Empoword

Part Three: Research and Argumentation 381 Works Cited Adair, Mark J. “Plato’s View of the ‘Wandering Uterus’.” The Classical Journal , vol. 91, no. 2, 1995, pp. 153-163. JSTOR , www.jstor.org/stab1e/3298478. Annandale, Ellen. Women’s Health and Social Change , Routledge, 2009. “Brought to Life: Exploring the History of Medicine – Hysteria.” Science Museum , www.sciencemuseum.org.uk/broughttolife/techniques/hysteria. Culp-Ressler, Tara. “When Gender Stereotypes Become a Serious Hazard to Women’s Health.” ThinkProgress , 11 May 2015, http://thinkprogress.org/when-gender- stereotypes-become-a-serious-hazard-to-womens-health-flf130a5e79. Edwards, Laurie. “The Gender Gap in Pain.” The New York Times , 16 Mar 2013, www.nytimes.com/2013/03/17_opinion/sunday/women-and-the-treatment-of- pain.html?r=0. Gilman, Charlotte Perkins. “Why I Wrote ‘The Yellow Wallpaper.’” 1913. Archived at The College of Staten Island , City University of New York, 8 June 1999, https://csivc.csi.cuny.edu/history/files/lavender/whyyw.html. Holdcroft, Anita. “Gender Bias in Research: How Does It Affect Evidence Based Medicine?” Journal of the Royal Society of Medicine , vol. 100, no. 1, Jan. 2007, pp. 2-3. U.S. National Library of Medicine, doi: 10.1258/jrsm.100.1.2. Kellogg, John Harvey. Ladies’ Guide in Health and Disease: Girlhood, Maidenhood, Wifehood, Motherhood , Modern Medicine Publishing Co., 1896. Archived by Teacher Takeaways “This student presents a solid and well-researched argument that builds off a clearly stated thesis in the introduction and returns to this thesis in the conclusion with a fully developed call- to-action and prompt for continued research. Each paragraph follows the path of the thesis’s spine, elaborating on the historical contexts the student first presents, to introduce new complexities and further evidence of how these claims add to the need for response to the bias against women in health care. Although the student synthesizes paraphrases, quotes, and summaries well most of the time, there are moments (mostly later in the essay) in which the student gives us information without clearly signaling or citing where that information is coming from.” – Professor Dannemiller