Criteria Ratings Ability to create a clear and critical argument 20 pts Exemplary Clear and concise thesis statement and each paragraph begins with a topic sentence that makes a claim. 17 pts Good Mostly clear and concise thesis statement and each paragraph begins with a topic sentence that makes a claim. 15 pts Proficient Missing some topic sentences and/or somewhat unclear thesis statement. 8 pts Ok Somewhat of an argument, but missing structure or clarity 0 pts Below Expectation No clear thesis and no topic sentences. Very descriptive. Ability use evidence effectively to support the argument 20 pts Exemplary Effective use of evidence from the text that is relevant to the argument 17 pts Good Mostly effective use of evidence from the text that is relevant to the argument 15 pts Proficient Somewhat effective use of evidence 8 pts OK Use of evidence, but not always clear 0 pts Below Expectation Ineffective use of evidence and/or no evidence Ability to interpret evidence and demonstrate critical analysis 20 pts Exemplary The student demonstrated through interpretation how argument was supported by the evidence. 17 pts Good The student mostly demonstrated through interpretation how argument was supported by the evidence. 15 pts Proficient The student has somewhat interpreted the evidence to support their argument, but mostly assertion or description 8 pts OK Some interpretation of evidence, but largely description 0 pts No Marks Summary or description of text rather than interpretation and analysis Criteria Ratings Organization of paper 10 pts Exemplary Content was clearly thought-out and presented in a logical format. Information flowed well, with clear links between paragraphs and ideas. 7 pts Good Content was mostly thought- out and presented in a logical format. Information flowed well, with clear links between paragraphs and ideas. 5 pts Proficient Content was mostly well thought-out and presented with some linkages provided between paragraphs and ideas. 0 pts No Marks Content was not well presented, and format was illogical and difficult to read. Ideas are scattered with no linkages between content provided. Ability to properly locate and cite evidence 20 pts Exemplary Proper citations of ancient sources and all references to the text are cited. 17 pts Good Mostly proper citations of ancient sources and all references to the text are cited. 15 pts Proficient Citations are mostly free of errors and/or most references to the text are cited 8 pts OK Lots of errors but still references. .

1. Criteria Ratings
Ability to create
a clear and
critical argument
20 pts
Exemplary
Clear and
concise thesis
statement and
each
paragraph
begins with a
topic sentence
that makes a
claim.
17 pts

2. Good
Mostly clear
and concise
thesis statement
and each
paragraph
begins with a
topic sentence
that makes a
claim.
15 pts
Proficient
Missing
some topic
sentences
and/or
somewhat
unclear thesis

3. statement.
8 pts
Ok
Somewhat
of an
argument,
but
missing
structure
or clarity
0 pts
Below
Expectation
No clear thesis
and no topic
sentences. Very
descriptive.
Ability use

4. evidence
effectively to
support the
argument
20 pts
Exemplary
Effective use
of evidence
from the text
that is
relevant to
the argument
17 pts
Good
Mostly effective
use of evidence
from the text that
is relevant to the

5. argument
15 pts
Proficient
Somewhat
effective
use of
evidence
8 pts
OK
Use of
evidence,
but not
always
clear
0 pts
Below
Expectation
Ineffective use of

6. evidence and/or
no evidence
Ability to
interpret evidence
and demonstrate
critical analysis
20 pts
Exemplary
The student
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
17 pts

7. Good
The student
mostly
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
15 pts
Proficient
The student
has
somewhat
interpreted
the evidence
to support

8. their
argument,
but mostly
assertion or
description
8 pts
OK
Some
interpretation
of evidence,
but largely
description
0 pts
No Marks
Summary or
description
of text rather
than

9. interpretation
and analysis
Criteria Ratings
Organization of
paper
10 pts
Exemplary
Content was
clearly thought-out
and presented in a
logical format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.

10. 7 pts
Good
Content was
mostly thought-
out and presented
in a logical
format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.
5 pts
Proficient
Content was
mostly well
thought-out and

11. presented with
some linkages
provided
between
paragraphs and
ideas.
0 pts
No Marks
Content was not
well presented, and
format was illogical
and difficult to read.
Ideas are scattered
with no linkages
between content
provided.
Ability to

12. properly locate
and cite evidence
20 pts
Exemplary
Proper
citations of
ancient
sources and
all references
to the text
are cited.
17 pts
Good
Mostly
proper
citations of
ancient
sources and

13. all
references
to the text
are cited.
15 pts
Proficient
Citations are
mostly free of
errors and/or
most
references to
the text are
cited
8 pts
OK
Lots of
errors but
still

14. references.
0 pts
No Marks
Incomplete and/or
missing references
Mechanics of
writing
10 pts
Exemplary
Submission is
grammatically
correct with rare
misspellings.
Use of language
is appropriate
for the
recommended
audience.

