User:Hannahso608/sandbox

Article Evaluation for Drama


 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * The information in the article is mostly relevant to the article topic. One thing that distracted me a bit was the discussion of hegemonic masculinity under the themes section. After reading that section, I am not too sure if it is a major theme of the novel, especially not in comparison to the novel's focus on homosexual identity and coming out. There is only one source included in the article that addresses hegemonic masculinity. I would like to know if there are other literary scholars who identify hegemonic masculinity as a major theme as well.
 * Is any information out of date? Is anything missing that could be added?
 * No information seems to be out of date. In the controversy section of the article, it is mentioned that the book made the ALA's list of the top ten most frequently challenged books in 2014, two years after it was published. Given the social and political changes that have occurred since then, I would love for there to be an update as to whether or not Drama is still as controversial now in 2018 as it was in 2014.
 * What else could be improved?
 * The summary could be condensed a bit. Although very thorough, I feel that some of the details may be unnecessary, such as the fact that Callie's love for theater began after seeing a play with her mother. In addition, there is a lot of repetition in regards to the transition words used in the summary. For example, the transitions "later on," and "the next day" are used multiple times. The analysis section could also be expanded to include more information about the significance of the novel's genre.
 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * The article seems to be mostly neutral. Although the article includes Telgemeier's response to criticism of her novel, the author of the article itself does not seem to inject his/her own opinion.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * I feel that all viewpoints are fairly represented in the article.
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * The links work. The sources support claims in the article.
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted
 * Facts are mostly referenced with an appropriate, reliable reference. The information largely comes from sources like the Washington Post and the New York Times, which are largely objective.

Article Evaluation for "Rigoberta Menchú"


 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Everything in the article is relevant to the article topic. None of the information itself on the page distracted me. However, I did find the frequent "Citation Needed" icon next to sentences without references a bit distracting.
 * Is any information out of date? Is anything missing that could be added?
 * The information seems mostly up to date. However, I would like to see more updates (from the last 5 years?) about the life and accomplishments of Menchu.
 * What else could be improved?
 * Much of the information in the article is lacking citations. There are also multiple grammatical errors in the article, as there are multiple sentences lacking correct capitalization and punctuation. The organization of the article can be improved too, as the information in the article seems more like an unorganized listing of facts rather than a coherent summary of Menchu's life and accomplishments.
 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * The article is mostly neutral. None of the claims seem heavily biased toward a particular position.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * In the "Controversies about her testimony" section, it would be better if the article also included Menchu's response to criticism about her testimony.
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * The links work. However, some of the citations do not include links to articles.
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted
 * Some of the facts do not contain references. Some of the information comes from sources like The New York Times, and the United Nations. However, some of the information comes from sources like PeaceJam, and Peace Abbey, which may not be as credible.


 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * There are several conversations about how much of the information is lacking citations, and that the information may not be accurate. There is also a conversation about how the article gives too much attention to critics and conspiracy theories about Menchu's life and work. The most recent conversation is from 2016.
 * How is the article rated? Is it a part of any WikiProjects?
 * The article has a C-Class rating, which means that substantial cleanup is required. It is part of the Biography, Guatemala, Women's History, Indigenous Peoples of the Americas, and Women Writers WikiProjects.
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * In the book we read, Rethinking Columbus, Menchu is portrayed in a much more positive light as a Nobel Prize winner and human rights activist. There is no mention of the controversy surrounding her work. In contrast, the Wikipedia article for Menchu mentions that she is a Nobel Prize winner and humanitarian, but does not explain her accomplishments in detail. A disproportionate amount of information in the article is also devoted to discussing the controversy about Menchu's testimonies.

