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the time of #MeToo. How does this presence come across in this piece and how does it help
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her communicate her point?
3. Tamblyn oftentimes casts this conflict in terms of warfare. Explain her use of the analogy here:
“It seems like men like a revolution only when it’s their kind of war” (par. 4)?
4. Look back through her piece, and note when Tamblyn uses the pronouns “we” (especially in
par. 5), “our” (par. 8), or “us” (par. 11). What effect does she create with these pronouns? Does
the use make her argument stronger or more limited? Why?
5. Paragraph 5 starts off with “Throughout history,” and includes a summary and explanation of
what has preceded the #MeToo movement. What purpose does this paragraph play in her
Changing the World
argument, and why might she have placed it where she did?
6. Reread paragraph 8. What does Tamblyn achieve through the repetition and the parallelism
(review these terms from Chapter 3 on p. 000) at the end of the paragraph?
7. In paragraph 9, Tamblyn uses the “yes, but” method of addressing those who might think
differently. Describe how Tamblyn uses this approach and explain how effective it might be for
making her argument.

Topics for Composing

1. Analysis. The word “redemption” appears in the title and is repeated throughout. Explain how
Tamblyn defines redemption and discusses whether perpetrators can ever attain it. How does
the idea of “redemption” relate to lasting change, according to Tamblyn?
2. Argument. What is the most appropriate punishment for personalities, politicians, athletes,
and other famous people who are in positions of power and have been credibly accused of
sexually inappropriate behavior that is not necessarily illegal?
3. Connection. Tamblyn refers to “toxic masculinity” in her piece. Writer Harris O’Malley defines
this phrase as, “a narrow and repressive description of manhood, designating manhood as
defined by violence, sex, status and aggression. It’s the cultural ideal of manliness, where
strength is everything while emotions are a weakness.” Explain whether you agree or disagree
with this definition, based on your own understanding of the term and personal experiences of
gender norms.
4. Connection. Several of the men accused during #MeToo have written responses online
defending their actions and trying to clear their names, including John Hockenberry, Jian
Ghomeshi, and others. Choose one, read it carefully, and write an explanation about how
Tamblyn would respond. Would it meet her definition of “atonement”?
5. Speaking and Listening. Talk with someone of a different gender or with someone who
does not identify as either gender about your reaction to the issues raised in this piece. Listen
carefully to the other person’s response and then discuss the ways that people’s gender
identities may or may not affect attitudes toward #MeToo.
6. Research. Find out what has happened to some of the “famous and admired men who have
lost their jobs” in the wake of #MeToo. How long did they stay out of the public eye? Did their
careers suffer?
7. Exposition. Define “cancel” or “call-out” culture, using this article and other sources. Who
are some people who have been “cancelled,” and how has this kind of protest affected them
and society?
8. Multimodal. Create a poster appropriate for your school in which you present information
and resources that support people who have experienced sexual abuse or misconduct. Be
sure to consider a combination of text and images that would not only be engaging for the
viewer, but also appropriate for hanging in a public space.
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