I consider myself modest and feminine.  However, if I had lived in the 19^th or 20^th century, society might have utilized different terms to describe me…

I plan on making my TED talk engaging and interesting by comparing modern perceptions of female athletics in America to past perceptions of women’s sports in America.  As an introduction, I will use myself as an example of the wide gap in perceptions from the 1800s to present times. By discussing myself as a concrete example of how these perceptions have altered, I hope to avoid discussing my paradigm shift within the confines of a linear timeline.

Of course, I will not be able to avoid applying set dates to my shift, because events such as the passing of the Title IX Act provide proof for my claims about changing perceptions.  My goal is to discuss how society has grown to accept and endorse women’s sports, and to only use dates as examples to support my statements.  While my paper focused more on the research that allowed me to solidify my paradigm shift, I will try to focus my TED talk more on why the paradigm shift occurred, the repercussions it posed for groups within society as it took place, and the ramifications it may hold for the future.

In order to elevate my TED talk from simply a speech to an interaction with my audience, I plan on using visuals that heighten my talk without distracting or detracting from it.  I enjoy interacting with my audience through the use of humor, so I hope to draw on humorous pictures to make my presentation entertaining.  However, I may also utilize serious images to rapidly change the tone and really impact my audience at critical points of my talk.  I want to avoid complex charts or bullet points for my visuals, and use as little text as possible, so that the only words my audience focuses on are the words coming from my mouth.

While I am confident that the passion I have for my topic will allow me to engage my audience and successfully deliver my presentation, I do have concerns about different aspects of my talk.  For example, I am concerned about finding the proper balance between presenting and engaging.  I want to interact with my audience, but I do not want my speech to be so conversational that it loses its value as an educational and intellectual presentation.  I also need to determine how to keep my talk fascinating for its entire duration, and how to make it different from all the other talks.  I’m sure that these concerns will work themselves out with deliberation and practice, but if you have any suggestions on how to approach them please let me know!

In 776 B.C., the first Olympic games were held in Athens, Greece (1).  These games showcased only the athletic abilities of men; women were prohibited from participating (1).  In modern times, women athletes compete in the same Olympic games as men and participate in many of the sporting competitions in the same manner as their male counterparts.  Not only has female participation in sports changed on a global scale (as seen by the modified inclusiveness of the Olympics), it has drastically altered within the arena of the United States as well.  From the 1800s to the twenty first century, America has seen female athletics take on new roles within society.  This evolution in female athletics was only possible due to the changes in American society’s attitude toward women’s sports over time.  As women have gained more prominent roles within American society and sought gender equality, perceptions of women’s sports have transcended restrictive barriers.

In the 1800s, the athletic endeavors of women in America consisted of recreation such as horseback riding, tennis, croquet, golf, dancing, and archery (2-p.120).  The limited extent of female physical activity was due to the social perceptions of women as feminine childbearing and home keeping figures.  Sports for women in this era were viewed as mediums for social interaction rather than competitive or physically beneficial activities (2-p.121).  The metamorphosis of female athletics from practically nonexistent in the 1800s to hugely popular in the twenty first century can be contributed to a paradigm shift in American interpretations of sports for women.  This shift was enabled by events and phenomena such as increased education for women, women’s suffrage, World War II, Title XI Act, and the professionalism of women’s sports.

The shift toward increased acceptance of women’s sports within American society coincided with the shift toward decreases in gender discrimination.  For instance, in the early 1900s the discrimination against women in education was reduced as more women’s colleges were established (6-p.553).  As young women began to experience educational freedom and claim the independence to subtly move away from the realm of domestic responsibilities, female sports became more than social interactions.  As early as 1896, the first recognized varsity game for coeds was held between Stanford and the University of California (5-p.88).  In essence, it became more socially acceptable for women to take on physically rigorous activities as they proved their ability to take on mentally strenuous occupations.

American views of women’s sports evolved once again in 1920 when political discrimination against women underwent a drastic change.  Women over the age of eighteen gained suffrage, and with increased political responsibility came the opportunity to expand female participation in other areas, such as athletic endeavors.  Although the image of women still pertained to fragility in this time period, American society was becoming more comfortable with the concept of increased gender equality (5-p.64).  Women were proving themselves to be capable of making decisions that affected all of society, so America began to view female sports as conventional rather than abnormal.

While the early and mid 1900s introduced a period in which women started participating in sports to a much greater degree, feminism in this era was still defined by societal modesty in relation to the average female body (4-p.30).  While athletic activity requires mobility, suitably covering and movement hindering outfits characterized early female sports.  For example, in order to maintain socially acceptable modesty, female swimmers throughout the early and mid 1900s were required to wear bathing suits composed of blouse and bloomer sets (4-p.35).  This attitude about female sporting apparel exemplified that society did not want to sacrifice its image of female modesty even as it grew to accept women’s sports.  However, as women continued to become enamored with the concept of playing sports just like men, American ideals adapted to accept functionality over modesty in sporting apparel.