Article Evaluation for "Ethnic Studies"


 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Everything in the article seems mostly relevant to the article topic. Although the information is all related to ethnic studies, I found the article sections on "Active Undergraduate Programs" and "Graduate programs" to be cluttering and unnecessary. The section titled "Scholars whose work is associated with ethnic studies" is also unnecessary and distracting, as it is simply a list of names, with no description or explanations included.
 * Is any information out of date? Is anything missing that could be added?
 * The information seems to be mostly up-to-date. There is a section of the article on the Arizona's 2010 ban on ethnic studies programs, with updates up to 2017. If any more recent controversies over ethnic studies have occurred since the Arizona's ban, I would like for them to be added to the article.
 * What else could be improved?
 * Much of the information is lacking proper citations. For example, the "History" section is five paragraphs long, but only contains two citations in total.
 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * The article seems to be biased towards a pro-ethnic studies position, especially in the "Political Attacks" section. For example, the sentence "In the face of such attacks, ethnic studies scholars are now faced with having to defend the field," reflects bias, as it portrays ethnic studies as something that is being unreasonably attacked, rather than just controversial. The phrases that are used to describe opponents, such as "reactionary movement from the right," labels all opponents of ethnic studies as right wing and ultra-conservative.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * In the "Political Attacks" section, there should be more elaboration on the viewpoints of those who oppose ethnic studies programs. Instead of selecting bits and pieces of quotes from opponents to include in the article, it would be better if a full sentence or line from an opponent was included.
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Mosts of the links work, but some, like the link to the Central Washington University website, and a link to a National Review article lead to a page that says "Page not found." The sources that work support the claims in the article.
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted
 * Many facts are not referenced at all, especially those in the "History" section. For the facts that do have references, the information comes from a variety of sources including university websites and The New York Times. However, some sources like the website Ethnic Studies Now, seem not only biased, but also unreliable.


 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * On the talk page, there are several discussions about the modification of links, as well as the lack of citations for large amounts of information. Another conversation that I found interesting is the need for sections about the controversy surrounding ethnic studies to be cleaned up, as they are clearly biased, and inaccurately portray opponents of ethnic studies.
 * How is the article rated? Is it a part of any WikiProjects?
 * The article has a C rating. It is part of the Ethnic Groups, Sociology, and United States WikiProjects.
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * Like in class, the Wikipedia article on ethnic studies has a large focus on the controversy surrounding it. However, in regards to the controversy, the Wikipedia article takes a much more biased approach.

Article Evaluation for "A Wrinkle in Time" (book)


 * The Wikipedia article for A Wrinkle in Time somewhat follows the structure described by the Wikipedia handout. There is a lead section, summary, reception, and adaptation section, which is included in the format of a basic Wikipedia article. The article also has a "Characters," "Locations," and "Themes" section, which is not mentioned in the article format handout. While there is no "Background" section, information about the author's inspiration for writing the book, combined with information about the book's publication history, and awards won, is all included in the "Publication History" section at the beginning of the article. Although the combination of background information and publication information into one section does not exactly follow the article format, I feel that this is fine, as there is some overlap between the two, and it does not create a distraction. However, information about the awards that the book has won would be better placed in the "Reception" section rather than at the beginning of the article under "Publication History."
 * The A Wrinkle in Time article is lacking a genre/style section, and an "Analysis" section. It would be helpful to see a discussion about the science-fiction/fantasy genre of the novel, since these elements help make the book unique. Having an "Analysis" section would also improve the article, as the inclusion of scholarly analysis would provide more in-depth information about the book.
 * I found a source on Credo Reference about A Wrinkle in Time that includes a paragraph about the significance of the science-fiction and fantasy genres of the novel. The citation of the article is: Ang, Susan. "Wrinkle in Time, A (1962)." The Cambridge Guide to Children's Books in English, edited by Victor Watson, Cambridge University Press, 1st edition, 2001. Credo Reference, https://proxy.library.georgetown.edu/login?url=https://search.credoreference.com/content/entry/childbooks/wrinkle_in_time_a_1962/0?institutionId=702 . Accessed 09 Oct. 2018.

