ShortReportonGenderEqualityinSouthKorea

KylieGoodworkoverallrevisingyourshortreport!Onemajorimprovementisthatyouve
consultedvariedsourcesandaddedlotsofsourcesinyourrevisionsincetheroughdraft.Also,
youveaddednewexamplesandclarifiedthefactorparagraphs.Verygoodworkoverall.Seemy
commentsbelowforgrammarfeedbackanddetails.Keepupthegoodwork!
Kylie B+ 88 Rubric for a Short Report

Grade Score Criteria

A (90-100) The report clearly identifies three/four factors related to gender equality in the chosen co
concisely and effectively, highlighting important issues, concerns, challenges, or advance
idea, and conclusion sections effectively frame the report and define a clear main idea.

The sources consulted are used effectively to support claims and illustrate other points the st
academic and credible sources are used.

There are no problems with paraphrasing or attribution. Paraphrasing is thorough, sh

successfully applied multiple paraphrasing techniques.

There are few serious errors in mechanics, grammar, and formatting, showing that the stud
editing and proofreading.
The report shows attention to grammar and formatting points covered in class or requ
language for indicating change, academic language, sentence boundary errors (RO, CS, F
citations, headings for sections, inclusion of a reference page. All required examples are
Application Sheet. These examples are varied and of superior quality.

B (80-89) 88 The report identifies three factors related to gender equality in the chosen country and de
important issues, concerns, challenges, and advances. Although there may be problems wi
examples, the report is successful overall. The background, main idea, and conclusion sect
define a clear main idea, regardless of possible inconsistencies or lapses in clarity.

Overall, the sources consulted are used effectively to support claims and illustrate other poin
acceptable amount of academic and credible sources are used. Some information or ideas m
that are not suitable for academic research.

There are few problems with paraphrasing or attribution, showing that the student appli
techniques.

There may be errors in mechanics, grammar, and formatting, but few of these problems will d
that the student edited and proofread. The report may exhibit minor problems with the gram
covered in class or required by the assignment: language for indicating change, acad
boundary errors (RO, CS, Frag), footnotes or in-text citations, headings for sections, inclusio
required examples are on the Target Grammar Application Sheet. The examples are varie
quality.

C (70-79) The report identifies three factors related to gender equality in the chosen country a
consideration of these factors may be inadequate, testifying to a lack of rigorous reading an
problems with focus, clarity, or use of examples that indicate a weak engagement with the m
main idea, and conclusion sections are present, but may be of inconsistent or inadequate qua

Sources are used to support claims and illustrate other points the student makes, bu
successfully. Some academic and credible sources are used, but a significant number of s
credible or suitable for academic research.

There are some problems with paraphrasing or attribution, showing that the student had d
paraphrasing techniques or that there was insufficient effort to paraphrase.

There may be frequent minor errors in mechanics, grammar, and formatting, indicating a ne
Major errors in grammar or mechanics are possible. The report exhibits frequent minor pro
 and formatting points covered in class or required by the assignment: language for indi
language, sentence boundary errors (RO, CS, Frag), footnotes or in-text citations, headings f
reference page. The Target Grammar Application Sheet may be missing examples, have inc
examples that are otherwise insufficient.

D (60-69) The report exhibits serious deficiencies in organization or content, indicating that the st
assignment or invested insufficient effort in the assignment.

Some sources may be used, but their use or origin is problematic.

Paraphrasing is insufficient; there maybe material that is directly copied from sources without

There are major errors in mechanics, grammar, and formatting, indicating a lack of proofre
frequent problems with the grammar and formatting points covered in class or required by
for indicating change, academic language, sentence boundary errors (RO, CS, Frag), foot
headings for sections, inclusion of a reference page. The Target Grammar Application Sheet m
have incorrect examples, or have examples that are otherwise insufficient; the TGAS may be

F (0-59) This report presents insufficient attention to all, a majority of, or an unacceptable number of r

Comments:

Introduction

Recentlya23yearoldwomanslayedinapublicrestroominSeoul,SouthKorea.A

suspectsaidtothepolicethathedidnotknowthewomanandhadoftenbeenlookeddown

uponbywomen(WomenKilled,2016).HisstatementraisedaPostitnotesmovement,which

puttingstickynoteswithmemorialwritingattheexitofthetransportationstationnearbywhere

thewomanstabbed,inducingquestionsrelatedgenderinequality:whydidshehavetodiejust

becausesheisawoman?Consideringtherecentlyprovokedsuspiciononwomens

empowerment,thispaperwillexaminetheoverallqualityofwomensstatusinSouthKorea.

