(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docx

(Assmt 1; Week 3 paper): Using ecree Doing the paper and
submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT
SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT
1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top
“Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at
the top of the screen—scroll down to see the three long, blank,
rectangular boxes. You will be typing into those. Remember—
do not worry about a title page or double spacing. Start
composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right
that comments start developing and also video links. Also on
the right you will it say “Saved a Few seconds ago”. It is
saving as you go. At first the comments are red (unfavorable).
The more you do, usually the more green (favorable) comments
start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph
box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to
be listed at the end. The FORMAT SAMPLE paper illustrates
what they might look like. But, putting them in ecree
gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular
paragraph of your essay (Part 4) be in the box labeled
“Conclusion”. Once that paragraph is written—in whole or in
part, do this: Click on the word “Conclusion” to form a
following paragraph box marked by three dots. Keep doing that
and put each source in its own “three-dot” box. In other words,
after your Conclusion paragraph—the heading “Sources” gets
its own paragraph box at the end, followed by separate
paragraph boxes for each source entry.

b. If the approach labeled “a” above is not working out,
don’t worry about the external labels of those last paragraph
boxes---just be sure to have a concluding paragraph (your Part
4) followed by paragraphs for the Sources header and each
source entry. In grading, I will be able to figure it out. I will
be lenient on how you organize that last part, as long as you
have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough
draft of it into MS-Word as a file. Have it organized and laid
out like the FORMAT SAMPLE paper. Then Upload it to
ecree. Once you upload, take a little time and edit what
uploaded so that it looks like what you intended and fits the 4-
part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready.
Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on
ecree)
-------------------------------------------------
NOTES AND COMMENTS ON ECREE
1. Watch the video about how to use ecree and the options.
2. Then click into ecree (in the week 3 unit’s Assignment 1
link) and navigate around. Practice a bit—keep practicing until
comfortable (you can always click “delete” at the bottom to
start over if you wish). To practice, find the long rectangular
boxes at the bottom of the screen. Start typing into them and
watch the feedback notes develop on the right side as you type.
Note that things automatically save. (You can delete after you
play around some). The automatic saving means you don’t need
to worry about losing your rough draft and can always come
back to right where you started. Also, while it is best to type
right into ecree, you can copy paste things from a document as
you type into the ecree squares.
3. You get more comfortable with ecree as you work with it.
The comfort level will come.

4. SOME GREAT FEATURES--The ecree program is very good
at helping with paragraph development, sentence structure, and
paper organization. And it provides some great immediate
feedback on these things. It also helps some on spelling and
just a little on grammar. With ecree, you will not need to
double space or have a title page.
5. What ecree does NOT do: It cannot really judge content as
per the paper and topic; it cannot detect sources---it will not
help you on where a citation is needed or on the form of your
in-text citations or your sources list. It only helps a little on
grammar and spelling. So, don’t expect those things. Example-
-You could have a well, developed paragraph, but if your
content is off topic, lacking in-text citations or poor on the
sources list—your grade will end up being lower (no matter
what ecree says). Like most writing tools one might use
(Grammarly, tutor.com, etc), ecree is a good tool, but it is not a
guarantee of an A paper. It is only a tool that can really help
move you the right direction in writing papers. Our students
who have used it have become real fans of it.
6. After doing and considering numbers 1-thru-5 above,
determine whether you will compose directly into ecree or
whether you will compose on a traditional MS-Word file that
you upload. If you type on a Word file and upload it, you can
still think of that as a rough draft that you finish polishing in
ecree.
----------------------------------------
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
How do students define their roles and responsibilities in online
learning group projects?

