ESSAY ASSIGNMENT SHEET HISTORY 319A SEMESTER 1402Choose one of.docx

ESSAY ASSIGNMENT SHEET HISTORY 319A SEMESTER
1402
Choose one of the questions below and write an essay of 7-9
pages. Make sure to use correct citations (Chicago Manual of
Style citation method). Cite all ideas, whether quotes or
paraphrases, you get from journals and books (avoid Internet
resources). Materials derived from the UMUC library computer
database for scholarly articles are not Internet resources, thus
they are acceptable. You should use JSTOR for your six sources
from outside of class. Remember, I have placed documents on
WebTycho to assist in writing the essay by providing clear
grammar/style rules in addition to proper footnote formatting.
You are required to use them before you submit the essay. Be
well acquainted with the documents as I will be using them to
determine in large part your grade for the essays. This essay
requires the use of a minimum of six scholarly sources in
addition to class materials. Use class sources too, but an
additional six scholarly sources. I will not accept any essays
with Internet sources, so no websites. Do not use encyclopedias
or dictionaries eithers.
The essay is due at 6:00 pm eastern time on Sunday, 20 April
2014. I will not accept a late essay except for extenuating
circumstances (as I determine them). Additionally, all students
are encouraged to submit a full, rough draft of the essay no later
than 6:00 pm eastern time, Sunday, 13 April 2014.
Your paper must have a clear thesis (answer to the question)
and a clear method (how you are answering the question) in the
introduction. It must utilize analysis based on scholarly
evidence to prove the thesis. The paper must be typed, double-
spaced with one-inch margins and no cover page. Do not use
more than three quotes and none should be longer than three
lines. Follow this rule closely.
I will base your grade on the essay’s clarity (an explicit thesis
and method are critical), logic, effectiveness of argumentation,
grammar/style/correct citation format (assimilate the writing

guide and footnote guide on WebTycho), the use of at least 6
sources not from class in addition to class sources, and use of
evidence. I strongly recommend submitting a rough draft at
least one week prior to its due date.
NOTE: I WILL DEDUCT ONE POINT FROM YOUR ESSAY’S
GRADE FOR EVERY STYLISTIC/GRAMMATICAL ERROR
THAT I LISTED ON THE WRITING GUIDE ON
ECOMPANION IN ADDITION TO DEDUCTING ONE POINT
FOR EVERY ERROR MADE ON FOOTNOTES. IT IS
ESSENTIAL THAT YOU FOLLOW THE INSTRUCTIONS ON
THESE ISSUES AS CORRECT FORMATTING OF YOUR
WORK IMPROVES YOUR ESSAY. FEEL FREE TO SEND A
ROUGH DRAFT TO ME.
1. How have definitions of terrorism varied since 1968? In what
ways have they changed and why? Answer all parts of this
prompt.
2. In what ways do state terrorism and groups/individual
terrorism differ and in what ways are they similar? Select one
example of each and compare and contrast.
3. Identify two causes of and factors correlated to) terrorism in
the world? Why have these causes and factors grown in the
twentieth and twenty-first centuries?
4. What role does the mass media play in terrorism? How does
the media both deter and assist terrorism and why?
5. Why do different groups engage in terrorism? Compare and
contrast two major terrorist movements (may be based on
nationalism, ideology, religion). Analyze why they use
terrorism to effect change.
6. What is counterterrorism? What are the major ways is it
used?
7. What are some of the strategies of dealing and 'negotiating'

with terrorists? When has it proven successful and when has it
failed and why?
8. Select one terrorist organization or a nation sponsoring
terrorism. Do not select the US or US-related group (in order to
branch out and learn about international history). Answer why
and how this state or group uses nationalism and discuss
examples.
General Rules for writing essays:
This guide is a required part of the class. All students are
expected to read thoughtfully and assimilate the rules in this
document. Please find below standard writing rules that will
make essays look professional. Effective writing skills will
serve you well in all professional and educational fields of
endeavor, from law school to graduate school; from lawyer to
engineer to accountant. Note that I only have your writing
before me when I read the essays. The writing needs to be clear
and concise. I cannot ask you “did you mean it this way?” Nor
can I surmise your intended meaning as I can with spoken
comments, since there is no inflection for me to interpret—there
are only words on a piece of paper. Remember the adage: “do
you mean what you say and say what you mean?” Your grade
will reflect your successful efforts to follow standard writing
skills.
Format
· Use default settings. These settings mean 10 or 12 pt. font
size, and the standard fonts (this line is written in 10 pt. Times
New Roman).
· This sentence is written in Times New Roman in 12 pt.
· Align the lines to the left only; do not justify them (so that

