Writing a Secondary Response
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Writing a Secondary Response
2. Write a Secondary Response (SP)
Respond thoughtfully to a fellow student’s original post on the OPPOSITE document or question your did your OP on. Simply writing “I agree” without any discussion will get you no points on this part. Please do not respond to a original post that has more than 2 secondary responses already. If you respond to the an OP that addresses the same document or question from you wrote your original post on you will only receive half credit at most. About one robust paragraph. (5 points)
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3. Write a Tertiary Response (TP)
This is a free post. You can thoughtfully respond to one of the SPs on your own or any other OP or write a TP on any post in the forum. (5 points)
Hi! I totally agree with your examination of relationships between the biased thinking or any negative outlooks which come from society and what Takaki calls “the master narrative of American history”. They are both involved wrong history that is told by forceful people naturally. It is scary that people easily start arguments over their ethnicity or race. This can cause racial discrimination as well as produce prejudices toward people or countries. Also, it is so true that neither can we choose skin color, first language, nor nationality.
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I believe that America is a place where freedom of expression or anything can be accepted. America isn’t just a specific place for a certain type of race because we all know that the creators of this “new” land became America because they were also immigrants. Anyone can be an American is just has to be decided by their personal preferences on being seen as an American or not. Takaki talks about the type of race and how people see Americans as “white” and Americans from another race as “others”. Mainly people don’t expect certain people of different races to be seen and categorize as Americans. it’s mainly seen as something extortionary when someone of ethnicity is seen talking proper English and as a fellow Hispanic seen as an outsider in American when I was born and race here still get categorized by both sides. America was settled by many different races and have clashed and have become mixed.
Reply
Extra Credit:
Read the following two articles from the Atlantic on the issue of teaching American history:
The Atlantic, The Problem with History Classes
The Atlantic, Who Should Decide how Students Learn about America’s Past?
Then reply to this point and respond to the article incorporating the following questions.
1. What has your experience been with American history as taught in American high schools? Have you noticed the issue the article is addressing? (For example, the controversy over McGraw-Hill history textbooks referring to kidnapped African slaves as “immigrants” and “workers” or the “lionizing” of the Founding Fathers vs. the critical
2. How is historiography different from history? Consider especially these two quotes:
“Currently, most students learn history as a set narrative—a process that reinforces the mistaken idea that the past can be synthesized into a single, standardized chronicle of several hundred pages. This teaching pretends that there is a uniform collective story, which is akin to saying everyone remembers events the same. Yet, history is anything but agreeable. It is not a collection of facts deemed to be “official” by scholars on high. It is a collection of historians exchanging different, often conflicting analyses. And rather than vainly seeking to transcend the inevitable clash of memories, American students would be better served by descending into the bog of conflict and learning the many “histories” that compose the American national story.”
“Americans want to be descendants of a noble people, explained David Blight , a U.S.-history professor and the director of Yale’s Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition. Americans want to be the people who emancipated the slaves—not the people who enslaved them. “But history’s job isn’t to make people feel happy about themselves or their culture,” he said.”
3. What are your thoughts going forward? Who SHOULD decide who teaches Americans history?
You may answer all three questions together in a single robust paragraph. Please make sure you REPLY TO THIS THREAD and don’t start your own. Your points will NOT be added to your Threaded Discussion grade but rather added to the Extra Credit score. I usually hide Easter eggs on Wednesdays. You have until the close of the Threaded Discussion to respond (Sundays at noon)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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