Williams, Karen C;Morgan, Kari;Cameron, Bruce A
Distance Education; May 2011; 32, 1; ProQuest
pg. 49

[THIS IS A FORMAT SAMPLE for doing Assignment 1 using
our ecree platform. The usual SWS form calls for double

spacing and a title page (so did APA)—but when we use ecree
(as in this HIS105 class), we won’t use double-spacing or a title
page. It will be important to write good quality, distinct
paragraphs and to organize the paper in the four-part structure
called for by the instructions. So, this “format sample” of
Assignment 1 has no title page and is single-spaced—except
between paragraphs and between source entries at the end. It
still has in-text citations (see third paragraph below) and it still
has the sources list at the end—you do need those. As required
by the instructions, the sources used in this sample are from the
REQUIRED list on the instructions sheet. This sample does not
really help you on content, but this gives you guidance on each
part of the paper—and illustrates the four-part set-up of the
paper and the sourcing. Resisting Adversity is the sample title
here—and I put it with the first paragraph. ]
Resisting Diversity-- PART ONE: INTRODUCTION WITH
THESIS Notice how this first line of the paragraph and the
heading can go together in this ecree approach to the paper.
The PART ONE heading is optional, but probably useful for
your own clarity while writing and my clarity when I grade it.
You have no worry here about indenting or double-spacing; not
needed or wanted for ecree. In terms of content, a format
sample like this does not provide that—this sheet just shows the
form and organization—and samples of citing. And I provide a
few tips here. Keep in mind the paper mostly focuses on a long
period—from 1865 to the 1920s; and you will eventually need
specific examples from three different decades in that period.
But, in this first paragraph, you will have an introduction to
your paper and you will also include your thesis statement.
Perhaps you feel that overall the political policies of the era did
promote diversity despite the prejudices of a few. Or, perhaps
you feel the political policies of the era tried mainly to restrict
diversity. You can be wide-ranging, using examples related to
race in the south and immigration policies for folks from
Europe and/or Asia. Or you can be more narrow in your focus,

with your paper getting into mainly areas of race—or maybe
issues of gender—or focus entirely on immigration from certain
regions. You are welcome to find other variations of a thesis
based on some rephrasing you do of the topic. The class text
discusses this as do other sources on the list; make use of
chapters 16 through 21. Keep in mind, the overall issue is some
aspect of DIVERSITY and how it develops and is dealt with.
So, this first paragraph introduces the topic generally and
establishes your focus as to time period and subject, and it
states your thesis—your position.
PART TWO—THREE EXAMPLES: The second and third
paragraphs will cover your three SPECIFIC examples
supporting your thesis. You can be wide ranging or narrow in
your focus. Negative examples of policies hindering diversity
might range from Plessy vs. Ferguson to the Chinese Exclusion
Act to poverty facing new immigrants in big cities to arrests of
women demonstrating for the right to vote. Positive examples
of policies and conduct promoting diversity might include the
many southern black office holders during Reconstruction or the
initial embrace of Chinese immigrants as great workers
(especially for the railroad) or the spike of numerous new
European immigrants coming through Ellis Island in this period
or the western states who were first in allowing women to vote.
EXAMPLES CONTINUED--In this part of the paper you really
start developing the topic and your position and evidence. The
assignment requires you to use the Schultz textbook and at least
two other sources from the list on the instruction sheet (don’t
use other sources not listed). You also will also be citing
sources—and this paragraph illustrates what those in-text
citations might look like. For example, you might be discussing
court cases that supported segregation (Schultz, 1, p. 338-9).
As a long book, you need page or section numbers with the
Schultz book. The number 1 tells us it is the first source
identified in the paper and it is the first listed on the Sources
list at the end. Or, you might be discussing Chinese railroad

