later become an opinion and form biases for future. 
The opinion formed may differ from one generation to another, which takes approximately a time span of twenty to thirty years. This is the time span, which has passed from the time, when the study of Emily Martin was made. There is a massive change in the scenario around the globe. Women have come forward,

This research paper asks you to investigate a big issue – an important topic – drawn from the readings we have covered in English 1100. Some of the topics we have come across in this course are:...

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