User:Gabriellam19/sandbox

'''Evaluation of "Book Censorship in The United States": ''' Many of the sources used for this article are up to date, ranging from within the last 10-15 years, however, I found one from 1963, which should probably be checked because it is very possible that the information from this source is not up-to-date. All of the sources I clicked on worked though, including the one from 1963.

This article seems to be very relevant to the topic of book censorship. The article starts with introducing the topic of book censorship, then explains various reasons for censorship, including social, political, sexual, religious, and parenting reasons. It also includes a few examples of books that have been banned and the reasons why.

I did find bias in this article however. In the first section, it is stated that banning books "is the most permanent and effective method of censorship". However, there are many alternatives to banning books, such as challenging or restricting books. Therefore, this article takes a position of bias towards book banning, rather than book restriction or challenge.

Much of the talk page mentions bias that exists in the article. It is very noticeable, reading the article right off that bat. This article is a part of WikiProject United States and WikiProject Freedom of Speech. The article has also been rated as "High-Importance" and "Start Class" on the quality scale.

Evaluation of "Drama (graphic novel)": This article starts out with a brief summary to introduce the novel, as well as background information on Raina Telgemeier, the author, in which she explains she wrote the novel based on real people in her life. The article then includes a very descriptive summary of the novel and describes its "graphic novel" genre.

In the analysis section, the article provides descriptions of three different reasons as to why the novel has been challenged. The article then lists the multiple awards the novel has been awarded, and has an entire section which explains the controversy that exists with this novel. Since this novel is so frequently challenged however, I feel like it could use a bit more information in the "Controversy" section.

The information in the article seems to be very accurate. All of the sources are extremely recent, with most from the past 2-3 years. In addition, all of the links I clicked on worked. Overall, the article has good structure and sources.

Evaluation of "Drama (graphic novel)" (#2)

After reading the novel, I can see that the summary could be written better. Some points of the novel included in the summary with much details and description, while other parts of the novel are only briefly mentioned or even skipped over some in the summary. The summary could use more information about the rising action and falling action. The events leading up to the climax, and how Callie acts after the climax, are only briefly mentioned.

The section lacking the most is definitely the background. All of the other sections include much more detail and information than the background, which can be very important in understanding the novel, its purpose, and the author.

Much of the talk page is about students editing the article.

The section on Controversy could use more explanation on the reasons why the novel has been challenged. It lists many different places who have challenged the book, but they each only briefly mention why the book has actually been challenged.

Evaluation of "A Wrinkle In Time":

The Wikipedia article follows a clear, standard format, including sections on Background, Publication History, Characters, Summary, Major Themes, and Reception. Although the article has much information in many different sections, it doesn't include a section on genre. Genre is something that is very important to add when understanding how or why a novel was written, and should be included in this Wikipedia article.

The article also has a variety of sources, all fairly recent. They all appear to be reliable.

The article also does not contain an Analysis section, so readers of this Wikipedia article might miss reading about the impact of the novel and how critics reacted to its publication.

An article that could help create an Analysis section is https://proxy.library.georgetown.edu/login?url=https://search.credoreference.com/content/entry/sagersd/l_engle_madeleine/0?institutionId=702. It provides some information on the genre of science fiction and psychological realism, and how L'Engle creates her main characters and the influences on them.

Evaluation of "Precious Knowledge"

Although the article contains multiple sections and it clearly formatted, the section on the "Plot" and "After the film" have much more information than all of the other sections do. The "Reception" and "Premiere" sections could definitely use more information; they are very short compared to other parts of the article.

The article contains many reliable references that are all fairly recent, most of them from within the last 10 or so years. However, I came across a point in the article where there was a "citation needed". Citations may need to be further checked, and there might be some other spots where a citation is needed and it does not say so.

The article contains much detailed, factual, information, and seems to not contain bias, which is good. However, more information could be used to further the controversy about the movie and explain the other side of the argument.

There is much detailed information on the issue in court and reactions to the movie after it in was published.

Evaluation of "Persepolis (comics)"

Although there are many different sections in the article, much information in the article is misplaced in the wrong section. There is some information in the beginning section that should be added to the "Background" section. The "Background" section contains information that should be in the "Summary" section. There is a "Genre" section, and also a part about Genre in the "Analysis" section.