15. Avoids personal
pronouns and
contractions.
7 pts
Good
Few errors in
spelling and
grammar. Use
of language is
sometimes
inappropriate
for the
recommended
audience.
3 pts
Proficient
Some errors in
spelling and

16. grammar. Use of
language is
sometimes
inappropriate for
the
recommended
audience.
0 pts
No Marks
Poor spelling and
grammar. Use of
language
inappropriate for
the recommended
audience.
Total Points: 100

17. 1
HIST 100: Western Civilization - Pre-Modern
Dr. Kristin Heineman / Spring 2020
TEXT ANALYSIS ASSIGNMENT I
The following information should be used in preparing your
out-of-class writing assignment
for this course. Requirements and topics appear below, along
with some tips about writing
history papers.
Assignment Requirements and Deadlines
Students are required to write one (1) paper, called a text
analysis, based on assigned readings
for this course. As noted on the syllabus, this assignment is
worth 20% of your final grade in
the class. If you already submitted Text Analysis 1, then you are
not required to write Text
Analysis 2. If you did not submit Text analysis 1, then you must
submit Text analysis 2. If
you submit both Text Analysis 1 and 2, then the lower of the
two grades will be dropped.

18. As noted on the syllabus Course Schedule, Text Analysis 1 is
due on Friday March 6th. Text
Analysis 2 is due on April 17th. You may not submit Text
Analysis 1 after the deadline has
passed. The Text Analysis paper should be submitted online
through Canvas by 11:59pm on
the day it is due. If you would like detailed feedback and
editing, please submit a hard copy
in class the day it is due (this is not required). Students
requesting an extension on the due
date for the paper must present acceptable written documents of
illness, emergency or
University-sponsored events. You still have to provide this,
even if we discussed it via email
or verbally.
The topics for Text Analysis 1 appear below. The format,
grading criteria, lateness policy,
and other instruction will be the same for both assignments.
Format and Presentation Requirements:
Your Text Analysis should meet the following requirements:
4 pages of text (i.e. 1,200-1,500 words), typewritten or word

19. processed
Double spaced with standard font (Times New Roman, size 12)
Standard margins (1 inch top and bottom, left and right sides)
A separate title page should include the following information:
your name, HIST 100, Text
Analysis I (or II), some sort of fancy-schmancy title.
If you use sources other than those assigned for this class in
completing this assignment, you
will need to provide a list of those sources (Bibliography) on a
separate page at the end of
your paper. Additional research is, however, not required.
Your paper will include an Introduction in which you will
outline your argument in a thesis
statement. Be sure to mention the author and the text you plan
to analyze. Your thesis
statement should NOT be in the form of a question – turn your
questions into assertions. A
thesis statement is generally the last sentence of your first
paragraph.
Each body paragraph (you will probably have at least 3-4)

20. should start with a topic sentence
(the main point of the paragraph) and be supported with direct
evidence from the text either
2
in “quotations” or summarized. Either way, the evidence must
be cited (as noted below). Be
sure to have AT LEAST ONE piece of evidence for each claim.
Finish your paper with a conclusion. Don’t add new information
here, just summarize your
main points.
Sources for the Text Analysis:
This writing assignment requires you to analyze the primary
source documents assigned for
the course, as found under the “Primary Resource” tab in the
on-line textbook. It does NOT
require additional research or the use of readings other than
those assigned for the class. If
you decide to consult readings or sources other than those
assigned for the class, please be
sure to cite them fully and accurately, according to the citation

21. requirements indicated below.
Citation Requirements
You will be expected to use parenthetical citation in your Text
Analysis. The purpose of these
citations is to indicate to your readers where you found specific
information that you have
included in your paper, whether from the assigned readings or
textbook. As long as you are
using those sources, your citation need only include the author's
name and the section number
of text on which the information appears. For example:
According to Plato, Socrates told the jury that he knew he had
no wisdom, small
or great, (Plato, 4.1).
The Epic of Gilgamesh “depicts a world ruled by polytheistic
gods and their
demands of humanity,” (Margolf and Heineman, Early Near
East and Egypt).
If you use material from sources other than these, including
sources on the Internet, you will
need to provide additional information about those sources. A