workers (1) and the specific example of the later restrictive
legislation of the Chinese Exclusion Act (2). Notice again how
the number 1 shows that the Schultz book was the first source
used in this paper and that it is the first listed at the end; but the
2 is for the second source listed at the end; see there. On this
same topic, you might find some great material in a scholarly
article from the university’s online library—on the list of
sources you should draw from. A good example would be an
article by Abu-Laban and Lamont (3), who present many
examples from this period as they reflect on “the metaphor of
the melting pot” as it “refers to processes of immigration,
relations of ethnic diversity, and notions of national identity
and purpose”. As the number 3 suggests, it listed the third
source listed at the end. You will notice that the number given
on these citations relates to the order of when they come up in
the paper—and so also the numbered order on the Sources list at
the end. Again, use only sources on the list provided on the
instruction sheet. Since those sources are in SWS form and also
have a convenient link with them, one can easily copy/paste the
ones you use for your sources list at the end. And, with the
link, each source is very easy to access.
PART THREE: OPPOSING VIEW This third section of the
paper involves some critical thinking on your part. How might
a reasonable person disagree with you and give a different
position or counter-argument? For example, perhaps you
argued that some reform movement or movements in this period
were effective in promoting greater diversity and getting
government policies that agreed. (The textbook has many
examples on all of this in chapters 16-21.). You can then
envision someone taking a different position—that those
movements tried but failed against overwhelming economic and
political forces that favored people who were white or who were
“already here”. In this paragraph, then, you would need to
make the reasoned argument that they did have some successes
(pointing to evidence you gave) and that to the extent they

failed in the short run they did also leave an important legacy
that influences new movements in later times. Normally, this
part is not so much doing more research or providing more
examples. Instead it is about suggesting what that different
position might be, and then your own logical rationale for
favoring your own position instead. It is just critical thinking on
your part.
PART 4: LEGACY and IMPACT TODAY (CONCLUSION)
This fourth section of the paper does not normally involve
researching information. It does involve some reflection about
the issues covered in your paper and ways those issues perhaps
are still around (maybe in a different form). You might have
examples in your personal life. You are encouraged here to
think about your workplace experiences or the profession you
are going into, and how these issues are relevant in that modern
context. Think of your major and the types of places you might
work—or do work. If you see diversity—why? Affirmative
action programs trying to overcome the old barriers? New
opportunities or policies by the company or the government? If
you don’t see diversity, what are some reasons for that?
Education barriers? Biases in hiring as a legacy of the old
policies? Less diversity in that geographic area (which also has
roots)? Immigration issues? You might think of other ways
to connect the modern situation to the history you have written
about. Again, this fourth part is normally a paragraph or so—
lengthy treatment not needed here. This fourth part should
normally serve as the conclusion of the paper. Be sure the body
of your paper ends in some way that wraps up succinctly.
Then, in ecree, click on the word conclusion to add new
paragraph boxes—it works best if you can get each source into
its own paragraph box. As below, each source must be
numbered and should be in SWS style (as can be copied from
the instruction sheet).

Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
2. Chinese Exclusion Act. 1882.
http://college.cengage.com/history/wadsworth_9781133309888/
unprotected/ps/chinese_exclusion_act.htm
3. Y. Abu-Laban & V. Lamont. 1997. Crossing borders:
Interdisciplinary, Immigration and the Melting Pot in the
American Cultural Imaginary.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=a9h&AN=392542&site=eds-
live&scope=site
[It is best if you can get each source into its own paragraph box.
As below, each source must be numbered and should be in SWS
style (as can be copied from the instruction sheet).
[LAST PART—try this on last part, but don’t worry if you can’t
get it just right. Your final essay paragraph will ideally be in
the box “Conclusion”. Once typed, then click on that word
“Conclusion and it will create a new box below with three dots.
Keep clicking “Conclusion” until you have 4 or more “three-
dot” boxes—one for the heading Sources and one for each
source entry on your list of sources. If you cannot quite get this
to work, don’t worry about it—just be sure you have a final
paragraph (Part 4—Conclusion—Legacy) followed by the list of
sources. Even if those boxes seem mislabeled, we will figure it
out ok in the grading. Don’t get worried about that.]
2