As women became perceived as more integral to the success of society in nondomestic areas, female sports became seen as an important component of American culture. This correspondence is exemplified by the founding of the All-American Girls Baseball League during World War II by Phillip Wrigley (6-p.553).  Throughout the war, women had to take on male roles as leaders of households and industrial workers.  Also during this time, women became more involved in sports because the men’s sporting events that they often spectated were no longer available.  Even after the war ended and America men returned from military duty, American society held a new respect and appreciation for women’s sports.

From the 1800s to the twenty first century, America has witnessed drastic alterations in tolerance within every region of its culture.  From the end of World War II to the 1970s, this trend was applicable to the growth of women’s sports.  A steady increase in participation and support for intercollegiate women’s sports, high school varsity female sports, and professional women’s sports was evident throughout this time period.  The culmination of this metamorphosis of women’s sports from feminine in nature to competitive at a level similar to men’s sports came in 1972 with the passing of the Title IX Act of the Education Amendment in Congress (1).  According to this legislation, sex could not be the determining factor in discrimination, participation, or awarding of benefit in any educational program that received federal funding (1).  At this time, 31,000 women were in involved in college athletics and the average number of women’s teams at colleges was 2.1 (1).  The passing of this act represented a concrete reversal in societal opinion about women’s sports from the very beginning of women’s athletics to modern times.  Instead of condemning women’s sports, the new opinion was that women’s sports should be supported as much as men’s sports.  While it was widely lauded, all members of society did not agree upon the Title IX Act; it was quite controversial in nature.  However, the legislation continued to move female athletics forward in a positive manner by legally proving that society valued women’s sports as much as men’s sports.

Once the Title IX Act was passed, the next step for women’s sports in America was establishing successful professional leagues and continuing to improve competition at intercollegiate and youth levels.  For example, in the case of women’s basketball, the Women’s National Basketball Association was developed in 1996 to give female basketball players the opportunity to compete at a professional level (6-p.555).  At the collegiate level, basketball continued to become more and more competitive, leading to spectator crowds as large as 24,000 people at championship games (1).  Even when it came to female youth basketball, leagues such as the Amateur Athletic Union (AAU) became more and more intensive on the women’s side.  In all sports, not just basketball, the late 1900s and early twenty first century exemplified society’s belief that women’s sports should be played, recognized, and appreciated at a level comparable to that of men’s sports.

As society has adapted to changing times, the terms of femininity, modesty, and tolerance have been redefined.  As these terms have gained new meaning, female sports have gained new roles within American society.  In the 1800s, American society had restricted perceptions of women’s sports due to the current definitions of the aforementioned terms and the limited role of women at the time.  However, as time has passed, society has overcome the barriers that those terms provided in their old context.  This has allowed female athletics and the perceptions of women’s sports within American society to flourish.  If the positive attitude toward women in athletics that is evident in modern times continues to shift toward an even higher level of support, women’s athletics will excel.  Women will keep fighting for completely equal status with men on and off the playing field as long as society continues to support them.  Currently, women’s sports do not bring in the revenue or support that the most popular men’s sports achieve, yet this may change if female athletes are given the resources and opportunities to accomplish athletic feats of greatness.

Paradigm shifts are found everywhere in society; you just have to look for them.  Unfortunately, the published evidence of such shifts is sometimes very difficult to uncover.  A prominent yet unappreciated paradigm shift I have unearthed is the metamorphosis of literature from quality works to pieces lacking in intellectual enhancement and engagement.  In order to fully analyze and dissect this paradigm shift I must conduct thorough and conclusive research.

I have already begun the research process, and have found discouragingly little discussion of the literature paradigm shift within available resources. While I have encountered an article specifically addressing the downward spiral of modern literature by utilizing Google and a few key words, I have not yet found comparable references through more reliable sources such as LionSearch.  Through this initial research effort, I have realized that I must either expand my search to utilize other reference databases, choose my key words for searching more carefully, or focus my search in an entirely new direction.

In the case that my efforts remain futile to find references directly broaching my thesis, I must advance to utilizing references in a different manner.  This manner will consist of finding references that provide support for my analysis of examples of literature I examine and the literary trends within each era I specify.  More specifically, I must compare literature as time has gone by, and utilize references to emphasize the arguments I make.  For example, if I were to compare the romance genre of literature, I would find references that discuss the literary elements of Jane Eyre and Fifty Shades of Grey or a novel by Nicholas Sparks.  Then, I would compare the character development, syntax, diction, and overall maturity of each piece with evidence from my references to support my claims.  In order to achieve my goals for my references, I must find certifiable sources that discuss literature in an informed manner.  To this end, I will use LionSearch and the Penn State databases to acquire suitable materials.

Research Plan Outline:

1.)  Continue searching for reliable materials that directly discuss my paradigm shift.

-LionSearch

-Penn State databases

2.)  If Step 1 is not successful, focus on determining examples of literature and literary trends over time, then search for references that analyze the literary elements of these works.

-LionSearch

-Penn State databases

Statement of Purpose

 Purpose:  The objective of this paper is to analyze the use of rhetorical appeals within Sanja Ivekovic’s piece of art Women’s House (Sunglasses).  By considering context, audience, and visual impact, I hope to understand and convey to the reader how the artist utilizes pathos, logos, and ethos.