each line is stretched to both margins).
· Do not change the color of the type – leave it black.
· One-inch margins, with your name at the top on the first page.
· Please only place your name and the title of the essay at the
top of the first page. Begin your essay two spaces below the
title. A title is required.
· Double-spaced lines. Just indent for a new paragraph. Do not
skip an extra line between paragraphs.
· Print on only one side of the page.
· I do not want cover pages – save a tree. Also avoid plastic or
board folders or covers. They waste your money and what
matters is the substance of your argument and articulation of it.
· Number the pages, except for page “1.”
· Staple the pages together.
· Five pages mean five real pages, not four and one-third.
· No extra “frills” on the pages (e.g. a border or graphic). I
want to see your prose—it should stand on its own. Remember,
your essay is to look professional.
Prose/Style
· Use Standard English, so avoid slang, i.e., colloquialisms. If
you are unsure of what is meant by that word, please refer to
any of the following:
· The Chicago Manual of Style.
· Diana Hacker, A Pocket Style Manual, fifth edition.

· Strunk and White, The Elements of Style.
· Kate Turabian, A Manual for Writers of Research Papers,
Theses, and Dissertations, seventh edition.
· Never use a chatty tone, i.e., do not write as you speak in an
informal conversation. Write in a professional tone throughout
your essay. In a related matter, avoid profanity.
· Avoid sweeping generalizations or clichés, such as
“throughout history,” “history proves,” “it was inevitable,” “as
you can see,” “history would have been different because,”“the
people,” and similar expressions. These phrases are platitudes
and thus serve no purpose.
· Do not write, “It is interesting…” Write in an interesting way
so that it actually is interesting.
· Avoid verbose (wordy) constructions, such as “a man named
Stalin.” Just use Stalin, with full identification the first time(see
below).
· Avoid “allows for.” It is weak. Use enables or facilitates.
· Use italics only for foreign words or phrases, e.g., joie de
vivre, volksgemeinschaft, glasnost’, coup de grâce,bushido, or a
book/journal title, e.g., Night, Dracula, Why the Allies Won, or
The American Historical Review, The Russian Review, The
Journal of the History of Sexuality.
· Do not capitalize all the letters of a word for emphasis or use
bold or underline for the same reasons; let your prose speak for
itself.
· Do not be thesaurus crazy and do not use long words for the
sake of polysyllabic words. If you want to try coterminous
terms (remember synonyms are not identical in meaning), then
please use a dictionary as well so that you use the correct word

to define, explain, analyze what it is you are considering with
the proper diction.
· Do not use contractions, e.g., “don’t,” “won’t,” “should’ve”,
etc., for a professional essay. Use “do not,” “will not,” “should
have” instead.
· Remember your tenses. They should agree, and for the most
part, you should be using the simple past tense because you are
writing history. You should write that “Adolph Hitler rose to
power” or “The United States ousted Saddam Hussein” or
“Betty Friedan wrote The Feminine Mystique.”
· Avoid “would” except for conditional, usually in “If…, then
…” sentences. Again, use simple past tense in essays.
· Please do not write “still” and “to this day” in the same
sentence. “It is still true to this day” is repetitive. “It is still
true” suffices, otherwise redundant phrasing.
· Do not confuse “except” and “accept.”
· Use “enabled” as opposed to “allowed for” as the first reads
more actively.
· Avoid the verb “to feel” when you want to articulate “to
believe,” “to think,” “to know,” “to explicate,” “to argue,” “to
respond,” etc. “Feel” is strictly emotional or sensation (one
feels angry, happy, pain, etc.).
· Also, do not use “to say” when you are referring to written
work, i.e., a book or an article. “Saying” something is an oral
form of communication, not written. Something written “reads.”
(E.g., this essay reads well, the sign reads 50 mph).
· Avoid excessive repetition of the same words or phrases on a
page. Also, use strong verbs, i.e., do not rely simply on the verb
“to be” in all of its many manifestations.

