This document provides guidance on how to structure a successful DBQ (document-based question) essay. It likens the essay to a hamburger, with an introductory paragraph serving as the "top bun" to establish the time period and thesis. The "meat" paragraphs should analyze the documents to support the thesis, using attribution and outside information. A concluding paragraph acts as the "bottom bun" to synthesize the arguments and connect the topic to other contexts. Key steps are outlined for each section, like using a topic sentence and referencing documents properly in the analysis.
guided annotation task - notes for studentsSteven Kolber
A guide for a structured annotation task to get students to analyse closely chapters of a text. Great for Lord of the Flies, but simply replace the video links with another text.
guided annotation task - notes for studentsSteven Kolber
A guide for a structured annotation task to get students to analyse closely chapters of a text. Great for Lord of the Flies, but simply replace the video links with another text.
1. A clear and appropriate organizational structure must be used -.docxSONU61709
1. A clear and appropriate organizational structure must be used - The Guide for Good Transitions document on Blackboard is a great resource.
2. Preparation outline MUST be submitted at the same time as the video submission. - Failure to submit a full and complete preparation outline in the format described on Blackboard will result in a 20% penalty on the ENTIRE speech grade (i.e., TWO FULL LETTER GRADES). - The Formatting Outlines for Speeches handout on Blackboard shows the exact format.
3. At least FOUR legitimate, credible outside sources must be used and CITED ORALLY in the speech - The Source Citations Guide document on Blackboard is a great resource for figuring out how to cite sources orally - Place these in an APA-formatted list of References at the end of the preparation outline. The APA Style Guide document on Blackboard is a great resource for figuring out how to format References.
4. DO have a clear introduction and conclusion. DO establish the significance and relevance of what you are presenting. - Why should the audience listen to you? - What’s in it for us? DO use organizational tools like previews, transitions, and summaries. DO cite sources to support your claims. DO “dress for the speech”
5. Orally citing sources requires full information on a first citation: A. Who is being quoted or paraphrased? B. What are their credentials? C. From what specific publication or source is the information taken? D. What date was the information generated, published, or last updated? These details should come BEFORE the information you want to share from the source EXCEPT in the case of an attention-getting device (AGD)—then it should be embedded. Introducing sources should be done purposefully. This means using appropriate language based on the reason you introduce the source material. “According to…” is probably the most OVERUSED and LEAST MEANINGFUL way to introduce a source into your speech. The role the testimony is intended to play in your discussion is not clear. This is okay when that role is obvious AND you have not said, “According to…” too often. Otherwise, try to avoid this worn out phrase. Some alternatives* are: A, B, confirms in C, D, that blah, blah, blah… A, B, reports in C, D, that blah, blah, blah…. A, B, notes in C, D, that blah, blah, blah… A, B, explains in C, D, that blah, blah, blah… A, B, reveals in C, D, that blah, blah, blah… A, B, elaborates in C, D, that blah, blah, blah…. A, B, disagrees in C, D, where he/she argues/states/asserts/claims blah, blah… On the contrary, A, B, informs us in C, D, that blah, blah, blah… A, B, clarifies this point in C, D, by explaining blah, blah, blah…. In C D, A B suggests blah, blah, blah… In subsequent citations, you simply can say something like “The previously mentioned [INSERT SOURCE]…” OR “The aforementioned [INSERT SOURCE]…” or any other truncated citation that reminds us clearly of the earlier full citation. * A, B, C, D, reference the components in the list ...
Freedom in America Paper Assignment Step 1 Pick a topic. WhSusanaFurman449
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
BOOK REVIEW DIRECTIONSFrom Praha to Prague Czechs in anVannaSchrader3
BOOK REVIEW DIRECTIONS
From Praha to Prague: Czechs in an Oklahoma Farm Town
Philip D. Smith
University of Oklahoma Press: Norman, OK, 2017
You should fully answer all questions in complete sentences using paragraph form. Do not number your answers. This should be a book review and not a numbered assignment. I have numbered the questions for your benefit, only.
If you get information from the book, please put page number in parenthesis after the appropriate sentence or paragraph. This is the way I want your page references: (129). You should have page references for all of your factual answers. -- (23) is the only way I want your reference noted.
