Contemporary Newspapers and Encyclopedias Essay

Contemporary Newspapers and Encyclopedias Essay

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Instructions:

Contemporary Newspapers and Encyclopedias Essay

Question 1 = State Your Topic and How it Connects to Course Themes

In a Word document you will upload to this assignment space, state your research topic. Be sure to clearly label each part of this assignment “Question 1,” “Question 2,” etc. Think through your ideas carefully before writing, and remember you must be able to explore the historical roots of this topic at least before 1990. Also, your project cannot be narrowly focused on the United States, butmay seek to understand the role of the United States in the world.

This course employs five broad themes common to all who live in contemporary global society and those who have lived in centuries past. They are: humans and the environment, “our shrinking world”, inequality, diverse ways of thinking, and conflict. Below your stated research topic, explain how at least 2 of these themes can help you frame and contextualize your chosen topic.

Clearly distinguish the two parts of this question by specifying “1A- Research Topic:” and “1B- Connection to Course Themes:” and be sure to provide around ten sentences total to illustrate full reflection upon the “course themes” part of the question.

Question 2 = Locate a Contemporary Documentary Source (Newspaper Article)

Contemporary Newspapers and Encyclopedias Essay

Since this course uses contemporary examples as starting points for understanding historical origins, you will also do this for your research paper. Contemporary newspapers are one gateway into a wide variety of contemporary issues. Internet provide access to a wide range of newspapers from around the world, both current and historical. Newspapers are a type of primary source and part of a larger category of sources called documentary sources that also includes popular magazines. Whether they are historical or contemporary, they are written at the time of an event or process and, when critically assessed, can provide insight into the goals or views of the author, the publication, or its readership. Many of these resources are available in electronic format, and much of the historical collection is in microfilm.

All researchers must cite their sources so that their readership has the opportunity to check their analysis if desired. Using  Chicago Style  type the bibliographic (not footnotes) citation of one newspaper article (must be less than one year old) under a Question 2 heading. Bookmark this RCI Chicago-style page for quick reference. Unless otherwise directed, use only this page and the Purdue OWL site (introduced later) for this series of research assignments. If you go elsewhere, you may get information that is not from the 16th edition of the Chicago Manual or in other ways is inaccurate.

Since you’re accessing your newspaper article online (and not in print), the citation should include a URL and “date accessed” (see the Chicago-style reference page).

Question 3 = Locate a Specialized Encyclopedia Entry

Now that you’ve identified a global topic of contemporary relevance, it is time to begin uncovering the historical roots of your issue. There are many ways to begin a research project, but if you know little or nothing about the history of an issue, often the best place to begin is with an overview article of the topic. Encyclopedias are excellent places to locate such articles. Encyclopedia articles contain an overview of important facts and often a list of recommended readings. In other words, they are a window into a research topic, but because they are not based on the author’s original research, they are not appropriate as a main source.

A common assumption about academic encyclopedias is that they are freely available in electronic form on the Internet. They are not. For example, Wikipedia is not an academic encyclopedia. Though the folks at Wikipedia do attempt to implement standards of credibility, anyone can freely create or edit a Wikipedia entry. So for academic research like the kind you are doing here, Wikipedia will not stand.

After you have located the entry that you will use, add the correct bibliographic  Chicago-style  reference to your Word doc for Question 3. Sage Knowledge and Oxford Reference will provide you with a preview of the bibliographic Chicago style citation.  Do not use these citations however, as they are missing key components.

Question 4 = Write Two Prelimary Research Questions (20 PTS)

Typically, once researchers have read and analyzed several sources (like you’ve just done), they formulate a set of preliminary research questions that they hope to answer by the end of their research. Often research questions change, and almost always new questions arise. As the last part of your Word document for LRA1, formulate two clear and concise research questions (label them as QA and QB) based on your analysis of your contemporary newspaper article, your encyclopedia entry, and the theme(s) of the course that you identified earlier. Do not be vague by saying something like: “What are the historical roots of my contemporary issue?” But, be sure your questions address the historical roots of your topic.

Upload your completed Word document for LRA 1 (do NOT cut and paste your assignment into the text box). Also, you need to be sure you labeled each question clearly.

Roots Research question Example

The biggest problem that most students have with this aspect of the project is posing historical questions. Here’s an example:

Topic: Global economic inequality and the climate crisis (too broad, narrow by geography or time period)

Non-historical question: What can be done to reduce wealth gaps and empower the people in developing nations to reduce their consumption of their natural resources and still become economically stable? Comment: An important question, but it does not propose to understand anything about the historical roots of global economic inequality or its relationship to environmental problems. Rather, it is focused on present and future solutions.

Historical question (too broadly conceived at this point, but note use of past tense): How did the European industrial revolution impact the economies and natural resources of non-European countries through the mechanisms of globalization? Comment: Historical question but will need greater refinement as you conduct more research and come to some preliminary conclusions.

Specific historical question (refined after some initial research): How did the introduction of railroads in colonial British India impact local grain production and markets from 1870 to 1900? Comment: Great question. It is specific in terms of time period, geography, and industrial technology. Moreover, it is a historical question that you can reasonably answer given the parameters of this assignment. Not too ambitious, but plenty of source material available to conceive and support a historical argument.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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