Assignment 1: Dealing with Diversity in America from
Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is
Monday at 9am Eastern time, Jan. 21. But, due to the King
holiday, no late penalty will be imposed if submitted by the end
of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called
ecree for doing writing assignments in many classes. We will
be using the ecree program for doing our papers in this class.
More instructions on this tool will be posted. You are welcome
to type your paper in MS-Word as traditionally done—and then
to upload that file to ecree to revise and finish it up. Or, as we
suggest, you may type your paper directly into ecree. When
using ecree, you should use CHROME as your browser. As
posted: “Please note that ecree works best
in Firefox and Chrome. Please do not use Internet
Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the
United States had to recover from war, handle western
expansion, and grapple with very new economic forms.
However, its greatest issues would revolve around the legacies
of slavery and increasing diversity in the decades after the Civil
War. In the South, former slaves now had freedom and new
opportunities but, despite the Reconstruction period, faced old
prejudices and rapidly forming new barriers. Immigrants from
Europe and Asia came in large numbers but then faced political
and social restrictions. Women continued to seek rights. Yet, on
the whole, America became increasingly diverse by the 1920s.
Consider developments, policies, and laws in that period from
1865 to the 1920s. Examine the statement below and drawing
from provided sources, present a paper with specific examples
and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—in which you can take a pro or con
position:

· Political policies and movements in the period from 1865 to
the 1920s generally promoted diversity and “the melting pot”
despite the strong prejudices of a few. (or you can take the
position that they did not). Use specific examples of policies or
movements from different decades to support your position.
After giving general consideration to your readings so far and
any general research, select one of the positions above as
your position—your thesis. (Sometimes after doing more
thorough research, you might choose the reverse position. This
happens with critical thinking and inquiry. Your final paper
might end up taking a different position than you originally
envisioned.) Organize your paper as follows with the four parts
below (see TIPS sheet and TEMPLATE also), handling these
issues:
1. The position you choose —or something close to it—will be
the thesis statement in your opening paragraph. [usually this is
one paragraph with thesis statement being the last sentence of
the paragraph.]
2. To support your position, use three (3) specific examples
from different decades between 1865 and 1930. You may
narrowly focus on race or gender or immigrant status, or you
may use examples relevant to all categories. [This typically
takes one paragraphs; and probably will need to have in-text
citations in the body of this paper. Note—examples from
different decades between 1865-1930.]
3. Explain why the opposing view is weak in comparison to
yours. [No new research needed; just one paragraph of critical
thinking suggesting why your thesis/position is stronger than a
different view.]
4. Consider your life today: In what way does the history you
have shown shape or impact issues in your workplace or desired
profession? [This will work as the conclusion paragraph. Be
succinct—note on how these diversity issues covered in your
paper impacted later laws and regulations and hiring rules—and
yet some of the problem issues keep resurfacing in different
ways.]

After the fourth part concluding the paper, be sure you have the
numbered list of sources at the end.
Length: The paper should be 500-to-750 words in length. [This
word-count does not include any title page or sources list.]
Research and References: You must use a MINIMUM of three
sources; the Schultz textbook must be one of them. Your other
two sources should be drawn from the list provided below. This
is guided research, not open-ended Googling.
Source list for Assignment 1: Some sources listed below are
“primary” sources from the time period being studied. Some
sources below can be accessed via direct link or through the
primary sources links on Blackboard. Each week has a different
list of primary sources. For others, they are accessible through
the permalink to the source in our online library: Sources
below having libdatab.strayer.edu as part of the URL have
a permalink to that source in our university’s online library.
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST:
Volume 2: U.S. History since 1865. 5th ed.
Choose sources relevant to the topic and position you are
taking:
Y. Abu-Laban & V. Lamont. 1997. Crossing borders:
Interdisciplinary, Immigration and the Melting Pot in the
American Cultural
Imaginary. http://libdatab.strayer.edu/login?url=https://search.e
bscohost.com/login.aspx?direct=true&db=a9h&AN=392542&sit
e=eds-live&scope=site
Black Testimony on the Aftermath of
Enslavement. 1866. Report of the Joint Committee
on Reconstruction. http://college.cengage.com/history/wadswort
h_9781133309888/unprotected/ps/black_testimony.htm
Chinese Exclusion Act.
1882. http://college.cengage.com/history/wadsworth_978113330
9888/unprotected/ps/chinese_exclusion_act.htm
Civil War Journeys. n.d. The Lost Cause. http://civil-war-
journeys.org/the_lost_cause.htm
J. C. Bancroft Davis. 1896. Plessy vs.