You do not need footnotes unless you refer to an outside book review. If you use a book review or any other source you will also need to include a works cited page. Footnotes or Endnotes should be done according to the Chicago Manual of Style.
I would much rather you just read the book and think about it for yourself.
Remember, write in complete sentences using paragraph form.
Things you need to include in your Review:
1. Early in your paper, identify the thesis of this book. In other words, what is the author trying to say? What is his primary point(s)?
2. Give a quick discussion of the sources the author used in this work. Were they mainly primary or secondary sources? Please do not only look at the bibliography for this question. Look at the footnotes. Many times, a primary source will be used over and over while a secondary source might be used only once or twice. Remember, a primary source is material written during the period studied. Primary sources include newspapers, census records, diaries, journal accounts, church records, fraternal association records, etc… Secondary sources are books, articles, and other material written long after the events of the period studied.
3. Describe the formation of Prague, Oklahoma. What was the importance of the railroad in the creation of Prague? Don’t forget important people in the formation of the town.
4. Was religion important in the early days of Prague? Discuss the religious landscape of the frontier farming town.
5. How did the Prague Czechs attempt to maintain their social, cultural, and linguistic heritage in their new environment? Be specific.
6. Did the Czechs of Prague participate in the local economy and other activities of the town? Discuss and give examples.
7. Discuss the everyday life of the Prague Czechs. Be specific.
8. How did the educational system change for the Prague Czechs? How do public schools affect the community?
9. Did the Prague Czechs participate in politics? Explain. Did they participate in community activities? Discuss.
10. Did the author convince you of his thesis? Why or why not? Give your overall feeling of the book. Did you like it? Why or why not?
IS-301 | BUSINESS COMMUNICATION
Group Project Spring 2021 | WORKPLACE DILEMMAS
...
Handout created by Justine White www.richlandcollege.edu.docxAASTHA76
Handout created by Justine White www.richlandcollege.edu/englishcorner
The English Corner at Richland College
Paragraphing and the Tell, Show, Share Method
Paragraphing is sectioning and organizing your essay into paragraphs. Paragraphs are a visual
way of dividing your essay into sections organized by a unifying idea. Paragraphs help your
reader visually know when you change ideas. Without paragraphs, the reader is overwhelmed by
the sheer amount of words on a page. Paragraphing helps reduce confusion when reading by
focusing on only one point at a time. How you organize a paragraph helps the reader understand
what point you are trying to make in relation to your thesis. Focus and organization are the keys
to a good paragraph.
Focus
Each paragraph needs to focus on one main idea or claim. Your introduction should focus on
introducing your topic and providing a roadmap of what you will be writing about in your body
paragraphs. Your introduction needs to include your thesis statement as well (See the handout on
Creating Thesis Statements for more information about strong thesis statements).
All of your body paragraphs need to focus on one idea that supports your thesis (your claim)
stated in the introduction. For an argument essay, each body paragraph should be a reason that
supports your thesis. For a literary analysis, each body paragraph should be a different aspect of
the poem or literature (symbolism, metaphor, character, setting, voice, tone) that proves the
thesis. For a visual analysis, each body paragraph should be an aspect of the visual (color,
background, foreground, framing, juxtaposition, superimposition) that proves your thesis. See
the handouts Ten Tips for a Visual (or Literary) Analysis for more help with writing those
papers.
Organization
When putting your body paragraphs together, think about how they flow. Is the flow logical?
You might organize chronologically or thematically depending upon your purpose (literary
analysis versus visual analysis). Argument essays should be organized on the strength of your
evidence. Begin with a strong claim, put your weaker claims in the middle, and end with your
strongest evidence. That way your reader finishes your essay with your best argument.
The Tell, Show, Share Method
All body paragraphs include three main parts: the topic sentence, the evidence, and the
explanation or analysis. The Tell, Show, Share method is a mnemonic device to help you
remember the parts of a well-developed paragraph.
Tell: your claim (topic sentence)
Show: your evidence (quotes, examples, statistics, analogies, anecdotes)
Share: your opinion, explanation, or analysis (answer the so what, who cares, why does it
matter questions)
The Tell, Show, Share method reminds you to open with a topic sentence and close with your
own ideas. You shouldn’t have a quote opening or closing a paragraph. Opening with a quote
means that you have forgotten to m.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. A Different Way of Looking atA Different Way of Looking at
Doing the DBQDoing the DBQ
• Are you hungry?Are you hungry?