Giventhefourfactors,includingeducationandliteracyrate,politicalparticipation,economic

independence,andwomensengagementinManagerialPositions,Koreawomenexperience

genderinequalitiesandisdeficientinempowerment.

EducationandLiteracyRate
 Koreanwomenhaveequalaccesstoeducationandsimilarschoollifeexpectancywith

men.Mentendstostayinschoolsfor17years;andwomenareexceptedtohave16yearsof

schooling.(CIATheWorldFactbook,n.d.).Therangeofyearsconsistsofdifferentlevelsof

schoolsfromprimarilyeducationtohighereducation.

Asaresultofthehighexpectationofeducation,Koreanwomen'sliteracyrateisvery

high.KoreansliteracyratehasincreaseddramaticallyafterJapanesehadoccupiedtheterritory

andoppressededucationopportunities:78%ofKorean,includingbothmaleandfemale,hadno

basicliteracyskillsacrossthecountryin1945(EducationinSouthKorea,n.d.).Today,the

considerablenumberofwomen,whoseageis15andover,havebecomeabletoreadandwrite.

Femaleliteracyratehasmultipliedupto96.6%coincidedtomaleliteracyrate,whichhas

increasedaround99.2%outoftotalpopulationof97.9%(IndexMundi,2015).

PoliticalParticipation

Korealagsinwomensparticipationinpoliticseventhoughithasexperienced

incrementalgrowthinpoliticalparticipationofwomensince1997.AccordingtoTheWorld

Bank(n.d.),therateofwomenholdingseatsinnationalparliamentsincreasedby17%in2016

comparedtothelowstartin1997,whichwas3%.However,themostrecentrateislowerthan

theworldaverage(23.4%)aswellastheAsianaverage(19.6%)(WomeninParliaments,2017).

Womenspoliticaloccupationsignificantlyincreasedfrom5.9%in2003to13%in

2004;however,femalecandidatesaccountedforonly66outoftotal1175(TheWorldBank,

n.d.;Kim,2013).Despitethegrowingnumberoffemalecandidatesthroughout,agender

distributioninofficedoesnotvary.Inotherwords,theproportionofwomeninvolvedinpolitics
isconsiderablylow.

After4yearsfromtheperiodofthepeak,0.7%oftheproportionofwomenoccupiedin

officeincreasedwhile149morefemalecandidatesrananelection(TheWorldBank,n.d.;Kim,

2013).Thedatareflectstheincreasednumberoffemalecandidates,butdoesnotnecessarily

resultinwomensinvolvementinnationalparliaments.

EconomicIndependence

Koreanwomenhaveexperiencedthelowlevelofeconomicindependence.Koreais

ratedat53rdingenderinequalityineconomicactivityintheworld(Kim,2013).Gender

inequality,whichlimitswomenseconomicopportunities,includesmorecontributionsofwomen

tohouseholdworks.Only50.1%offemalewhoisfifteenorolderparticipatesineconomic

activity.Therateofwomenwhostayathomeinordertocontributetofamilyandhouseholdis

muchhigherthanmen:theratioofwomenscontributiontofamilyandmensis89to11(Kim,

2013).ThefindingsreflectthatKoreanwomenaremorelikelytostayathomeratherthanhave

economicindependence.

WomensEngagementinManagerialPositions.

AcquiringmanagementpostsisnarrowwindowforwomeninKorea.Womenare

usuallyinthelowerlevelormiddlelevelmanagerialpositions.90.3%ofexecutivemanagerand

94.3%ofgeneralmanagerare(Kang,2011).Themensextremeoccupationshowsthatwomen

inmanagementpositionsislowerthan10%foreachposition.

ThedifficultyofacquiringmanagementpostsforKoreanwomenresultinthesignificant

genderwagegap.OECD(2014)evaluatedthegenderwagegap;andKorearankedtheworst
amongOECDcountries.TheKoreanwagegapratereached36.60%whereasNewZealand,

wherehastheleastgap,experiences5.62%.

Conclusion

Despitethehigheducationandliteracylevel,politicalandeconomiclifeofKorean

womendepreciatesthequalityofwomenslife.Womenundergohardshipbothinacquiring

economicindependenceandinobtainingmanagementpositionduetothegivencondition,such

asburdenofhouseholdworkandlowerwages.Thenoticeablegapbetweenthehighliteracyand

educationrateandthetreatmentthatwomenhavereceivedinthepoliticalandbusinessarena

impliesthatempowermentofwomeninSouthKoreaisinsufficient.
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