Ferguson. http://college.cengage.com/history/wadsworth_97811
33309888/unprotected/ps/plessy_ferguson_1896.htm
Fitzgerald, M. W. January, 2018. Terrorism and Racial
Coexistence in Alabama’s
Reconstruction. http://libdatab.strayer.edu/login?url=https://sea
rch.ebscohost.com/login.aspx?direct=true&db=edb&AN=127269
628&site=eds-live&scope=site
G. M. Foster. Feb. 24, 2002. The Lost
Cause. http://www.civilwarhome.com/lostcause.html
S. S. Harjo. 1996. Now and Then: Native Peoples in the United
States. http://libdatab.strayer.edu/login?url=https://search.ebsco
host.com/login.aspx?direct=true&db=eue&AN=507507152&site
=eds-live&scope=site
J. Meacham. 2017. Our Historical Ambivalence about
Immigrants is a Great American
Paradox. http://libdatab.strayer.edu/login?url=https://search.ebs
cohost.com/login.aspx?direct=true&db=edb&AN=121093561&s
ite=eds-live&scope=site
Mississippi Black Code.
n.d. http://chnm.gmu.edu/courses/122/recon/code.html
W. G. Moody. 1883. Bonanza Farming and Its
Impact. http://college.cengage.com/history/wadsworth_978113
3309888/unprotected/ps/bonanza_farming_impact.htm
Katy Morris. March, 2017. “More reputation than she deserves”.
Remembering Suffrage in
Wyoming. http://libdatab.strayer.edu/login?url=https://search.eb
scohost.com/login.aspx?direct=true&db=a9h&AN=120948598&
site=eds-live&scope=site
E. F. Parsons. Feb., 2011. Klan Skepticism and Denial in
Reconstruction-Era Public
Discourse. http://libdatab.strayer.edu/login?url=https://search.e
bscohost.com/login.aspx?direct=true&db=a9h&AN=57671212&
site=eds-live&scope=site
Populist Party Platform.
1896. http://college.cengage.com/history/wadsworth_978113330
9888/unprotected/ps/populist_partyplatform_1896.htm

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
Upton Sinclair. 1906. Attack on
the Meatpackers. http://college.cengage.com/history/wadsworth
_9781133309888/unprotected/ps/attack_meatpackers.htm
J. D. Zahniser. Dec., 2015. “How long must we wait?” Alice
Paul Wanted Action on Votes for
Women. http://libdatab.strayer.edu/login?url=https://search.ebsc
ohost.com/login.aspx?direct=true&db=a9h&AN=109513499&sit
e=eds-live&scope=site
Your assignment must follow these formatting requirements
below. However, when using the ecree tool, some of the layout
issues below can be ignored:
· This course requires use of new Strayer Writing Standards
(SWS). The format is different than other Strayer University
courses. Please take a moment to review the SWS
documentation for details.
· Be typed, double spaced between lines[single-spaced for
ecree], using Times New Roman font (size 12), with one-inch
margins on all sides; [font flexibility and margin flexibility
with ecree.] ] citations and references must follow SWS
format. Check with your professor for any additional
instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date.The cover page and[Title page and name info not needed
for ecree. You might make up a title—put it right at start of
first paragraph—as part of first paragraph.] the Sources page
[is] are not included in the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Identify and discuss the different ways that the heritage of
slavery, the Civil War, Reconstruction, and segregation have
shaped America’s history.
· Specify ways that women and minorities have responded to
challenges and made contributions to American culture.

