Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Description
Make a case using two or more different types of primary documents. Our readings or course materials will provide one document (or a small group of similar documents). The second primary document is one that you can find on your own on the Library’s website or on another acceptable website. You can use material from the lectures and textbook to support your argument about the primary texts, just as you did in the first essay.
Explain how all of the documents support your thesis as you build your argument. Because of or despite the similarities/differences between the documents, the examples you provide are valid (which you will explain). Rather than organizing your essay by document, I recommend organizing it by topic. By presenting document comparisons close together rather than in separate paragraphs, a stronger argument is created.
Avoid long quotes and make sure to reference each document as you present it. I’d rather read your conclusion in your own words. This essay builds on the skills you practiced in the previous essay. Instead of analyzing just one type of document, you will now be asked to examine two.
The assignment assesses your ability to compare multiple primary pieces of evidence and to construct an argument based on that comparison.
Historical issues’ current relevance https://www.gutenberg.org/files/34856/34856-h/34856-h.htm http://www.gutenberg.org/files/34856/34856-h/34856-h.htm http://www.gutenberg.org/files/348 I’ve attached two articles; choose the one that best suits your needs.
In her historical book, My Own Story, A. Emmiline Pankhurst wrote about her experiences during the women’s suffrage movement. She also wrote about the people she helped, her thoughts on how they lived (their condition), and what assistance they required. Use her book as a primary text and a modern text from the database as a secondary text (20102016). Even if the article is current, it will be considered a primary document in this case. Use only scholarly articles, books (or chapters), or journalism articles that provide evidence to support their claims for this option.
To make a point about both authors, your argument should compare the relevance of Pankhurst’s thoughts and theories to those of the second author. What is similar (or different) between the two periods, if anything? How? What examples do you have to back this up? Draw an overall conclusion and write a thesis statement for your essay once you’ve determined the issue and the points of comparison.
B. Consider the following ideas/questions as you write your essay: What are the issues (problems) discussed by Pankhurst in her book (possible topics)? What people do you think she spends a lot of time talking about? (The second article could talk about any of them and still be valid.) Whatsolutionsdoessheofferthatwouldsolvetheissues/problems? What solutions does the second author propose to address a similar contemporary issue/problem? What conclusions can you draw about the relevance of the issues at the turn of the century (and Pankhurst’s thoughts on them) to a contemporary issue? Acceptable databases or search engines on the internet. Any database available on the Library’s website.
Each step of the search process has been addressed in the skill-building exercises, including Artstor, Google Books, and Google Scholar (ask if you find other sites you want to use). If you’ve paid attention to those, you should be able to locate a second document fairly quickly. When searching, remember that your argument is more malleable than the existing articles and books. Documents such as Wikipedia articles or general Internet blog posts are not acceptable. The Database system should include journalism sites. You must use your library’s resources to locate primary sources that are not “made up” and support your own claims as part of this assignment.
Specifications for the Essay 6 pages, essay format, Chicago 15th or MLA referencing 1012 pt. font, normal margins, doublespaced (no extra space between paragraphs). An additional reference page is required in MLA format. The History Department’s Writing Center can help you format your citations. Examine the instructions for constructing an argument in Essay One. Remember to save your speculation, judgments, and opinions for the last paragraph.
RUBRIC |
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Excellent Quality 95-100%
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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. |
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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. |
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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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the West and the Rest of the World |
the West and the Rest of the World