• If so, then you will like this PPT.If so, then you will like this PPT.
• If not, you will still like this PPT…If not, you will still like this PPT…
3. TheThe “Top Bun”“Top Bun” of your essay!of your essay!
4-6 sentences4-6 sentences
The IntroductoryThe Introductory
ParagraphParagraph
4. 1.1. EstablishEstablish TIME & PLACETIME & PLACE..
2.2. Create a clear,Create a clear, THESIS STATEMENTTHESIS STATEMENT..
[underline or highlight it!][underline or highlight it!]
3.3. Allude to theAllude to the SUB-TOPICSSUB-TOPICS oror
categories you will discuss to supportcategories you will discuss to support
your thesis statement.your thesis statement.
4.4. Focus on the question at hand—doFocus on the question at hand—do
NOT begin with aNOT begin with a “flowery” sentence!“flowery” sentence!
5.5. NoNo “laundry list!”“laundry list!”
The Introductory ParagraphThe Introductory Paragraph
5. TheThe “tasty” part“tasty” part of your essay!of your essay!
TheThe ““””MeatMeat””” Paragraphs” Paragraphs
6. 1.1. Identify your sub-topic or category inIdentify your sub-topic or category in
the first sentence (topic sentence).the first sentence (topic sentence).
2.2. Include the documents that are relevantInclude the documents that are relevant
to support the ideas in the paragraph.to support the ideas in the paragraph.
3.3. Use ALL or ALL BUT One of theUse ALL or ALL BUT One of the
documents given & analyze eachdocuments given & analyze each
4.4. Bring in supportive outside information. *Bring in supportive outside information. *
ROI= “Relevant Outside InformationROI= “Relevant Outside Information””
5.5. Why were these documents selected?Why were these documents selected?
TheThe ““””MeatMeat””” Paragraphs” Paragraphs
7. 1.1. AttributionAttribution Who is this person?Who is this person?
2.2. Why might they be significant?Why might they be significant?
3.3. What is the point of view (POV) of the author?What is the point of view (POV) of the author?
4.4. How reliable and accurate is the source?How reliable and accurate is the source?
5.5. What is the author’s purpose or intendedWhat is the author’s purpose or intended
audience of the document author?audience of the document author?
6.6. What other information does this document callWhat other information does this document call
to mind? Historical context?to mind? Historical context?
Remember, docs. can be used in a variety of ways!Remember, docs. can be used in a variety of ways!
Questions to Ask Yourself About theQuestions to Ask Yourself About the
DocumentsDocuments
8. 1.1. Thomas Paine,Thomas Paine, in his pamphlet,in his pamphlet, CommonCommon
SenseSense,, said:said: “………………….”“………………….”
2.2. Joe Schmo,Joe Schmo, a mid-Western delegate to thea mid-Western delegate to the
Republic convention in 1912Republic convention in 1912, agreed with….., agreed with…..
3.3. TheThe 19c historian, Frederick Jackson19c historian, Frederick Jackson
TurnerTurner, felt that …………………., felt that …………………. (Doc. 5)(Doc. 5)
NEVERNEVER begin with: In Document 3, …..begin with: In Document 3, …..
How to Reference a DocumentHow to Reference a Document
in Your Essayin Your Essay
9. TheThe “Bottom Bun”“Bottom Bun” of your essay!of your essay!
It holds it all together!It holds it all together!
SYNTHESIS!!!SYNTHESIS!!!
3-4 sentences3-4 sentences
The ConcludingThe Concluding
ParagraphParagraph
10. 1.1. Extend or modify stated thesisExtend or modify stated thesis
2.2. Recognizes contradictory evidence fromRecognizes contradictory evidence from
sourcessources
3.3. Connects topic to other historical periodsConnects topic to other historical periods
4.4. Connects topic to other fields of inquiryConnects topic to other fields of inquiry
PERSIAPERSIA
The ConcludingThe Concluding” Paragraph” Paragraph
11. Put It All Together, And . . . .Put It All Together, And . . . .
