Question

4-2 Short Paper: Major Contributions of Minority Groups Assignment Task: Submit to complete this assignment Trace some of the major contributions of an ethnic or "minority" group to U.S. culture, for example, to music, the arts, dance, or theater. There are many other possibilities! Develop your composition based on an area of interest to you in the arts.

Answer 1

Follow the composition below:

I'm four classes from my four year certification in exploratory writing, and one of my last classes is a 400-level Interdisciplinary Studies course called "Decent variety." For the most recent a month, I've managed reading material papers, and kindred understudies, that state the omnipresent presence of bigotry, sexism, et cetera in America, particularly as showed, as though it were inborn to their tendency, by—you got it—white hetero guys. Bigotry and sexism exist, obviously, yet they are not universal characteristics, and they are absolutely not intrinsic. However, regardless of course reading and understudy claims concurring with that, the subtext is clear: "advantaged" white hetero guys and females are supremacist, sexist, and uncompassionate "oppressors" to every other person. I have done, and will keep on doing, my best to sensibly contend against these general terms and get out the course reading writers and some of my kindred understudies as the racists they seem to be, who bolster white blame and all that other rubbish. (I can do this since I'm Costa Rican. Correct? Gracious, pause, don't worry about it… I get it really makes me a "white-washed backstabber." #whatevs.) Recently, however, I felt cornered. The rules for our third short paper were as per the following:

Follow a portion of the significant commitments of an ethnic or "minority" gathering to U.S. culture, for instance, to music, expressions of the human experience, move, or theater. There are numerous different conceivable outcomes! Build up your creation in light of a zone important to you in human expressions.

I chose to revolt, a bit. I thought about kowtowing and finishing the task as required, however I proved unable. My brain doesn't work under impulse. Be that as it may, I need an OK review. So I did what I could to be consistent with my feelings yet satisfy—somehow—the necessities of the task. The following is the acquaintance and conclusion just with my paper (the center stuff isn't excessively applicable, making it impossible to this discourse, however you can read the article completely here in the event that you need). What do you think? Will I get an A, B, or C on this paper? What review would you give me in the event that you were the educator? Here we go!

It is improper to expect understudies to concentrate on masterful accomplishments construct basically in light of racial or ethnic contemplations. Were I slanted to meet the prerequisite, further, I would think that its troublesome. My zone of intrigue is writing, and as I examine my bookshelf, I see that the majority of the writers whose works I have perused and delighted in are American white guys. Be that as it may, in light of the fact that they are American white guys and don't constitute a minority, I can't specify their brilliant commitments to writing. Since my bookshelf contains couple of scholars of other ethnic or racial starting points, and since the task rules urge me to concentrate on a zone of craftsmanship that is important to me, I will examine the commitments of the non-white journalists and works with which I am natural; be that as it may, I am not acquainted with a sufficiently huge corpus of a specific race's or ethnicity's essayists to follow commitments of one gathering (nor is it essential for me, or anybody, to be so as to "acknowledge decent variety"). In this way, I will quickly examine a solitary commitment from three gatherings with which I am natural: Junot Díaz's The Brief Wondrous Life of Oscar Wao; Leslie Marmon Silko's Ceremony; and Octavia Butler's Wild Seed.

Aesthetic "commitments" ought not be judged in light of their makers' races or ethnicities, nor should schools expect understudies to "follow a portion of the significant commitments of an ethnic or 'minority' gathering to U.S. culture." Such assignments fundamentally impart two unobtrusive declarations: race and ethnicity are vital refinements (which fortifies prejudice); and dominant parts ought not get consideration (which strengthens enmity). In any case, we ought to perceive the aptitude and effortlessness of creators who think about inquiries of race and ethnicity in ways that urge us to separate these hindrances, as opposed to strengthen them in pseudo-scholarly activities.