Caption: Similar to the Historical conversation project, I choose prewrite, planning, and proposal for this section because they could shape the process of how I compose the advocacy project and how I derive ideas from historical conversation project. 

Advocacy Project Prewrite

The Advocacy Project asks that you support a position in regards to a problem that you observe in the world. This problem should be linked to the topics we have discussed in our class such as gender inequities, racial/cultural divides amongst types of labor work, barriers to advancement opportunities based on geographic and language background, socioeconomic exploitation of worker demographics, and bio-control within colonial, post-colonial and neo-imperialistic power dynamics that uses bodies for service. Whatever problem you choose, start to narrow the range of issues now.

Task one: free-write for five minutes to explore your interests on the topic. (This may be a shorter task if you are using the same problem that you addressed in the HCP—in which case, simply write one sentence to establish the topic)

Using the topic in HCP: Women tend to do more household works than man. Based on nowadays conditions, there is no reason for men and women to divide their works to keep a family stable distinctively.

Task two: write three solutions that you might argue to advance the state of the problem addressed in your project.

1) Keep the balance between women and men’s average wage (Increase the opportunities for women to be promoted or get higher position in a company)

2) For some feudal countries, men and women deserve the equal education; women could not only be taught how to do house works to marry a man in the future and assist their husbands.

3) Men should also learn how to do house works and not be totally depend on their wives.

Task three: evaluate each of your solutions by applying each of the below questions to them.

1. Does the solution address the cause of the problem?

The cause for all these three solutions is because men have less experience on doing house works than women which leaves women to do most of them even though when they have the same work load every day. And the fact which women tend to earn less than men also provide men the reason they should leave household works to women. In addition, women sometimes are willing to put themselves in a lower social status and do most of the house works is because of their feudal education.

2. Does the solution satisfactorily address the problem for a significant number of those most affected by the problem?

No significant or exact numbers. For the first and third one, add some statistics of the model for recent families and the percentage of ‘full-time’ mothers. For the second one, maybe add more detailed facts on this issue in some undeveloped feudal countries.

3. Does the solution’s benefits exceed its costs?

For the first and the third one, the cost is a little, with just providing women more opportunities and teaching men to do house works. For the second one, offering a better education needs a lot of costs, but the benefit of changing the feudal ideology would exceed the cost.

4. Is the solution feasible? Realistic? Easy to implement? Sustainable?

All these three solutions are feasible and realistic. For and second one, it’s not easy to implement and not easy to establish.

5. Has a similar solution worked well in another comparable context?

Educating managers to treat women and men equally: After managers realize they speak to female employees and male employees with different attitudes, they change their perspective towards female workers.

6. What argument(s) might opponents make about this solution?

For the second solution, they may ask whether the government in undeveloped country have the financial ability to support a better education system. If they don’t have such ability, which country or who is going to support that.