· Avoid the phrase “In my opinion.” You need to use
interpretation, not opinions as opinions solely reflect beliefs
without facts. Interpretations represent informed analysis with
documentation—exactly what you are supposed to do in this
class and as a professional.
· When referring to a person, do not use the first name only.
Use the full name and title of a person the first time you
mention the given person, and the proceeding references are the
surname. (e.g., When writing of Charles de Gaulle, do not write
“Charles presided . . .” Rather, it should be “de Gaulle presided
. . .”)
· Similarly, do not resort to abbreviations or initials, unless that
is the standard parlance (for something like a treaty). (E.g.,
FDR is inappropriate, but NAFTA is appropriate). Even so,
spell out any abbreviation/acronym the first time you use it with
the abbreviation/acronym in parentheses after it.
· Again, the first time you mention a person in an essay, make
sure to identify the person, regardless of how famous or
infamous the person is. E.g., write German Fuehrer Adolph
Hitler, Roman Emperor Constantine, Soviet leader Josef Stalin,
French writer Albert Camus, Beatles’ lead guitarist George
Harrison, or US President Woodrow Wilson.
· Nicknames are unacceptable, unless you put them in quotation
marks and not as a standard reference to the individual.
(Richard Nixon’s nickname, “Tricky Dick,” can be used to
remind the reader that that was his nickname, but you cannot
then use “Tricky Dick” instead of his actual name.)
· Use American, not British, spellings. “Center,” not “centre, ”
“theater,” not “theatre.”
· Never write “try and …;” use “try to …”

· Avoid “now.” “Now” means this very second.
· Avoid “very.” Use stronger verbs instead of relying on this
trite adverb.
· Avoid “in conclusion.” Just conclude what you are writing.
· Avoid “a lot.” Too colloquial.
· The adjective is “dominant,” not “dominate.” “The Persian
Empire was a dominant power.” Dominate is a verb. “The
Persians sought to dominate the Greeks.”
· Do not put in bullets, sub-headings, etc.
· Minimize quotations. I want to read what you are writing.
Avoid long quotes.
· Proofread your work carefully and thoroughly. Word’s Spell
Check function is a first line of defense, not a last line.
· Avoid “good,” “bad,” “big,” “small.” These words are
overused, relative, and have lost clear meaning.
Grammar
· If you refer to anything that is countable, then you must use
“fewer,” never “less.” “There were fewer men left,” not “there
were less men left.”
· Avoid split infinitives. Infinitives are verbs in their base form:
to perambulate, to bisect, to interpolate, etc. Do not place
another word or phrase between the “to” and the verb, that is a
split infinitive.
· Do not confuse “lose” and “loose.” “Many contemporary
Americans fear that the country will lose its dominant place.”
“You need to tighten your loose fan belt.”
· Avoid the word “thing.” It is unclear. Use a more precise term.

· Never use “would of” as it should be “would have.”
· “Differ,” “different,” etc. requires “from,” never “than.”
· Use adverbs to modify adjectives, other adverbs, and verbs.
Adverbs usually, although not always, end in –ly. “He runs
quickly,” or “she plays the piano brilliantly” or “the author
writes poignantly” for example.
· Know the difference between “there,” “they’re” and “their” –
Spell Check has no idea which word the writer means.
· “Than” is comparative whereas “then” is a time/sequential
expression. “She is a more adept than I” whereas “Barack
Obama won a Senate seat, then he became US President.” (See
below).
· Understand the difference between plural, possessive, and
plural possessive. E.g., Russians (plural), Russian’s (singular
possessive), and Russians’ (plural possessive).
· Use of the word “this” or “that” and their plurals “these” and
“those” as a pronoun must be avoided. All too often people
write “This shows . . . “ and the “this” in the sentence is not at
all clear, so it does not show anything.
· Pronoun agreement is critical so be judicious when you use
pronouns.
· “They” is not a singular pronoun. It is a plural. “He,” “she,”
and “it” are the singular pronouns. E.g., Germany is it, Germans
are they, the army is it, and soldiers are they.
· On a similar theme, make sure that you properly understand
the use of “their” and “its” as adjectives (see example above).

