Gender Norms Essayparents Must Ensure That Children Are Brought Up Wel ✓ Solved

GENDER NORMS ESSAY Parents must ensure that children are brought up well. Most parents do not educate their boys on various critical issues. They may not care about the emotions of the boys as they care about girls’ emotions. The relationship between Digby and Jeff in the Greasy lake article proves what is stated in Orenstein’s article because it shows aspects of toxic masculinity, hiding one’s emotions, using abusive language, misogyny, and the bro culture. The relationship between Jeff and Digby shows numerous aspects of toxic masculinity.

Both characters in Boyle's article engage in a fight. This is an aspect of toxic masculinity as they think that the person who wins is the best of all. “Jeff was on the guy’s back, biting his ear. Digby was on the ground, cursing†(Boyle,3). They think it is good to fight because it shows who is the strongest.

The boys in Orenstein's article also engage in fights and give each other hard times. They sometimes pretend to pick a fight and kick each other. Jeff and Digby's relationship also shows that one should hide his/her emotions. Jeff and Diggy do not act emotionally. In Orenstein's article, the boys believe that they should not act emotionally.

One should always hide their feelings and “man upâ€. Boys and young men are not expected to cry. They are expected to withstand the bad things done or said to them by other people. Both Jeff and Digby use abusive language. This proves what is stated in Orenstein's article about the use of slurs amongst boys.

"Digby, Jeff, and I included- were chanting 'motherfucker, motherfucker" (Boyle,4). The boys seem to have accepted the use of abusive language, and this proves what Orenstein explains about young men that they love using abusive language. Those who use slurs are considered heroes. Jeff and Digby are recruited into the bandwagon of unconscious misogyny. Consciousness is gained when undesired occurrences land them in trouble, it is through this that they learn the disadvantages of their foolish perceptions.

“Digby's face was crosshatched with smears of dirt; Jeff's jacket was gone and his shirt was torn across the shoulder. They slouched across the lot, looking sheepish, and silently came up beside me to gape at the ravaged automobile. No one said a word†(Boyle,5). According to Ornstein, young men are raised to be tough; however improper care and parenting make them develop undesired toxic masculinity. It is because of toxic masculinity that men will often be misogynistic, and be portrayed as misogynists because of the way they treat women, and how they value women.

Young men make nasty comments on girls and their language proves their hatred towards the women. They establish masculinity through homophobia and misogynist language. There are various aspects of the bro culture in Jeff and Diggy’s relationship. Both characters influence each other to take various actions and behave in a particular way while dropping certain behaviors. Young men pressure each other to take various actions.

The actions might not be good for them. In Orenstein’s article, Ethan faces the pressure to quit the team. “If I’d stayed, there would have been a lot of pressure for me to play, a lot of resentment, and I would have run into those guys all the time. I did not have to explain everything this way†(Peggy, 305). Young men treat anyone who is not in their team as the enemy.

They are likely to use the phrase, “bros before hos†(Peggy, 299). The phrase shows that they prefer each other to girls. In Boyle’s article, the two characters Jeff and Digby display aspects of bro culture in their relationship. They do not seem to associate with other people who are not members of their group. Orenstein recognizes that discussing girls is not a complete version of the societal conversation.

Boys are subject to the equivalent cultural influences as girls; steeped with the equivalent distorted media perception, images, pictures, and paired stereotypes of female provocativeness and toxic masculinity; which similarly influence how they explore sexual and animated connections (Peggy, 310). Orenstein plunges once more into the existences of young men to negotiate the unspoken, revelation on how young men comprehend and position the new principles of physical and emotional intimacy. These are principles young men hold in their public and private spaces. Drawing on comprehensive discussions with young males, and psychologists; the portrayal takes apart purported locker-room talk; how misguided hilariousness denies boys of empathy; pornography as the new sex education; young men's understanding of the hookup culture and assent; and their experience as the two casualties and perpetrators of sexual violence.

By surfacing young men’s involvement with all its complexity, Orenstein can unwind the hidden truths, hard exercises, and significant real factors of young men's sexuality in this day and age (Peggy 320). The outcome is a provocative and paradigm-shifting work that offers a much-needed vision of how boys can strive to become better men. Young men should not use slurs or hide their emotions. Parents should ensure they encourage young men to explain how they feel. That would help prevent diseases such as depression among young men because they would be able to speak up when faced with problems.

They would also acquire good values and avoid toxic masculinity. Works Cited Boyle, T. Coraghessan. "Greasy Lake." Greasy lake and other stories (1985): 1-11. Peggy, Orenstein.

"Navigating the Complicated New Landscape." Peggy, Orenstein. Girls & Sex . New York: Harper Collins, 2016. 320. ISBN .

