Aktar, Wasim, Dwaipayan Sengupta, and Ashim Chowdhury. "Impact of Pesticides use in Agriculture: Their Benefits and Hazards." Interdisciplinary Toxicology 2.1 (2009): 1. Web Schultz, Colin. “Pesticides May Be Harmful to Animals Even at ‘Safe’ Levels.” Smithsonian.com, Smithsonian Institution, 18 June 2013 Soffar, Heba. “Positive and Negative Effects of Chemical Pesticides.” Science Online, 3 Sept. 2016 “Pesticides.” World Health Organization, World Health Organization, 3 Oct. 2018, www.who.int/topics/pesticides/en/. ( Find two more sources which have an arguments which are related to the topic) Overview If you’ve ever assembled a jigsaw puzzle then you know that each piece makes a contribution to the whole puzzle, the whole story. Writing a literature review is a bit like assembling a jigsaw puzzle. All of the individual pieces (the sources’ arguments) must be put together in order to reveal the whole picture, which in the case of the literature review, is the current state of thinking about your selected topic. As a literature review is different than an annotated bibliography, which presents source summaries one after the other, it can be challenging to structure and organize your research so that you’re showing the current state of knowledge on your topic. Where do you begin? Your goal as a researcher, who has analyzed a body of literature, is to determine the current state of knowledge about your research topic. One of the tools you can use to process the source information, organize your thoughts and research, and shape your Project 3 Literary Review, is an outline. Skills & Strategies This Part 1 Assignment will help you to • • • build on your information literacy, critical thinking, note-taking, and assessment skills assess the credibility and significance of each of your sources summarize each source and identify its contribution to the state of knowledge on your research topic • • • identify the intersections and connections among your collected research, often represented as key issues, sub-issues, major themes or trends, or topics analyze the sources’ major points and points of repetition among the sources’ arguments synthesize and organize source material with a goal to shape the conversation on state of knowledge on your research topic Description (and Step by Step) For Part 1, you will construct a full sentence alphanumeric outline. Prior to writing your outline, you should consider the following pre-outline questions/steps: 1. Summarize and cite your sources using the rhetorical summary model as a guide. Zero in on the key issues each source reveals and the author’s position on each issue. 2. Step back and see the key issues that the sources’ arguments reveal when the bigger picture emerges as a result of your synthesis. These key issues are the repeated topics of concern raised by your sources, the intersections/connections, points of agreement, and/or the points of contradictions you have discovered. 3. With each key issue the big picture reveals, note any subtopics within the key issues, highlight examples, paraphrase source material, and sparingly use quotes that provide detail. 4. Now you’re ready to write your thesis and organize your material by key issues. 5. Before uploading the assignment to MyReviewers, make sure you include a works cited page. The following suggested steps will help you to present the intended content of your literature review and organize that content in a logical, coherent manner: 1. Begin with a centered working title for your Project 3 Literature Review 2. Construct your thesis, the sentence or two that reveals the current state of knowledge on your topic: the overarching focus of your literature review 3. Write topic sentences that introduce at least 4 major key issues. Label these major key issues as Roman Numerals (I, II, III, IV) 4. List any key issue subtopics that subdivide the major key issues further. Label these key issue subtopics in capital letters (A, B, C, etc.) 5. Note supporting points or arguments as evidence (examples, paraphrased material, brief quotes), along with names of sources, for each key issue. Label this evidence in Alpha numerals (1, 2, 3, etc.). 6. If applicable, continue to sub-divide each supporting point until your outline is fully developed. Label any subdivisions in lower case letters (a, b, c, etc.). 7. Include a Works Cited page. Helpful Hints You want to identify at least 4 key issues (and subsequent sub-issues if they exist) so that you have enough material related to the current state of thinking on your research topic. Try to be as complete as you can in the details you provide (examples, paraphrased material, brief quotes) from your source material. By being thorough, you will have (1) more information to draw from, (2) an organization pattern to follow, and (3) a solid reference guide to transfer to the writing of your literature review. While you want to quote from the research when the way something is said is unique and critical to the understanding of the argument, be careful not to over-quote or use long or block quotes. Sample 1 Student 4 Instructor Example ENC 1101 May 20, 2018 The Debate Surrounding Transgender and Gender Variant Bathroom Rights I. II. III. Intro a. Thesis: The critical conversation, including scholars, researchers, and medical professionals, is trending towards protecting transgender and gender variant individuals’ rights to use the bathroom of their choosing without discrimination, harassment, or violence by continuing to fight for a national legal precedent. The Debate in the Situation a. Topic Sentence: The problematic rhetoric most frequently used by those in opposition to anti-discrimination or inclusion laws is based on the protection of ciswomen and children from the predatory male. b. Paragraph Purpose: To outline the two sides of the debate. c. Evidence: i. Kristen Schilt and Laurel Westbrook  “The opponents are making an argument against any bodies perceived as male having a legal right to enter a woman-only space because they imagine such bodies to present a sexual danger to women and children” (27). ii. Jill D. Weinberg  Points out that the argument against trans bathroom rights is focused almost only around the assumed danger to ciswomen and children. She says this means that people think they are more deserving of protection than the trans community (148). d. Putting it All Together: All authors agree that the argument against trans bathroom rights is the risk it could pose to cisgender women and children. Both argue this is an incorrect assumption of risk. The Reality of the Situation a. Topic Sentence: It is actually the trans and gender variant community who is most at risk. b. Paragraph Purpose: To show that evidence does not support the opposition’s argument. c. Evidence i. Emanuella Grinberg and Dani Stewart Sample 2  IV. According to a survey conducted by the University of California, Los Angeles’ Williams Institute in 2013 that found that 70% of transgender and gender non-conforming American respondents reported “being denied access, verbally harassed, or physically assaulted in public restrooms.” ii. Judith Halberstam  Halberstam shares her story about being harassed by ciswomen in a women’s restroom (they called security because Halberstam was obviously gender variant) (20).  