22. style sheet with examples of
citation will be posted on Canvas. If the style sheet does not
indicate how to cite a particular
type of source that you used, you are expected to consult the
writing guides listed below
and/or ask me or the TA.
Academic Dishonesty and Plagiarism
As noted on the syllabus, academic dishonesty or plagiarism of
any kind for this assignment
may result in a grade of 'F' for the course or other penalties
deemed appropriate by me. For
further information about the definition of plagiarism, see the
General Catalog, pp. 8-9, found
here:
http://www.catalog.colostate.edu/Content/files/2012/FrontPDF/
1.6POLICIES.pdf
Grading Criteria
Please see the Rubric posted on Canvas for details. The major
areas of assessment include:
the clarity and degree of critical analysis of your argument, the
use of evidence, ability to
interpret and analyze the evidence, organization of ideas,
correct and complete references,

23. and writing style.
Questions?
We are both happy to answer any questions you may have about
this assignment prior to the
due date, so please come see us or email us!!!
http://www.catalog.colostate.edu/Content/files/2012/FrontPDF/
1.6POLICIES.pdf
3
Additional Resources for Help in Writing Your Paper:
Hacker, Diana. A Pocket Style Manual (Shelf Reserve Morgan
Library)
-see also the related website at www.dianahacker.com/pocket
-contains chapters on grammar, punctuation, and clarity in
writing
Strunk, William and White, E.B. The Elements of Style (Shelf
Reserve Morgan Library)
-contains chapters on usage and composition, as well as
examples of many common
writing errors - and how to avoid them!
CSU Writing Center: Room 6, Eddy Hall; website at

24. http://writing.colostate.edu/wcenter/
-if you seek help at the Writing Center, be sure to bring this
handout with you!
Topics for Text Analysis 1 - Choose ONE OF THE
FOLLOWING:
1. What glimpses do we get from Homer’s Iliad of the
respective roles of men in society?
How do those differ from the roles of women in Greek society?
What values would these
poems have taught young children? Use Homer’s Iliad in
Primary Resources, Chapter
3.
2. According to Plato’s Socrates in The Apology of Socrates,
what accusations have been
levied against him, and why? In refuting these accusations,
what does Socrates reveal
about his fundamental intellectual belief and methods? Why do
you think many of
Socrates’ contemporaries found his views so threatening? Use
Plato’s Apology in
Primary Resources, Chapter 3.

25. 3. What does Caesar’s description, in The Gallic War, reveal
about the technology of war at
the time? How did Caesar use this technology to his advantage?
What does Caesar’s
portrait of Vercingetorix suggest about Roman attitudes toward
non-Romans? Although
Caesar wrote The Gallic War to describe his own deeds, he uses
“he” (the third person)
instead of “I” (the first person) in telling his story. Why do you
think he made this
choice? Does his use of the third person give you more
confidence, or less, in the truth of
his account? In writing this account, how do you think Caesar
intended to shape his
public image and why? Use Caesar, Gallic War in Primary
Resources, Chapter 5.
4. According to Tacitus, why do the Germans fight with their
families close by? What does
this reveal about Germanic society? What does the excerpt tell
us about German and

26. Roman society? How does Rome view the “other”? What are
the most important
features of Germanic society and what aspects does Tacitus
admire and why? Use
Tacitus On Germanic Tribes in Primary Resources, Chapter 6.
http://www.dianahacker.com/pocket
http://writing.colostate.edu/wcenter/
4
Some Rules for Successful Writing Assignments:
1. Spell out time references: "seventh century" instead of "7th
century."
2. Hyphenate time references correctly, according to their use in
the sentence: "The Trojan
War is thought to have occurred in the twelfth-century BC."
(adjective). "In the twelfth
century, war was a constant threat to society." (noun).

27. 3. When using brief quotations, remember to use quotation
marks to indicate clearly when
you are reproducing someone else's words verbatim:
As Spielvogel notes, "Women were citizens who could
participate in most religious
cults and festivals," (Spielvogel, 84).
4. Remember to cite specific material that you paraphrase - the
ideas came from someone
else, even if you expressed or summarized in your own words!
5. Avoid slang, jargon and contractions (can't, don't, haven't)
6. Remember to make the subjects and verbs agree in number,
as well as nouns and
pronouns: "Scholars could circulate their ideas in print" rather
than "A scholar could
circulate their ideas in print."
7. Avoid run-on sentences, comma splices, and paragraphs that
go on for 2-3 pages! (In
other words, think carefully about sentence structure,
punctuation and paragraph
organization).
8. Avoid overuse of the passive voice (The cat was chased by
the dog) in favor of the active

28. voice (the dog chased the cat). Active voice is more direct,
more vivid and allows you to
use more verbs.
9. Remember to use the past tense where appropriate in writing
about the past (which is
often!)
10. PLEASE PROOFREAD!!!!!!! ALREADY DID IT? DO IT
AGAIN!!!!!!!!!!!