· Summarize and discuss the ways that formal policies of
government have influenced the direction of historical and
social development in the United States.
· Recognize the major turning points in American history since
the Civil War.
· Use technology and information resources to research issues in
contemporary U.S. history.
· Write clearly and concisely about contemporary U.S. history
using proper writing mechanics.
[Grading Rubric on Next Pages]
GRADING RUBRIC for Assignment 1: Grading for this
assignment will be based on answer quality, logic / organization
of the paper, and language and writing skills, using the
following rubric. When using the ecree tool, some layout issues
like double-spacing can be ignored.
Points: 120
Assignment 1: Dealing with Diversity in America from
Reconstruction through the 1920s
Criteria
UnacceptableBelow 60% F
Meets Minimum Expectations60-69% D
Fair70-79% C
Proficient80-89% B
Exemplary90-100% A
1. Clearly introduce your paper with your thesis.
Weight: 10%
Poor or no introduction. No thesis statement used from those
provided.
Insufficiently introduced your paper with your thesis statement.
Partially introduced your paper with your thesis statement.
Satisfactorily introduced your paper with your thesis statement;
chosen from the list provided.

Thoroughly and clearly introduced your paper with your thesis
statement chosen from the list provided.
2. Discuss three specific examples from different decades
(between 1865 and 1930) to support your thesis. Be persuasive
and coherent with sound reasoning; have examples based on
solid research.
Weight: 30%
Did not submit or incompletely discussed three examples from
the correct time period. The examples covered are not supported
by research and reason.
Insufficiently discussed three examples from the right time
frame. The examples might not all have clear relevance to the
thesis or strong support from research and reason.
Partially discussed three examples from the proper time frame.
The examples might not be as relevant or as well researched as
they should be.
Satisfactorily discussed three clear examples from the proper
time frame. Examples are based on good research and are
relevant to the thesis.
Thoroughly and coherently discussed three
clear examples from the proper time frame. The discussion is
persuasive and with sound reasoning and good support.
3. Explain clearly and persuasively why the opposing view to
yours would be in error or would be a weaker view.
Weight: 20%
Did not submit or incompletely explained why the opposing
view to yours would be in error or would be a weaker view.
Insufficiently explained why the opposing view to yours would
be in error or would be the weaker view. The reasoning or
examples might be flawed.
Partially explained why the opposing view to yours would be in
error or would be the weaker view. The reasoning or examples
might be flawed.
Satisfactorily explained why the opposing view to yours would
be in error or would be the weaker view.
Thoroughly and clearly explained why the opposing view to

yours would be in error or would be the weaker view. Used
persuasive reasoning or clear examples.
4. Discuss effectively the ways that the history you have
covered shapes or impacts issues in your workplace or desired
profession. Weight: 20%
Did not submit or incompletely discussed how the history you
have covered shapes or impacts issues in your workplace or
desired profession.
Insufficiently discussed how the history you have covered
shapes or impacts issues in your workplace or desired
profession.
Partially discussed how the history you have covered shapes or
impacts issues in your workplace or desired profession
Satisfactorily discussed how the history you have covered
shapes or impacts issues in your workplace or desired
profession.
Thoroughly and effectively discussed how the history you have
covered shapes or impacts issues in your workplace or desired
profession.
5. Used the MINIMUM of three references, drawing from the
list provided. The class text is one of the sources used.
References are listed at the end and matching in-text citations
are used.
Weight: 10%
No references provided.
Does not meet the required number of references; Insufficient
on the reference list or in-text citations. .
Does not meet the required number of references; some
references poor quality choices or not from the list provided.
Meets minimum number of required references; most references
come from the list provided.
Meets at least the minimum number of required references; all
references high quality choices. Sources are listed at the end
and also cited in the body of the paper. Solid research is
evident.
6. Writing and Presentation:

Used good grammar. Presentation shows clarity, reason, and
critical thinking with proper writing mechanics. SWS format is
used for reference entries, in-text citations, paper layout, and
organization. Instructions followed.
Weight: 10%
More than 8 errors present.
7–8 errors.
5–6 errors.
3–4 errors.
0–2 errors.
-----------------------

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