In my opinion, more characters should be added to the character list. For example, Frau Doctor Heller isn't on there for the Persepolis 2: The Story Of A Return. The list of characters in the article could be a bit confusing to someone who has not read the books. The characters in the second book, should be listed under "Characters in Persepolis 2: The Story of a Return, even if they also appear in the first book and are already listed.

In the "Genre" section, the novel is first categorized as a "non-fictional graphic autobiography" and a few words later is categorized as a "graphic novel". Also, in the beginning section it is referred to as a "graphic autobiography". Later in the article it is called an "illustrated memoir". Although these terms are generally similar, there should be one specific way of describing the genre of the novel, not many different ways. If there is a section dedicated to "Genre", then why would there be a "Genre" subheading in the "Analysis" section.

The article contains many decent sources, all being somewhat recent and all seem to work. However, the article could probably use some more citation and various places throughout it.

Draft One of Contributions to Wikipedia Page - Persepolis Article

* everything in bold is what I added

Reception section : 'Despite much controversy surrounding the novel, Persepolis'' has turned into an important part of literature which connects the Western and Iranian world. The graphic novel was awarded to Newsweek's Ten Best Fiction books list, and was even created into a film in 2007 (CITE Persepolis article). Reading Persepolis "lends itself to discussion of literary strategies and to teaching visual literacy, as well as to broader discussions of cultural difference as constructed in art and the media and as experienced in life." (CITE Persepolis article). This being said, reading the book helps to further develop the learning of students about a foreign culture, because Persepolis contains factual information about Satrapi's real life experiences (CITE Critical Encounters article). In addition, the novel allows its readers to critically think about the phenomenon of war, while also exploring the potentials of peace (CITE Critical Encounters article). From writing about her own real life experiences, Satrapi's writing denies typical assumptions the world makes about Western Iranian women (CITE Persepolis article).'''

'There are debates about which type of audience Persepolis'' was intended for. Despite the images and easy-to-read text, Persepolis is often taught at the high school level because these students are able to take the information and thoroughly discuss it to enhance their literary skills (CITE Persepolis article). A study has shown that specifically, Persepolis has greatly impacted the thinking skills of students who were taught Persepolis in their classroom (CITE Critical Encounters Article).'''

Background section: '''Marjane Satrapi's use of graphic novels to depict her own life events has made her reading easily accessible to people throughout the world (CITE Satrapi, Marjane article). Satrapi's first novel in the series, Persepolis: The Story of A Childhood, depicts her childhood in Iran during the Islamic Revolution, while the second novel, Persepolis 2: The Story of A Return, depicts her high school years in Vienna, Austria, which includes''' her subsequent return to Iran where she attends college, marries, and later divorces before moving to France. Hence, the series is not only a memoir, but a Bildungsroman.[citation needed] Persepolis 1 was written in 2000 and Persepolis 2 was written in 2004. Both describe her life experiences of being Iranian and the way in which the Revolution shaped her life and the lives of her friends and family. The novel narrates “counter-historical narratives that are mostly unknown by a Western reading public."

'Persepolis'' has become an easy attainable book for students to read, learn, and engage in as a result of Marjane's relatable character. Like any adolescent, she gets into some trouble, yet she also is intelligent and eager to learn. She listens to music, reads, and idolizes celebrities, which allows teenage readers to easily identify with her qualities (CITE Animation article).'''

'After the writing and publication of Persepolis,'' Satrapi herself has transformed into a diplomat for her home country of Iran (CITE Satrapi, Marjane article). She has "become a spokeswoman for greater freedom there [Iran], and a voice against war and cross-cultural understanding" (CITE Satrapi, Marjane article).'''

