Writing Assignment 13: Please Read Gladwell's The Tipping Po

Writing Assignment 13please Read Gladwellsthe Tipping Point Orat Lea

Writing Assignment #13 Please read Gladwell’s The Tipping Point or at least get the main idea before start assignment Assignment: You will work with the object/product and prepare a short oral presentation about this object for the class next week. Bring to class the object to show to the class – do not bring a photo/image of the object; you MUST bring the actual object to class. You will give a brief speech about this object as well as turn in a brief essay about it. (Please choose an object I can find out easily then I can bring to class) Part I – Speech: You should prepare a 2-3-minute presentation about your object. In order to capture your audience’s interest, begin your talk with a story about your object. Then, explain what the object is, why you chose it to represent some of the ideas in Gladwell’s The Tipping Point, and how it connects to his ideas and why this object has significance and value to you, or what it says about you. Part II - Short Essay: Write a short (1-2 page) essay about your object. Your essay should explain and discuss the ideas in your oral presentation. Your essay may follow the outline of your presentation, but do not simply type up what you said. You need to write about your object and explain your ideas in this essay so that a reader who hasn’t seen you speak about your object will understand what it is, why it connects to some of Gladwell’s ideas and what is significant about this object to you.

Paper For Above instruction

This assignment challenges students to engage with Malcolm Gladwell’s concept of societal tipping points by connecting them to a tangible object. It encourages the development of communication skills, critical thinking, and personal reflection. The task involves selecting an everyday object, preparing an engaging short speech, and articulating its relevance both personally and conceptually according to the principles discussed in The Tipping Point. This process helps students understand how small changes or specific objects can influence larger social dynamics, aligning with Gladwell's ideas that certain agents can trigger widespread social shifts.

In the first part, students are required to craft a concise 2-3-minute oral presentation beginning with a compelling story about the object. The story serves to captivate the audience before transitioning into an explanation of what the object is and why it was selected. The student must describe how the object relates to the idea of tipping points—key moments that spark significant social change—highlighting its relevance and significance. Personal connection to the object is encouraged, allowing students to demonstrate how everyday items can embody larger social phenomena or personal identity.

The second part emphasizes reflective writing through a 1-2 page essay. The essay should elaborate on the ideas presented orally, providing context, analysis, and deeper insight. It must explain what the object is, its connection to Gladwell’s theories, and its personal significance. The essay is not a mere transcript of the speech but a standalone discussion that offers a richer understanding of how the object exemplifies the concepts of tipping points and social contagion. This integration of oral and written components fosters comprehensive understanding and articulation of social dynamics in a relatable way.

Overall, this assignment emphasizes experiential learning, critical reflection, and effective communication, vital skills for analyzing and explaining social phenomena. By associating everyday objects with theoretical concepts, students gain practical insights into how individual elements can influence broader societal trends, echoing Gladwell’s core message that small changes can have large impacts.

References

  • Gladwell, M. (2000). The Tipping Point: How Little Things Can Make a Big Difference. Little, Brown and Company.
  • Gladwell, M. (2002). The Tipping Point and Social Change. Harvard Business Review.
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  • Christakis, N. A., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. New England Journal of Medicine, 357(4), 370-379.
  • Schelling, T. C. (1971). Dynamic models of segregation. Journal of Mathematical Sociology, 1(2), 143-186.
  • Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). Free Press.
  • Centola, D. (2010). The Spread of Behavior in an Online Social Network Experiment. Science, 329(5996), 1194-1197.
  • Burns, K. S., & Katcher, M. (2015). Social contagion and social networks: A review and future directions. Journal of Social and Personal Relationships, 32(3), 289-312.
  • Watts, D. J. (2002). A simple model of global cascades on random networks. Proceedings of the National Academy of Sciences, 99(9), 5766-5771.
  • Granovetter, M. (1978). Threshold models of collective behavior. American Journal of Sociology, 83(6), 1420-1443.

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