Article Evaluation for "Persepolis (comics)"-List of questions from evaluation activity


 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Everything in the article is relevant to the topic. Nothing in the article really distracted me.
 * Is any information out of date? Is anything missing that could be added?
 * The information is mostly up to date. The most recent information in the article is about how Persepolis was challenged in 2015 by Crafton Hills College in California. Although 2015 is still relatively recent, I would like to know if there were any other challenges to the book in the past three years.
 * What else could be improved?
 * The summaries for both Persepolis 1 and Persepolis 2 are very long, and include details that may not be necessary. For example, the summary for Persepolis 2 mentions that Marji spends her winter break in Vienna by "reading and eating pasta," which is an irrelevant detail. In addition, the character list seems to be overly long as well. Many of the characters on the list, such as Kia and Mali, are only mentioned once in the books, and are unnecessary to the list.
 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * The article seems mostly neutral. The "Reception" section of the article tries to balance praise for the book with criticism and challenges to it.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * No specific viewpoint seems to be overrepresented or underrepresented.
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Some of the links in the article do not work. For example, when I click on the link to an article called "From Prophesy to Punk" for citation 17, it leads to a page that says "Error." However, for the links that do work, the sources seem to support the claims in the article.
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted
 * Facts are mostly referenced to a source. The information comes from a variety of sources, from the Boston Globe, to the Comic Book Legal Defense Fund. Not all sources seem to be neutral, or reliable. For example, the citation #13 is linked to the Wikipedia article for "Visual literacy," which may not be reliable. Similarly, the Comic Book Legal Defense Fund may not be reliable, and would be clearly biased in favor of comic books and graphic novels like Persepolis.


 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * There are a few conversations about whether or not Persepolis can be accurately labelled as a "graphic novel," since it features real-life events.
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
 * In class we spent a large amount of time discussing how Persepolis incorporates elements that are both familiar and alien to Western audiences, as well as about the similarities and differences between the two Persepolis books. The Wikipedia article does not mention either of these topics.

Article Evaluation for "Persepolis (comics)"-based on article structure for book handout


 * The article has most of the components described in the handout, including lead section, background, summary, genre/style, publication history, and reception. However, I feel like information under certain sections may fit better elsewhere. For example, the "Background" section includes information about the awards won by the book, which should be under the "Reception" section instead.
 * The article is lacking an "Analysis" section. Although the article includes some scholarly analysis in the "Genre/Style" section, having an "Analysis" section in the page would allow for greater discussion of main ideas and themes of the books.

~

Draft of contributions to Drama article

For "Style/Genre" section:

As the story of Drama is told through integrating text with comics-style art, the book can be classified as a graphic novel.

Drama's graphic novel genre has received praise from visual literacy and critical reading professor Meryl Jaffe, who holds that Telgemeier's illustrations communicate a "sense of place, touch, and feel" which allows readers to connect with the characters and events in the book. Jaffe suggests that the depiction of a diverse student body, in regards to color, ethnicity, size, and sexual orientation in the novel helps to normalize the process of coming out, as it creates an understanding that everyone, regardless of appearance or background, experiences similar challenges with self-identity. She argues that Telgemeier's creative decisions, such as using facial expressions to convey emotion, and color to express mood, allow readers to better comprehend the complexities of the situations that the characters in the novel experience. Through her use of visuals, Telgemeier is able to successfully address difficult subjects, including LGBTQ relationships, which adds "dimension" to the novel.

The graphic novel genre of Drama is also praised by college librarian Eti Berland, who contends that the use of graphics allow readers to imagine themselves in the book. By having a visual representation of the challenges that the characters deal with, readers not only develop an improved understanding of LGBTQ experiences, but also gain a better sense of empathy for others. For readers who identify as LGBTQ, Berland argues that Telgemeier's positive depiction of LGBTQ characters in Drama serves to validate their experiences.

Professor of literature Michelle Ann Abate has taken issue with Telgemeier's graphics, as she claims that the illustrations and creative choices in the novel carry white supremacist and racist overtones. For example, Abate points out that West Redding, who bears a striking resemblance to Ashley Wilkes from the movie Gone with the Wind, is the only character in the book whose eye color is depicted. With his blue eyes, blond hair, and role as the male lead for the play Moon Over Mississippi, West seems to symbolize "white racial purity." Equally troubling is the similarity between an illustration of Justin performing in a dance routine for the school play and caricatures of Jim Crow performing a minstrel dance, especially since Justin plays a comedic role in the performance. Abate argues that the uncanny resemblance between Telgemeier's drawings and racially charged images presents a tension that complicates the issue of race in Drama, and renders the novel much less progressive than most critics believe.