Bibliography of Sources For Editing Persepolis Article

References:

Gard, D., & Satrapi, M. (2013). Persepolis. In T. Riggs (Ed.), The literature of propaganda. Farmington, MI, USA: Gale. Retrieved from https://proxy.library.georgetown.edu/login?url=https://search.credoreference.com/content/entry/galelp/persepolis/0

Satrapi, M. (2003, Why I wrote persepolis. Writing, 26, 9-11. Retrieved from http://proxy.library.georgetown.edu/login?url=https://search.proquest.com/docview/196496795?accountid=11091

Satrapi, marjane. (2018). In Gale Cengage Learning, (Ed.), Gale biographies: Popular people. Farmington, MI, USA: Gale. Retrieved from https://proxy.library.georgetown.edu/login?url=https://search.credoreference.com/content/entry/galegbpp/satrapi_marjane/0

Sun, L. (2017). Critical encounters in a middle school english language arts classroom: Using graphic novels to teach critical thinking & reading for peace education. Multicultural Education, 25(1), 22-28. Retrieved from http://proxy.library.georgetown.edu/login?url=https://search.proquest.com/docview/2007680390?accountid=11091

Warren, K. (2010). Animation, representation and the power of the personal story: Persepolis. Screen Education, (58), 117-123. Retrieved from http://proxy.library.georgetown.edu/login?url=https://search.proquest.com/docview/880483940?accountid=11091

Final Draft of Contributions to Wikipedia Page

* everything in bold is what I added

Reception section : 'Despite much controversy surrounding the novel, Persepolis'' has turned into an important part of literature which connects the Western and Iranian world. The graphic novel was awarded to Newsweek's Ten Best Fiction books list, and was created into a film in 2007 (CITE "Persepolis" article). Reading Persepolis "lends itself to discussion of literary strategies and to teaching visual literacy, as well as to broader discussions of cultural difference as constructed in art and the media and as experienced in life." (CITE "Persepolis" article). This being said, teaching this book helps to further develop the learning of students, especially the learning of a foreign culture, because Persepolis contains factual information from Satrapi's real life experiences growing up in Iran (CITE "Critical Encounters" article). In addition, the novel allows its student readers to critically think about the phenomenon of war, while also exploring the potentials of peace (CITE "Critical Encounters" article). From writing about her life and the people in it, Satrapi's writing also denies typical assumptions made by the world about Western Iranian women (CITE Persepolis article).'''

'A study has shown that Persepolis has greatly impacted the thinking skills of middle school students who were taught Persepolis'' (CITE Critical Encounters Article). Despite the images and easy-to-read text, Persepolis is also often taught at the high school level because high-school aged students would be able to take the information learned and thoroughly discuss it to enhance their literary skills (CITE Persepolis article).'''

'As a result of the simple language and images, and Satrapi's relatable character, Persepolis'' has become an easily attainable book for students to read, learn, and engage in. Like any adolescent, Marji gets into some trouble, yet she also is intelligent and eager to learn. She listens to music, reads, and idolizes celebrities, which allows teenage readers to instantly identify with her qualities (CITE Animation article).'''

Background section: '''Marjane Satrapi's use of graphic novels to depict her own life events has made her reading easily accessible to people throughout the world (CITE Satrapi, Marjane article). In an article titled "Why I wrote Persepolis", Satrapi says "Images are a way of writing. When you have the talent to be able to write and to draw, it seems a shame to choose only one. I think it's better to do both" (CITE Why I wrote Persepolis article). Her first novel in this series, Persepolis: The Story of A Childhood, depicts her childhood experiences in Iran during the Islamic Revolution, while her subsequent novel, Persepolis 2: '''The Story of A Return, depicts her high school years in Vienna, Austria. Persepolis 2 also includes Satrapi's return to Iran where she attends college, marries, and later divorces before moving to France. Hence, the series is not only a memoir, but a Bildungsroman.[citation needed] Persepolis 1 was written in 2000 and Persepolis 2 was written in 2004. Both describe her life experiences of being Iranian and the way in which the Revolution shaped her life and the lives of her friends and family. The novel narrates “counter-historical narratives that are mostly unknown by a Western reading public." After the writing and publication of Persepolis, Satrapi herself has transformed into a diplomat for her home country of Iran (CITE Satrapi, Marjane article). She has "become a spokeswoman for greater freedom there [Iran], and a voice against war and cross-cultural understanding" (CITE Satrapi, Marjane article).

-word count for all new added material = 411 words (4/23/19)