https://openstax.org/details/introduction-sociology-2e LINK TO THE BOOK THAT HAS TO BE USED 4 PAGE ESSAY but feel free to go more as long as all the information and instructions are followed

LINK I PROVODED IS THE ACTUAL INSTRUCTIONS THIS IS JUST ANOTHER EXAMPLE "My Sociological Life" Final Paper- Please make sure you have read over the paper instructions very carefully first. The structure is an introduction paragraph, 5 main-themed paragraphs, and a brief conclusion, bringing together ideas (cause/effect relationships). You will choose 5 main themes and apply your terms, data, and theories to examples from your life. A theme would be a chapter heading...so you could have these 5 subtopics (these are examples: family, education, social class, socialization, and religion. You will have one paragraph for each of these (please choose whatever main themes work best for you though). Then, within these main topics (themes) you will refer back to the class, data, main terms, concepts, and social theories relevant to each section (at least 5 within each section- underlined or bold). Terms/concepts for religion = beliefs, rituals, functions, symbols, conflict, etc. All of our ideas from class applied, analyzed, and synthesized (bring issues together) related to your life. For example, you will include the terms from the religion section as you are including examples from your life...."the functions of my religion serve to______". The beliefs behind my religious upbringing include...." You want to include as many terms, concepts, data, and theories for each section and apply them to your life. So, for education, you could include our three main social theories, gatekeeping, the GATE program, hidden curriculums, gender differences, inequalities in education, self-fulfilling prophecies...and then apply these terms to your education experience. As for the three main theories (functionalism, conflict, and symbolic interactionism)...you are required to apply each of these theories at least ONCE throughout the paper. You do not need to use them in every theme, but make sure they are all applied once. You can use conflict theory if you are talking about an example of your childhood and birth order, for example. These theories count as separate terms and are worth additional points. Please underline or bold these as well. Make sure that you are not telling me a chronological life story (I was born on a farm in 1980, I went to this school and that school.....) Finally, you can find the Bloom's visual model in the Paper Assignment/Rubric Module. You do not need to include anything about this model in your paper, but this is the higher-level thinking process that I wanted everyone to be using throughout the class and specifically for this paper. You will be applying course terms/concepts/data to examples in your life, and then you will be analyzing your life from a sociological viewpoint attempting to discern how X, Y, Z impacted your beliefs, ideas, etc. in the past, now, and possible future. Finally, you will synthesize and bring together ideas by showing the cause/effect patterns of some of these experiences. Bloom's model helps us to employ a higher-level thinking and write a socioautobiography, rather than a simple autobiography about our lives. Hope this helps! I am happy to review an outline or a sample paragraph as you work on it (just email me or send a message through the Canvas inbox). Also, please use the Tutoring Center as needed for help with editing the papers. There is an ASA Template in the writing resources page in your module that you should download and use to start writing (it formats the paper for you!!). Below is a sample paragraph from a former student. -Prof. Major Sample Paragraph (former student): Education Furthermore, education has impacted my exposure to certain opportunities while growing up. The quality of school systems was a vital factor my parents highly considered because they wanted the best academic and social experience for me. I was born in Los Angeles but moved to Chino Hills when I was one because my parents sought upper class schools for my sisters and me, which were generally safer and had more academically motivated students and teachers. I joined the GATE (Gifted and Talented Education) program and was placed into GATE classes throughout elementary school. Although I was fortunate to be blessed with enthusiastic teachers and engaging activities, I later realized the functionalist perspective of this program. According to Robert Merton, functionalism describes how functions keep a group in balance, which can be manifest (intended) or latent (unintended) (Henslin, 2015). The GATE students were separated from the non-GATE students, a form of tracking and gatekeeping, because schools aimed to provide more challenging resources to those who they determined to have “higher academic potential” (Major, 2015). I felt this was an unfair method of establishing a student’s future because the GATE exam indirectly regulated his or her academic and career pathway—those who did not pass the GATE exam may have eventually felt less capable and therefore less motivated to do well in school or pursue higher careers. For example, GATE students were automatically placed into honors classes in middle school, who were then automatically placed into honors classes in high school. However, the majority of my peers who were not in GATE still attended great colleges and are currently pursuing prestigious occupations. Although my decent education system helped me to fit in appropriately with other students like me (social integration), I feel it has not affected my college and career choices, nor will it largely impact my decisions or relationships in the future (Major, 2015)