For this assignment, your writing process will be driven by inquiry. Doing resea
For this assignment, your writing process will be driven by inquiry. Doing research in college involves not only searching for information but also digesting, analyzing, and synthesizing source material to create new knowledge. You’ll start by developing and refining a research question, or several questions, vigorously reading expert knowledge on your subject, and synthesizing knowledge by putting source material in conversation with one another to illuminate, support, extend, or counter ideas. Your thesis must offer a precise central argument that contributes to an existing and ongoing conversation among published experts surrounding your chosen food topic. At best, the argument you present should accomplish one of the following outcomes: a. present a solution to a problem b. offer a new interpretation or insight of an issue (given awareness of the larger conversation surrounding the topic) c. provide a better cause, explanation, or definition of the problem d. compare multiple solutions and assess whether an already existing solution or interpretation (of a problem) is useful or not so much. Remember this is a special topics’ writing course wherein issues of food and agriculture are at the forefront of our writerly agenda. The writing you produce for this task must not only relate to the course’s theme, but be well-informed, thoughtful, organized, and demonstrate an understanding and adequate use of logic and rhetorical choices. Your audience for this writing task is members of a community who have a stake in the questions and solutions you pose. Thus, you must consider who you want your research argument to reach, and why? What is the most important food and/or agricultural changes that have affected Americans in the 20th and 21st centuries? What are the most significant food challenges your hometowns face today? brainstrom Food & television (or other forms of media) • unique television or commercial features that have significant food and/or nutritional implications? (How are they shaping perceptions of food consumption or agriculture?) 2. Community and international nutrition • gardening and farming • food sustainability and food security, including the production and distribution of food, food literacies—food education • food waste • improving farming and the agricultural marketing industry • advancing food, nutrition, and agricultural knowledge through information and communication technologies • government administered food programs, including WIC (Women, Infants, and Children Program) and food stamp • food programs, pantries, ministries, what role does the government play in food security, nutrition and/or food issues such as obesity, etc.? • food safety, including food allergies, but also correlations between food and diseases, what of the impact pesticides and GMOs in foods have on people and the environment? 3. Obesity and eating disorders • how do certain foods influence our emotions? what rewards and gratifications are associated with food consumption? • anxiety, depression, and/or low self-esteem, but also food confidence •food behaviors, repetitive positive and negative behaviors, or habits and brain signaling associations with food • childhood obesity epidemic (in the south specifically), rise in fast foods, eating out, processed foods and beverages • healthy and unhealth food prices, including cost of food in relation to nutritional benefits • eating disorders, including biological and environmental factors and/or cultural ideas about thinness and their origins 4. Food justice issues • is the food supply primarily local or primarily imported? can the community feed itself? • access to healthy, nutritious food options? • access to fresh water supply for drinking water? • urban farming, freedom framing and agricultural resistance • think about how members of minority or underrepresented groups, including the poor, experience you’re their local food environment: do you see evidence that poor people or minorities live in closer proximity to damaged food environments, or suffer the effects of food and agricultural inequities in ways that privileged people and groups are spared from? Is there evidence that the socially disadvantaged or underrepresented are denied the food and agricultural benefits your community 3 offers—access to groceries stores, farmer’s markets, or agriculturally rich green spaces, for instance—in ways, again, that don’t apply to the privileged? Are grocery stories or access to healthy food options equitably distributed across communities? Evidence of “food, farming, or agricultural racism” or inequity: can people easily get to the places necessary for the tasks associated with ordinary bodily nourishment, citizenship, employment, economic and social life? Is transportation to grocery stories available, affordable, and accessible? 5. Sports and diet • sport specific nutrition, including sports related dietary supplements, training, and physical health, eating disorders among athletes •foods with functional benefits for athletes of a specific sports, sport related food environments • rise in energy-dense drinks and foods for athletes 6. Foodways, food elitism, and homeplace and identity • diet and puberty, food and gender performance, ideas that someone can be seen at “eating like a girl” • pairing food products or diets with certain groups across social constructions such as race, gender, sexuality, class and/or a combination of such.

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