Course Reflection

Agustin Martinez

Professor Joseph Longhany

ENC 1102

4 December 2013

Through my work in ENC1102 I have displayed an ability to articulate and asses my inquiry. For example in my literature review through the explanation of my reasoning to inquire into studies done on gender and sexual orientation to support my goal of identifying differences in friendships based on gender and sexual orientation:

“Researchers such as Fiebert, Kimber, and Roach focus on more general issues which offer more preliminary background information. These supplementary studies provide context for the concepts of gender and sexual orientation, and allow for a base-level understanding of each category which will make the analysis of their interaction simpler and clearer… Before considering cross-gender and cross-orientation friendships and studying how the demographics in each category combine, interact, and intersect; it is important to be familiar with relevant information on each so that hypotheses can be made and patterns/connections can more easily be seen.”

I have demonstrated a clear understanding of my audience, which consists mainly of LGBT+ individuals as well as experts on gender and sexual orientation by recognizing and addressing existing stigmas and stereotypes about the LGBT+ community as well as by using specialized vocabulary such as: LGBT+, transgender, transsexual, gender binary, heteronormative, gender expression, and gender nonconformity. Dually, I was aware of other possible audiences who might be newer to the conversation and catered to them by providing definitions and contextualization of terms.

Through my work in ENC1102 I have displayed my ability to work with various sources of information by researching the current conversation on cross-gender and cross-orientation friendships. After obtaining and analyzing this information, I was able to make hypotheses based on these sources, and find gaps in the conversation. Through identifying these gaps I was able to frame and pose my own research question:

“There are a few apparent gaps in this conversation. Currently no studies exist which explicitly ask why individuals seek out certain friendships, or how such motives are affected by the gender and sexual orientation of that individual and the individual they want to be friends with. Another gap is that no study has explicitly researched how relationships differ in terms of communication, trust, intimacy, sexual tension, fun, and fulfillment based on the gender and sexual orientation of both individuals. Further research into this topic is important because it can shed light on how prevalent less obvious forms of gender/sexual orientation inequality and discrimination are and on how to reduce them. This study will inquire these gaps by means of an online survey.”

I then conducted my own research via an online survey in my study “Friendships across Gender and Sexual Orientation.”

Through my work in ENC1102 I have demonstrated an ability to write intertextually by creating a conversation on cross-gender and cross-orientation friendships by making connections between studies on gender, sexual orientation, and cross-category friendships to create a conversation support my goals of discovering how gender and sexual orientation affect friendships: “As a whole, the existing conversation can be broken down into three sections: preliminary gender studies, preliminary sexual orientation studies, and cross-category friendships.” In the Intertextual Map as well as in my final paper, I made connections between subjects such as gender nonconformity, sexual orientation, psychological health, and behavior using universal issues such as discrimination, stigmas, and stereotypes. In addition, I utlilized formatting and the MLA system of citing in putting together my final paper and writing my annotated bibliography:

“Galupo, MP, and KA Gonzalez. "Friendship Values And Cross-Category Friendships: Understanding Adult Friendship Patterns Across Gender, Sexual Orientation And Race." Sex Roles 68.11-12 (n.d.): 779-790. Social Sciences Citation Index. Web. 29 Sept. 2013.”

I have persuasively articulated the stakes of the conversation on cross-gender and cross-orientation friendships in my study “Friendships across Gender and Sexual Orientation”:

“This research would interest anyone who has an interest in psychology, sociology, gender studies, LGBT+ studies, and anyone who has cross-category friendships across gender and/or sexual orientation… Further research into this topic is important because it can shed light on how prevalent less obvious forms of gender/sexual orientation inequality and discrimination are and on how to reduce them to promote a more equal and peaceful society. This study will inquire these gaps by means of an online survey.”

I examined with close scrutiny the findings of Cornell professors Rieger and Ritch Savin-Williams:

“These results however are mere correlation and not causation. Furthermore, unrelated biological factors as well as environmental factors such as discrimination absolutely have an influence on results. And finally, the idea of gender nonconformity is a subjective idea that is consistently blurred in meaning over time because of the ever evolving societal conception of gender roles and gender expression. Rieger’s findings could implicate that the difference between a friendship between two heteronormative individuals and a friendship involving gender nonconforming individuals can be partially attributed to the psychological health or lack thereof of said gender nonconforming individuals. In other words, Rieger’s findings could implicate that the presence of nonconforming individuals (such as those who consider themselves transgender) in a friendship is negatively correlated to levels of trust, fulfillment, intimacy, or other facets of friendship. Just as Rieger’s results are likely influenced by discrimination, such a negative correlation would most definitely also be influenced by discrimination.”

I used a clear organizational strategy and effective transitions that develop a line of inquiry by making connections between various studies on gender and sexual orientation using common themes such as discrimination, stigmas, and psychological health in the literature review section of my study “Friendships across Gender and Sexual Orientation.”

I have displayed the ability to develop flexible strategies for revising, editing, and proofreading through the writing of multiple drafts of my literature review which I have posted on my blog. After receiving peer and instructor feedback, I made revisions to my literature review by clarifying various points, fixing grammatical errors, improving word choice, adding smoother contextualizing transitions. By the final draft of my literature review, it is clear that I added contextualizing transitions using themes such as discrimination and stigmas.