Essay 2 Planning Selections you will use in this essay: 1. ________________________________________________________________ 2. _____________________________________________________ The aim of your essay is to analyze: Examine how one particular incident, one particular character, or one specific relationship between two characters proves or disproves what is stated in the article. Use the chart to write what points your two selections make. These points will be the foundation of how you will choose to organize your essay, paragraph by paragraph. Selection 1 Selection 2 · · · · · · · · · · · · · · Thesis statement that is specific, makes a claim others in class might not agree with, and justifies discussion, in complex sentence form (independent clause + dependent clause): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What your body paragraphs will be about (these should be the topic sentences of your essay).

You may have fewer than or more than six paragraphs (I do not require a set number of body paragraphs, although your essay will have separate introductory and a concluding paragraphs in addition to these body paragraphs): P1_______________________________________________________________________ _______________________________________________________________________ P2_______________________________________________________________________ _______________________________________________________________________ P3_______________________________________________________________________ _______________________________________________________________________ P4_______________________________________________________________________ _______________________________________________________________________ P5_______________________________________________________________________ _______________________________________________________________________ P6_______________________________________________________________________ _______________________________________________________________________ Essay 2 Planning S elections you will use in this essay: 1. ________________________________________________________________ 2. _____________________________________________________ The aim of your essay is to analyze: Examine how on e particular incident, one particular character, or one specific relationship between two characters proves or disproves what is stated in the article.

Use the chart to write what points your two selections make . These points will be the foundation of how you will choose to organize your essay, paragraph by paragraph. Selection 1 Selection 2 · · · · · · · · · · · · · · Thesis statement that is specific, makes a claim others in class might not agree with, and justifies discussion, in complex sentence form (independent clause + dependent clause): __________________________________________________________________________ __________________________________________________________________________ Essay 2 Planning Selections you will use in this essay: 1. ________________________________________________________________ 2. _____________________________________________________ The aim of your essay is to analyze: Examine how one particular incident, one particular character, or one specific relationship between two characters proves or disproves what is stated in the article.

Use the chart to write what points your two selections make. These points will be the foundation of how you will choose to organize your essay, paragraph by paragraph. Selection 1 Selection 2 ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· ï‚· Thesis statement that is specific, makes a claim others in class might not agree with, and justifies discussion, in complex sentence form (independent clause + dependent clause): __________________________________________________________________________ __________________________________________________________________________ So what is a thesis statement, anyway? A thesis statement is the point of your essay or response; it is why you are writing. It is a sentence that usually comes at the end of the introduction.

Here is a visual representation of the organization of an academic essay: The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation. An essay with a clear thesis will be focused and not stray off-topic. Be sure your thesis statement does the following: ï‚· Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence (in the paragraphs of the body of your essay). ï‚· Your thesis should directly answer the question asked of you; it is not the topic itself. In other words, the topic of your history essay might be the Vietnam War. Your thesis must, then, offer a way to understand the war. ï‚· Because your thesis must offer a way to understand the topic, it should make a claim that others might not agree with.

For instance, regarding the topic of the Vietnam War, your thesis might be, “The Vietnam War might have been prevented had America itself not supported a number of military dictatorships before the Viet Cong rose to power.†using evidence (in the form of embedded quotations) for support. INTRODUCTION: introduce the topic generally, then focus with the specific THESIS STATEMENT Paragraphs should all reinforce the thesis statement and prove true the claims made in the thesis statement CONCLUSION: tie together what you have claimed in your thesis and proven in the body of your essay and leave you reader with something to think about How to Tell a Strong from a Weak Thesis Statement. 1. A strong thesis statement is debatable, reaching a conclusion with which others might not agree.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Notice the marked difference in the following two statements: ï‚· There are some negative and positive health aspects to the LessWeight Herb Tea Supplement. This is a weak thesis statement. First, it fails to take a stand.

Second, the phrase negative and positive aspects is vague. ï‚· Because LessWeight Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses potential health risks to consumers. This is a strong thesis because it is debatable, as those who have lost weight without side effects from the supplement would disagree. 2. A strong thesis statement justifies discussion. Your thesis should indicate the point of the discussion; it should not be a mere observation.

For an essay on photojournalism, note the improvement in the second of the following two thesis statements: ï‚· The photographs of Bosnian genocide victims were graphic and offensive to many viewers. This is a weak thesis statement because, while true, it merely states an observation. ï‚· Although controversial when they were first published, the circulation of photographs of the Bosnian genocide victims who were raped and murdered was necessary to communicate the horrors of that war to future generations. This is a strong thesis because it is controversial and generates strong reaction and discussion. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement is specific. A thesis statement should show exactly what your paper will be about and will help you keep your paper to a manageable topic. For example, notice the difference in specificity between the two thesis statements on an assignment on world hunger: ï‚· World hunger has many causes and effects. This is a weak thesis statement for two major reasons.

First, world hunger is much too broad a topic. Second, many causes and effects is vague. You should be able to identify specific causes and effects. ï‚· Hunger persists in Uganda because jobs are scarce and farming in the infertile soil is rarely profitable. This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger in that part of the world. Information borrowed from: Indiana University Writing Center and Purdue U OWL.