Halberstam also shares a story about Remedios, who was physically thrown out of an establishment for using the restroom in accordance with her sex, not her gender (20). iii. Jill D. Weinberg  Weinberg points out that having to use a restroom in line with sex poses many significant problems (150). d. Putting it All Together: Grinberg and Stewart use data to show that it is not ciswomen and children but the trans community at risk. Halberstam proves this in a personal account. Weinberg furthers the conversation by pointing out the problems in the sex-based thinking. The Risks of the Situation a. Topic Sentence: This risk ignites a fear that pervades transgender and gender variant communities of all ages, which creates other points of risk for a vulnerable population. b. Paragraph Purpose: To engage the reader by showing what is at risk if the debate continues. c. Evidence: i. Catherine Jean Archibald  She points out that the fear of using a bathroom as a trans or gender variant person can lead students to not eat or drink all day to avoid needing to go. This leads to kidney and bladder issues (160).  She says this fear leads to gender dysmorphia. Definition: “characterized by a clinically significant distress over the discord between the gender assigned at birth and the gender the individual identities with,” is considerably exacerbated by such fear of discrimination and can even lead to increased risk of suicide (15-16). ii. Judith Halberstam  “It is crucial to recognize that the bathroom problem is much more than a glitch in the machinery of gender segregation and is better described in terms of the violent enforcement of our current gender system” (25). Sample 3 V. VI. d. Putting it All Together: Archibald and Halberstam agree that the current segregated system creates a system of risk and violence. Archibald illustrates this with explanations of student realities and Halberstam summarizes with a statement. Legal Moves within the Debate a. Topic Sentence: The debate surrounding bathroom segregation has become a legal one. While anti-discrimination policies like Title IX exist, they do not specifically encompass gender-based bathroom use discrimination. b. Paragraph Purpose: To characterize what has been done to see what needs to still be done. c. Evidence i. Jill D. Weinberg  She argues that bathroom segregation for gender is like bathroom segregation was for race, and that it involves the same sort of privileging of protection and allowance of discrimination (149).  Employment Non-Discrimination Act does not include “provisions regarding bathroom accommodations for transgender employees,” and so “permits employers to impose restrictions on bathroom usage and to discriminate against transgender employees without the risk of liability,” which can include employment termination (148). ii. Catherine Jean Archibald  Archibald discusses the Obama era Department of Education Letter ( pro-rights interpretation of Title IX) and the Trump era Department of Education Letter (anti-rights interpretation of Title IX) (4-6). iii. Liz Hill  Confirms that the Department of Education will not be interpreting Title IX as inclusive of gender based discrimination in bathroom rights, only sex based discrimination. iv. National Center for Transgender Equality  The fight is not over. The 2018 anti-rights laws did not gain traction. d. Putting it All Together: While there has been legal progress made towards protecting trans and gender variant communities in their restroom use, there is still a significant legal pushback against inclusion laws. Weinberg outlines the current limitations of the legal system, Archibald discusses the pro/con legal movements, and Hill steps in to characterize the current interpretations of inclusion protections. Conclusion a. Recap Major Arguments b. Future Areas of Research: Sample 4 i. To continue disproving that ciswomen and children are at risk if laws protecting trans and gender variant rights are enacted. ii. To think through ways that bathroom systems may be changed to be more integrated or protecting of all people. iii. To continue to use this data and thinking to create protection and inclusion laws. Sample 5 Works Cited Ali, Diana. “The Status of Trans Rights in 2018.” NASPA, 1 Mar. 2018. www.naspa.org/rpi/posts/the-status-of-trans-rights-in-2018. Accessed 11 May 2018. Archibald, Catherine Jean. “Transgender Bathroom Rights.” Duke Journal of Gender Law & Policy, vol. 24, no. 1, 2016, pp. 1-31. scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1311&context=djglp. Accessed 13 May 2018. Grinberg, Emanuella and Dani Stewart. “3 Myths That Shape the Transgender Bathroom Debate.” CNN, 7 Mar. 2017. www.cnn.com/2017/03/07/health/transgender-bathroomlaw-facts-myths/index.html. Accessed 14 May 2018. Halberstam, Judith. Female Masculinity. Duke University Press Books, 1998. Schilt, Kristen and Laurel Westbrook. “Bathroom Battlegrounds and Penis Panics.” Contexts, vol. 14, no. 3, 2015, pp. 26-31. SAGE, doi:10.1177/1536504215596943. Accessed 10 May 2018. Turner, Cory and Anya Kamenetz. “The Education Department Says It Won't Act On Transgender Student Bathroom Access.” National Public Radio, 12 Feb. 2018. www.npr.org/sections/ed/2018/02/12/585181704/the-education-department-says-it-wontact-on-transgender-student-bathroom-access. Accessed 14 May 2018. Weinberg, Jill D. "Transgender Bathroom Usage: A Privileging of Biology and Physical Difference in the Law." Buffalo Journal of Gender, Law & Social Policy, vol. 18, 2010, pp. 147-175. heinonline.org/HOL/LandingPage?handle=hein.journals/bufwlj18&div=8&id=&page=. Accessed 14 May 2018. Sample 6 Endnote: Thank you for letting me read your early draft, Student. You always exceed assignment requirements, and I appreciate how much effort you put into this class. Letter Grade: A