“Its” denotes singular, not plural. Moreover, no apostrophe is
needed for “its” just as “his” or “her” does not need an
apostrophe. “Their” is a plural adjective. E.g., Germany and its
army, the Americans and their army, France is “it,” the French
are “they.”
· Countries are NOT “she.” Neither are ships. These examples
are inanimate objects, and therefore each is an “it.” (e.g.,
France and its colonial empire – not “her colonial empire”).
· Keep in mind that every sentence has a verb, and that each
sentence must make sense on its own; if it does not, it is a
sentence fragment.
· Structure paragraphs in a logical way to facilitate the reader’s
(me) efforts to discern more clearly your argument. A poorly
structured paragraph loses the reader. This essay is not a
stream-of-consciousness assignment. A paragraph is supposed
to develop an idea. If you begin with Karl Marx in 1848 and
your next sentence is Stalin in 1945, then you have probably
lost the direction of your argument. One sentence is not a
paragraph.
· Avoid overstatements. Do not write “all” or “every.” Also
avoid “the people.” If even one person does not fit with the
argument, then it is incorrect.
· “Unique” only means one of a kind, not simply rare or
unusual. Logically then, someone/something can not be
“somewhat unique,” “a little unique,” or even “very unique.”
One of a kind means either she/he/it is one of a kind or is not
one of a kind. It is impossible to be more or less one of a kind
than something/someone else.
· The past tense of “to lead” is “led,” not “lead.”
· Watch common misspellings. It is “serfs,” not “surfs”; it is

“nobles,” not “nobels”; it is “missiles,” not “missles.” Always
have a dictionary available, whether hard copy or online to
facilitate correct spellings.
· The country has the appellation Great Britain, not Great
Britian.
· Use “where” (location) and “were”(plurar past tense of to be)
correctly.
· Never end a sentence or a clause with a preposition.
Prepositions include: with, on, about, for, at, in, to, up, etc.
(More below).
· In a phrase with “than,” follow with a subject, not a direct
object. For example, “He is more pugnacious than I;” never
write “He is more pugnacious than me.” “She is more clever
than he,” not “she is more clever than him.”
· Use “who” or “whom” as relative pronouns for people, not
“that” or “which.” “Italian fascist leader Benito Mussolini was a
leader who sought to build a second Roman Empire.” “Adolph
Hitler spoke to Francisco Franco, for whom he had little
respect.”
· Never use “you” in prose.
· Do not refer to the USA as “we,” “us,” and do not use the
adjective “our” to describe the USA. Write dispassionately with
passion, and be objective, analytical, and scholarly.
· Indeed, avoid “we,” “us,” and “our” in text.
· Avoid “more superior.” It is nonsensical. Simply use superior.
· Know parts of speech or learn them for correct usage: noun
(President Barack Obama, President Nicholas Sarkozy, building,
cat, cicerone savant), pronoun (she, he, it, we, you, they),
adjective (brilliant, amazing, intrepid, paradoxical, recreant),
adverb (brilliantly, amazingly, intrepidly, paradoxically, well,

how), verb (to dominate, to analyze, to remonstrate, to
recrudesce, to exculpate, to disarticulate, to lucubrate),
preposition (in, into, at, about, for, with, above, on, up, down),
conjunction (and, or, nor, but). This list of examples is not
exhaustive.
Content
· You need to give a clear thesis, introduction, and conclusion
(it should be more than a “cut and paste” of the introduction).
Additionally, the thesis (your answer to the question) and the
method (how you intend to answer the question) should be in
the introduction.
· Focus on making a coherent, logical argument, using evidence,
i.e., interpret.
· Your writing should lead to the conclusions you make. If it is
too convoluted or jumps around, then there are probably
problems with the argument.
· You need to use footnotes, and when you are using someone
else’s words verbatim, put them in quotation marks, with that
footnote after the quotation marks. To wit, never use
parenthetical, i.e., (), citations in the text for citations. I have
placed a guide for footnotes on the class website.
· Do not writer an author’s name or authors’ names in the text
of your essay. The footnote elucidates whose work you are
using.
· I do not simply want to see a collection of what others have
written. You must be active in this intellectual project meaning
that there should be some synthesis and analysis of the
materials that you have examined. Again, minimize quotes and
avoid block quotes.