For "Analysis" section:

Literary scholar Michelle Ann Abate presents a more critical view of Drama by arguing that the novel's romanticization of the antebellum South and lack of meaningful discussion of race limits its purpose as a celebration of diversity. For example, Abate contends that the title of the school play, Moon Over Mississippi, which serves as a backdrop for the events in the novel, represents a whitewashing and idealization of Southern plantation life that ignores the realities of life during that era, including slavery. Although Raina Telgemeier's multicultural cast of characters in the novel is an attempt to promote diversity, her efforts are undermined by the characters' failure to engage in dialogue about race and power. Abate observes that the absence of discussion about race among students at Eucalyptus Middle School reflects the situation of many American millennials, in which they reject racism and embrace tolerance and diversity, but are also "colorblind" in that they are uncomfortable with actually addressing issues of race. She claims that Drama's troubling treatment of both past and contemporary racial tensions ultimately compromises the praise it received for being a progressive novel that realistically portrays LGBTQ characters.

Revised contributions to Drama article

As the story of Drama is told through integrating text with comics-style art, the book can be classified as a graphic novel.

Drama's graphic novel genre has received praise from visual literacy and critical reading professor Meryl Jaffe, who holds that Telgemeier's illustrations communicate a "sense of place, touch, and feel" that allows readers to connect with the characters and events in the book. Jaffe suggests that the depiction of a diverse student body helps to normalize the process of coming out. The diversity featured in the graphics convey that everyone, regardless of appearance or background, experiences similar challenges with self-identity. She argues that Telgemeier's creative decisions, such as using facial expressions to reveal emotion and color to express mood, allow readers to better comprehend the complexities of the situations that the characters experience. Through her use of visuals, Telgemeier is able to successfully address difficult subjects, including LGBTQ relationships.

The graphic novel genre of Drama is also praised by college librarian Eti Berland, who contends that the use of graphics allow readers to imagine themselves in the book. By having a visual representation of the challenges with which the characters deal, readers not only develop an improved understanding of LGBTQ experiences, but also gain a better sense of empathy for others. For readers who identify as LGBTQ, Berland argues that Telgemeier's positive depiction of LGBTQ characters in Drama serves to validate their experiences.

Professor of literature Michelle Ann Abate has taken issue with Telgemeier's graphics, as she claims that the illustrations and creative choices in the novel carry white supremacist and racist overtones. For example, Abate points out that West Redding, who bears a striking resemblance to Ashley Wilkes from the movie Gone with the Wind, is the only character in the book whose eye color is depicted. With his blue eyes, blond hair, and role as the male lead for the play Moon Over Mississippi, West seems to symbolize "white racial purity." Another aspect that Abate finds troubling is the similarity between an illustration of Justin performing in a dance routine for the school play and caricatures of Jim Crow performing a minstrel dance, especially since Justin plays a comedic role in the performance. Abate argues that the uncanny resemblance between Telgemeier's drawings and racially charged images presents a tension that complicates the issue of race in Drama, and renders the novel much less progressive than most critics believe.

For "Analysis" section:

Literary scholar Michelle Ann Abate presents a more critical view of Drama by arguing that the novel's romanticization of the antebellum South and lack of meaningful discussion of race limits its purpose as a celebration of diversity. For example, Abate contends that the title of the school play, Moon Over Mississippi, which serves as a backdrop for the events in the novel, represents a whitewashing and idealization of Southern plantation life that ignores the realities of life during that era, including slavery. Although Raina Telgemeier's multicultural cast of characters in the novel is an attempt to promote diversity, her efforts are undermined by the characters' failure to engage in dialogue about race and power. Abate observes that the absence of discussion about race among students at Eucalyptus Middle School reflects the situation of many American millennials, in which they reject racism and embrace tolerance and diversity, but are also uncomfortable with actually addressing issues of race. She claims that Drama's troubling treatment of both past and contemporary racial tensions ultimately compromises its status as a progressive novel that realistically portrays LGBTQ characters.