Reflective Comments

Students write short reflective comments for each module throughout the semester, summarizing their main takeaways from the materials. It should be between 100 (minimum) and 200 (maximum) words. Do not exceed 225 words.

Expected grade for a well-structured paragraph (or two):

• 97-100: Identified at least three main points unique to the material and explained why they matter.
• 95-97: Identified at least three main points unique to the material and explained why at least one matters.
• 92-94: Identified at least three main points unique to the material but did not sufficiently explain why at least one matters.
• 88-91: Identified at least one of the main points unique to the material and explained why it matters.
• 80-87: Identified at least one main point unique to the material but did not sufficiently explain why it matters.
• 65-79: Did not identify a central point unique to the material but appears to have some familiarity with its content.
• 0: No content unique to the material appears in the comment.

Note: As the course instructor, it is important to me that everyone learns from one comment to the next (that's what a class is all about)! The teaching assistant will be giving extensive comments on the comments! (On all grades not full 100s.) Anyone who does not understand the assistant's comments should let us know! If you prefer to contact the teaching assistant first and ask for clarification and guidance going forward, please do so. Or see me! My 'door' is always open online and face-to-face during office hours.

Students have the option of re-doing one comment. This re-do can be done anytime and no later than the last day of classes. Do not replace your prior submission: submit your redo in the "redo" assignment. Note that the grade of the comment re-do will supersede that essay's prior grade, whether lower or higher than that prior grade. Identify the essay you are re-doing by module number.

Tips

1. Main tip: explain your points, expressing them so that when reading them, we can confidently think, 'Yeah, the student understands the main points of the materials.'
2. How do you determine the main points of the material?
1. It is essential to grasp the material truly. If you take careful notes while reading the chapters and watching the videos, and reflect on them, you can develop a sense of what matters.
2. Think about what aspect of the materials you will likely remember five years from now.  
3. I find that the best way to grasp a chapter or video is to highlight as you read (or take notes as you watch), then read the highlights, and then list the main ones using the author's section headings. Next, try to grasp the main points of each section (there should be a reason the author makes sections).
3. Avoid listing. Instead write paragraph.
4. A well-written paragraph starts with a sentence that summarizes the main point or points of the paragraph. The body explains the topic sentence. Ideally, the writer can wrap up with a summary sentence. If there are, for instance, three main points to elaborate on, the topic sentence could be: "There are three main takeaways of the materials this week: A, B, and C. A is interesting because it follows on . . . B matters as well because it suggests . . . Regarding C . . .”
5. If space permits, use examples to illustrate your points. Analogies, too, may be helpful.
6. Write in an active prose.
7. Write clearly what you intend to express: do not simply imply things and assume the reader gets the implication. Similarly, do not merely allude to things, or use word games, slang, or jargon. Write as if your audience is from a different culture: make every sentence representative of what you mean to say. For instance, do not use catchphrases like “play the democracy card." Similarly, do not write that "X only did Y." The word "only" means something else was supposed to be done - say whatever that is. Never leave anything for the reader to guess at or interpret.

Guidelines

1. Do not bring in content from outside the course unless it is everyday common knowledge (e.g., the sky is blue).
2. The main points of the materials must be unique to the materials. We need to know you consumed it!
3. If you refer to a specific passage in the readings rather than the general thesis of it, or if you quote material, you must provide the page number (or numbers) in the reading (or, if video, the minute). When referring to a passage in a book, provide a three-word phrase in quotes so we can find the passages easily. The three-word phrase will suffice if your e-book does not have page numbers.
4. Make sure your comments are submitted through Turn-it-in. Turn-it-in will be automatic for you as long as you use the submission system as provided.

Module 6: Exploited Labor?

Reading

Pietra Rivoli, The Travels of A T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade (2014, Wiley), chapters 6, 7 & 8.

Questions to Think About

1. In what way was cotton textile production the ignition switch for the modern economy?
2. What is a ‘limited liability company’? Can it exist without property rights?
3. Compare England’s and China’s political and economic cultures of the eighteenth century. Which was more innovative?
4. Why were women and children preferred as laborers in cotton mills?
5. Why was England, a land with no cotton, the primary exporter of cloth to the world?
6. Why did the cotton mills in the U.S. shift from New England to the South?
7. Who has more interest in safe labor standards: millowners where labor is expensive or mill owners where labor is cheap?
8. Where did U.S. southern mills sell their textiles?
9. Where did cotton milling go after the U.S. South? Why?
10. Where did cotton milling go after Japan? Why?
11. Why are women more docile workers than men?
12. How might the Hokou system in China be like the Bracero Program in the U.S.?
13. Why might someone prefer to work in grueling textile mills and sweatshops at minimal wages?
14. In what way might the sweatshop be the path toward industrialization and, for women, opportunity?
15. Who had better conditions: the sweatshop workers of England and the U.S. at the start of the Industrial Revolution or sweatshop workers in Asian countries today? Why might this be?

Submit Reflective Comment here