· Develop your arguments. Do not simply quote a source
without explaining it in your own words; let me know why you
are using it. Do not assume that I will connect the dots for you.
I may connect them differently from how you intended, and,
thus, may not follow the argument you are seeking to make.
· Do not use the internet for sources! I will not accept essays
with internet sources! Sites such as Wikipedia, Encarta,
Answers.com, among others are not reliable. Focus your sources
through university library databases and professional scholars’
monographs. To that end, you should use the university
library’s databases.
As a final clarifying, elucidative note, while perfect grammar
and eloquent style will not guarantee an “A,” poor grammar and
style prevent you from earning one. An “A” comes from a
combination of well-structured, thoughtful content and clear,
concise writing; if I cannot make sense of your writing, then
how am I expected to understand your ideas?
If you are concerned about your writing, then I will be more
than pleased to assist you.
ESSAY ASSIGNMENT SHEET HISTORY 319A SEMESTER
1402
Choose one of the questions below and write an essay of 7-9
pages. Make sure to use correct citations (Chicago Manual of
Style citation method). Cite all ideas, whether quotes or
paraphrases, you get from journals and books (avoid Internet
resources). Materials derived from the UMUC library computer
database for scholarly articles are not Internet resources, thus
they are acceptable. You should use JSTOR for your six sources
from outside of class. Remember, I have placed documents on
WebTycho to assist in writing the essay by providing clear
grammar/style rules in addition to proper footnote formatting.
You are required to use them before you submit the essay. Be

well acquainted with the documents as I will be using them to
determine in large part your grade for the essays. This essay
requires the use of a minimum of six scholarly sources in
addition to class materials. Use class sources too, but an
additional six scholarly sources. I will not accept any essays
with Internet sources, so no websites. Do not use encyclopedias
or dictionaries eithers.
The essay is due at 6:00 pm eastern time on Sunday, 20 April
2014. I will not accept a late essay except for extenuating
circumstances (as I determine them). Additionally, all students
are encouraged to submit a full, rough draft of the essay no later
than 6:00 pm eastern time, Sunday, 13 April 2014.
Your paper must have a clear thesis (answer to the question)
and a clear method (how you are answering the question) in the
introduction. It must utilize analysis based on scholarly
evidence to prove the thesis. The paper must be typed, double-
spaced with one-inch margins and no cover page. Do not use
more than three quotes and none should be longer than three
lines. Follow this rule closely.
I will base your grade on the essay’s clarity (an explicit thesis
and method are critical), logic, effectiveness of argumentation,
grammar/style/correct citation format (assimilate the writing
guide and footnote guide on WebTycho), the use of at least 6
sources not from class in addition to class sources, and use of
evidence. I strongly recommend submitting a rough draft at
least one week prior to its due date.
NOTE: I WILL DEDUCT ONE POINT FROM YOUR ESSAY’S
GRADE FOR EVERY STYLISTIC/GRAMMATICAL ERROR
THAT I LISTED ON THE WRITING GUIDE ON
ECOMPANION IN ADDITION TO DEDUCTING ONE POINT
FOR EVERY ERROR MADE ON FOOTNOTES. IT IS
ESSENTIAL THAT YOU FOLLOW THE INSTRUCTIONS ON
THESE ISSUES AS CORRECT FORMATTING OF YOUR
WORK IMPROVES YOUR ESSAY. FEEL FREE TO SEND A
ROUGH DRAFT TO ME.

1. How have definitions of terrorism varied since 1968? In what
ways have they changed and why? Answer all parts of this
prompt.
2. In what ways do state terrorism and groups/individual
terrorism differ and in what ways are they similar? Select one
example of each and compare and contrast.
3. Identify two causes of and factors correlated to) terrorism in
the world? Why have these causes and factors grown in the
twentieth and twenty-first centuries?
4. What role does the mass media play in terrorism? How does
the media both deter and assist terrorism and why?
5. Why do different groups engage in terrorism? Compare and
contrast two major terrorist movements (may be based on
nationalism, ideology, religion). Analyze why they use
terrorism to effect change.
6. What is counterterrorism? What are the major ways is it
used?
7. What are some of the strategies of dealing and 'negotiating'
with terrorists? When has it proven successful and when has it
failed and why?
8. Select one terrorist organization or a nation sponsoring
terrorism. Do not select the US or US-related group (in order to
branch out and learn about international history). Answer why
and how this state or group uses nationalism and discuss
examples.

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