Peer Discussion and Summary with Parents

Description

*Form a thesis about how literary or other artistic creations and governmental or other social bodies affect one another.

Uploaded partial work – needs to be edited to form a thesis about literary or artistic creations and governmental or other social bodies affect one another.

Task
Peer Discussion and Summary
Before beginning your discussion, you will need to propose a thesis.
During the process of proposing a thesis, you will form a thesis about how literary or other artistic creations
and governmental or other social bodies aect one another. You will bring your thesis, along with support, to
your peer discussion. You might present a thesis about good or bad ways in which these two entities interact or
about how you think they should interact.
Use these ideas to help you formulate your thesis.
Your thesis can focus on one or several genres. (Note, for example, that drama is much more public than
other forms of literature, so you might want to handle it dierently.)
You can draw from the literary historical examples you’ve encountered in this course or elsewhere, as
well as from any personal experience in which you have seen laws or market forces limit the publication
of texts or the presentation of live performances.
You might also incorporate current issues around public displays of visual art or the advantages and
disadvantages of government-supported art.
You could choose to explore to what extent, if any, cultural history changes the shape of literature or
other forms of artistic expression, or discuss the role that literature and art in general play in people’s
lives.
For the discussion process, you’ll need to work as part of a pair who can meet for a face-to-face discussion.
Your teacher will identify a process for this task that ts your learning situation. For instance, if you’re working
primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little
dierent than if you are learning with one or more other students in the same building and on the same
schedule (group-paced course). Discussions in those two cases are outlined here .
Part A
Record the names of the discussion participants. If you organized the discussion, record how you know the
other person and summarize how you chose and invited him or her and how you organized the time and place
for the discussion.
Answer:
Kevin – long time friend
In invited Kevin via text message to Factime me for a discussion for school. We set a time and connected
through our phones due to the pandemic. I selected the discussion of religion and family becuase I knew
he would have opinions about the topic.
Characters used: 274 / 15000
Part B
Record the thesis and supporting statements that you shared with your peer.
Answer:
Religion and family are mostly associated together, and at some point, religion tends to be the primary
source of family trouble or happiness. This oers an overview of the relationship between family and
religious life. It also oers suggestions from dierent participants selected for the research. In a family,
everyone always has a distinct desire for a particular religion. Let us say both the parents can be of the
same religious denomination or even dierent faiths within a family. Most people stick to the
denomination they were brought up in, or they abandon religion altogether. This indicates that religious
preferences, beliefs, and aliation are determined early in life due to parental inuences.
Kevin is long time friend; his parents have a dierent religion than what he believes. Let us see how the
choice of faith in the family has aected their life at school and home. Kevin rmly disagrees in his parent’s
religion, and as a result, he does not interact with anyone from dierent faiths. He observes them abide by
their religious rules and guidelines and their willingness to sacrice anything to protect their religion.
Myself, on the other side, has a mixed belief at home. Both parents are indierent denominations giving
myself a choice to be in either. Kevin interacts with anyone at school and attends any religious service,
something Keven views as a sin. Least for now, to the secularizing forces of the broader society, religion
remains the mainstream.
Characters used: 1498 / 15000
Part C
During the discussion, what main points did your peer make supporting your thesis, opposing your thesis, or
raising new questions or related observations and thoughts?
Answer:
Parenting goals or practices in terms of one’s religious convictions, aect their behavior a lot. Studying
religion in the family contributes a lot to our general understanding of faith. Considering the signicant
results of the research discussed, there is strong evidence that belief is mainly a social phenomenon. That
is to say, that people adhere to specic religious ideas, perform spiritual practices or allow faith to inform
their non-religious daily activities, to the extent that the core beliefs of a religious system are socially
endorsed. Without the broader, social endorsement of religious beliefs and practices, and practices are
severely hindered. Religion in the family involves testing and comparing models.
Characters used: 730 / 15000
Part D
Describe the discussion of the theses. How balanced was the participation? What would you change if you could
do it again? What insights did you gain about your thesis from discussing it with others? What did you learn
from discussing your peer’s thesis?
Answer:
The topic of the theses was a sensitive topic to address. Participation was open and respectful but
warranted true understanding of others opinions. If I had to change the direction in which I carried the
theses would be not to include family into a sensitive area of topic. Understanding a topic and hearing how
others express their thoughts taught me that even though someone may have an opinion regarding a
topic; emotions can aect the ability to express it clearly. I also learned that a peer can diagress with a topic
but still be so closely emotionally connected to what they disagree with it and it is very important to be
understanding and open to the thoughts of other.