Paper for above instructions

Gender Norms and the Responsibility of Parents in Shaping Young Men's Behaviors
Introduction
In a society where gender norms largely dictate the roles, behaviors, and expectations of boys and men, parents play a vital role in determining how future generations will uphold or dismantle these constructs. The upbringing of boys often perpetuates toxic masculinity—characterized by a reluctance to express emotions, engagement in physical confrontations to establish dominance, and the use of derogatory language. Such attitudes are prevalent in contemporary narratives, including T.C. Boyle’s “Greasy Lake” and Peggy Orenstein’s “Girls & Sex,” both of which reflect the damaging impacts of societal conditioning on young males. As parents navigate these societal pressures, they must actively guide their sons in developing empathy, emotional intelligence, and respect for women to challenge deeply rooted toxic masculinity.
Thesis Statement
While the characters Digby and Jeff in Boyle’s "Greasy Lake" exemplify the conflicts born of toxic masculinity through violence, emotional suppression, and the embrace of misogynistic language, the reality presented in Orenstein’s “Girls & Sex” underscores the need for parents to foster environments where boys can express their feelings without shame, thus preventing the harmful repercussions associated with conventional male stereotypes.
Body Paragraph 1
The altercation between Jeff and Digby in “Greasy Lake” introduces a critical aspect of toxic masculinity—the glorification of violence. Boyle writes, “Jeff was on the guy’s back, biting his ear. Digby was on the ground, cursing” (Boyle, 3). This fight suggests a misguided notion of masculinity, where physical mayhem is perceived as a measure of strength and worth. Orenstein’s exploration of boys who engage in similar behaviors further emphasizes this narrative. Young men often feel compelled to demonstrate their toughness through conflict, perceiving masculinity as synonymous with aggression (Orenstein, 305). Such dynamics establish a perilous cycle where violence becomes a means of recognition akin to heroism in a brotherhood.
Body Paragraph 2
Moreover, the emotional detachment displayed by Jeff and Digby highlights the cultural expectation that boys must conceal their feelings. In their interactions, emotional expression is notably absent—encouraging the belief that boys must “man up” and reserve their sentiments (Boyle, 5). Orenstein similarly asserts that boys encounter immense pressure to adhere to these emotional norms, leading to an internal conflict that limits their capacity for vulnerability (Orenstein, 320). The failure to provide emotional guidance to young boys ultimately results in men who struggle to communicate effectively and cope with their feelings later in life.
Body Paragraph 3
The use of derogatory language amplified in both narratives reveals the pervasive nature of misogyny among young men. Boyle’s characters resort to expletives, chanting “motherfucker, motherfucker” (Boyle, 4), exemplifying a language saturated with male derogation. This casual acceptance of abusive language matches Orenstein’s observations where boys perpetuate misogynistic jokes and sentiments, reinforcing an environment that devalues women (Orenstein, 299). Parents must recognize this pattern as a crucial juncture to intervene and promote respect and equality in their son’s language and attitudes towards women.
Body Paragraph 4
The dynamic of bro culture is evident in the relationship between Digby and Jeff, where camaraderie is built around shared aggressive behaviors that exclude outsiders. Their mutual pressures elevate a narrow definition of masculinity that diminishes empathy towards others (Boyle, 5). Orenstein discusses similar themes, emphasizing how boys ostracize those outside their group, treating them as adversaries and defending inappropriate behaviors to maintain a flawed honor system (Orenstein, 310). By promoting openness and vulnerability in the home, parents can help dismantle these hierarchical structures and challenge their sons to build connections that are emotionally fulfilling and respectful.
Body Paragraph 5
Parental intervention plays a vital role in reshaping boys’ understanding of masculinity. Encouraging boys to articulate their feelings not only fosters their emotional development but also promotes healthier interactions with others. Encouragement to discuss emotions can drastically mitigate risks of depression and anxiety associated with toxic masculinity, as boys learn that emotional strength lies in vulnerability, rather than repression. As Orenstein articulates, by educating boys about equity, consent, and emotional intimacy, parents can facilitate a potential shift toward cultivating respect for women and a broader conception of masculinity (Orenstein, 320).
Conclusion
Ultimately, the narratives explored in “Greasy Lake” and “Girls & Sex” underscore the paramount responsibility parents hold in shaping young men’s attitudes and behaviors against the backdrop of entrenched gender norms. By resisting the urge to endorse toxic masculinity and instilling values of empathy, emotional intelligence, and respect for women, parents can empower their sons to redefine what it means to be men in contemporary society. The urgency of this task cannot be understated, as the implications of such nurturing extend beyond individual development to the very fabric of societal interactions.
References
Boyle, T. C. (1985). Greasy Lake. In Greasy Lake and Other Stories. Harper & Row.
Orenstein, P. (2016). Girls & Sex: Navigating the Complicated New Landscape. New York: Harper Collins.
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