Audience: My audience will be Professor Babcock, the professor of my English 137 H class.  Professor Babcock has an in-depth comprehension of rhetorical appeals, so I must present my arguments using accurate knowledge of rhetoric.  I must also avoid generalizations and advocating.

Context: My paper will be one of many papers that Professor Babcock will read for this assignment, so I must be creative and insightful in my analysis.  I must make my arguments interesting in order to keep her attention.

Outline

Introduction:  I plan on using my introduction to establish my own ethos as well as describe the piece of art that is being analyzed.  I will describe my experience viewing the artwork in The Museum of Modern Art, which will allow the reader to understand that I had the opportunity to analyze the work of art in one of its original settings.  This approach will also allow me to describe the piece of art and lead into my thesis.

Thesis: Sanja Ivekovic utilizes a well-established ethos, effective pathos, and clear logos to create uncomfortable circumstances in which her audience must confront social issues/stereotypes.

Body Paragraph 1:  In my first body paragraph, I will analyze Ivekovic’s background and use of ethos.  I will relate her ethos to the arenas where her art is presented and the audiences in these arenas.

Body paragraph 2: I will continue my analysis of ethos by describing the historical background of the piece, and historical context that relates the artist to the piece.

Body paragraph 3:  In this paragraph I will consider the artist’s use of pathos appeals.  To achieve this, I will explain the use of visual elements used, and their relation to each other.  I will discuss social stereotypes that relate to the art.

Body Paragraph 4: I will continue my discussion of pathos in this paragraph by analyzing networks of interpretation, commonplaces, and the impact of the artist’s message on her audience.

Body Paragraph 5: In this paragraph, I will analyze logos in the art by discussing the narrative included in the art.

*I might include more body paragraphs if I feel the need to continue my analysis of the appeals used.

Conclusion:  In my conclusion, I will discuss the degree of success that Sanja achieves for each rhetorical appeal and why this degree is attained.

As I sit in class and watch my classmates present, I am very impressed.  Of course, there are the occasional stutters and extended pauses, but overall the speeches have been successful.  While we can all improve on our ability to speak in public, I think that our speeches exemplify our ability to learn in the classroom.  Within each speech, rhetoric and civic life are discussed with an understanding that is commendable.  It is apparent that as a class, we have dedicated ourselves to comprehending the concepts this course has to offer.

What impresses me the most in the speeches that have been presented is the utilization and correct application of terms such as “network of interpretation,” “commonplace,” and “civic duty.” When these terms are considered in relation to seemingly mundane people or advertisements, these mundane subjects take on new meaning.  I think it is very interesting to hear how each individual analyzes rhetoric and civic life with a different perception.  When I present my speech, my goal is to successfully analyze these concepts as my peers have done.  I have interviewed Kelly Saxton (an athletic trainer for the Penn State women’s soccer team), and plan to use her civic profile to build a better comprehension of civic life within the realm of the average citizen.  I will organize my speech around the different communities she is a member of.  Beginning with overall perceptions and commonplaces, I will delve into networks of interpretation and civic duties within each community.

I hope to make my speech memorable by using video clips (although I am not very technically savvy so that could be a challenge).  I also plan on keeping my tone upbeat and engaging so as to grab the attention of my audience.  In order to keep my audience from thinking that I hate the idea of standing in front of them, I plan on smiling as well (hopefully I remember to brush my teeth that morning).  I am excited to be presenting and will do my best to continue the class’s education in civic life and rhetoric.

What is civic life?  The exact definition is easy enough to find, but this term can have many different implications within different contexts.  In order to understand this concept, I have chosen to interview a citizen of the United States who is a member of the Pennsylvania State University staff.  Within both of these communities, opportunities for new implications of civic life arise. The subject of my interview, Kelly Saxton, is a physical trainer for the women’s soccer team at Penn State.  My goal is to piece together Kelly’s civic profile by examining her definition of civic life and the activities she partakes in.

The first part of my interview will consist of questioning Kelly about how she defines civic life within the different communities she is a part of.  Using these definitions, I will then analyze the activities she participates in, her beliefs, and her attitudes.  I hope to determine whether Kelly considers civic life in different networks of interpretation within each of her communities, and if so why this occurrence takes place.  Within Kelly’s statements, I will look for commonplaces and try to index them based on what community they might have evolved from.  As I interview my subject, I hope to identify connections between rhetoric and civic life as well.

Unfortunately for me, a roomful of college freshman may not find a presentation on civic life and rhetoric exhilarating.  To combat this obstacle of keeping my audience engaged, I will use visual props.  These could be clips of Kelly speaking, presentation slides, and other useful resources.  I will have to keep my tone formal, but it can’t be so formal that my audience will think I am speaking at a funeral.  If that were to happen, I might lose some of my classmates to daydreams.  Upon concluding my speech, I hope to still have the full attention of my audience, and to have introduced my peers to a concrete account of civic life that lends itself to discussions of the civic and rhetorical connections.