This document provides guidance on writing a history essay. It explains that a history essay makes an argument about past events and aims to convince the reader of a point of view through evidence. The introduction should establish the topic, provide context, and state the thesis. Body paragraphs support and develop the thesis using facts and interpretation of sources. Different types of history essay questions require different approaches, such as explaining causes for "why" questions or making judgments for "assess" questions. Strong organization, a clear argument, and interpretation of evidence are keys to a successful history essay.
POEMS OF RIZAL
Sa Aking Mga Kabata
“To my fellow children”
a poem about the love of one's native language written in Tagalog.
Jose Rizal wrote it in 1869 at the age of eight.
The poem was widely taught in Philippine schools to point out Rizal's precociousness and early development of his nationalistic ideals.
Mi Primera Inspiracion
“My first inspiration”
first poem written by Dr. Jose Rizal during his third academic year in Ateneo de Municipal.
He wrote the poem in 1874, before he turned 14.
He was delighted to see his mother, Doña Teodora Alonso, released from prison that same year so he dedicated the poem to her.
He also dedicated this poem to his mother’s birthday.
Por la Educacion Recibe Lustre la Patria
“Through Education Our Motherland Receives Light”
Rizal wrote this poem in the year 1876 at the age of fifteen.
It was written in Ateneo de Municipal in Manila.
The poem was written during the Spanish Government.
Alianza Íntima Entre La Religión Y La Buena Educación
“The Intimate Alliance Between Religion and Good Education”
Poem he wrote to show the important relationship between religion and education.
During the summer of April 1876, before entering his fifth year in Ateneo Municipal in June, Jose Rizal previous to turning fifteen wrote this poem along with Por La Educación Recibe Lustre La Patria.
Religious Poems
Al Nino Jesus
“To the Child Jesus”
written in Spanish by Jose Rizal in 1875 at the age of 14 during his stay Ateneo De Municipal.
After his mother’s imprisonment, he wrote many poems, mostly inspired by his friend and professor: Father Sanchez.
Among the poems he wrote, in 1875 were
the ff:
Felicitacion (Felicitation)
El Embarque Himno a la Flota de Magallanes (The Departure: Hymn to Magellan’s Fleet)
Y Es Español: Elcano, el Primero en dar la Vuelta al Mundo (And He Is Spanish Elcano, the First to Circumnavigate the World)
El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo)
In 1876, he wrote other poems on various topics. Among these are:
Un Recuerdo a Mi Pueblo
“In Memory of My Town”
Which was also another tender poem about the town where he was born.
Un Recuerdo A Mi Pueblo
“In Memory of My Town”
Rizal wrote it in 1876 when he was 15 years old while a student in the Ateneo de Manila.
This poem is about the Calamba, the place where he was born, which he loved very dearly.
The following year of 1877 also showed a lot of poetry that were written by him:
El Heroismo de Colon
“The Heroism of Columbus”
This poem praises Columbus for his adventurous spirit and his success as an explorer.
2 Reasons why famous poem of Rizal, “To The Filipino Youth” was described as “winning classic in Philippine Literature”
It was the first Spanish poem written by a Filipino, which gained recognition among known Spanish authors,
It contained for the first time, the nationalistic sentiment insinuating that the Filipinos, and no
This reference is made to clarify points in conducting history. Also, this provides idea among students to be mindful of their sources in order to validate information taken from different sources. If forinstance, a student would want to know in detail how history is written and from what perspective is it taken, this source is a very good read!
European literature (by group 1 gr.12- modeller in 21st century)Cedric Dela Rojo
Medieval LiteratureThe Fall of the Roman Empire marked the beginning of the Medieval or Middle Ages.
Also known as Dark Ages, due to the prevailing conditions during this period, barbarian invasion and Muslim conquests marked this era. Wars, famine, plagues and decline in culture and learning.
The Act of Proclamation of the Independence of the Filipino peopleniesha12
This slide is all about the Philippine revolution, Spanish - American War and Philippine American war. 3 significant people Emilio Aguinaldo who fought for the Spanish-American war, Andres Bonifacio who is the supremo of pamahalaang paghihimagsik and Ambrosio Rianzares Bautista who wrote the declaration paper " The act of proclamation of the indpendence of the Filipino people. These ppt discussed about the roots of the revoulutions, rebelions against spaniards and the new colonizer the American. Fighting independence throughtout 3 centuries is a big thing for our heroes. The Philippine Independence June 12, 1898.
POEMS OF RIZAL
Sa Aking Mga Kabata
“To my fellow children”
a poem about the love of one's native language written in Tagalog.
Jose Rizal wrote it in 1869 at the age of eight.
The poem was widely taught in Philippine schools to point out Rizal's precociousness and early development of his nationalistic ideals.
Mi Primera Inspiracion
“My first inspiration”
first poem written by Dr. Jose Rizal during his third academic year in Ateneo de Municipal.
He wrote the poem in 1874, before he turned 14.
He was delighted to see his mother, Doña Teodora Alonso, released from prison that same year so he dedicated the poem to her.
He also dedicated this poem to his mother’s birthday.
Por la Educacion Recibe Lustre la Patria
“Through Education Our Motherland Receives Light”
Rizal wrote this poem in the year 1876 at the age of fifteen.
It was written in Ateneo de Municipal in Manila.
The poem was written during the Spanish Government.
Alianza Íntima Entre La Religión Y La Buena Educación
“The Intimate Alliance Between Religion and Good Education”
Poem he wrote to show the important relationship between religion and education.
During the summer of April 1876, before entering his fifth year in Ateneo Municipal in June, Jose Rizal previous to turning fifteen wrote this poem along with Por La Educación Recibe Lustre La Patria.
Religious Poems
Al Nino Jesus
“To the Child Jesus”
written in Spanish by Jose Rizal in 1875 at the age of 14 during his stay Ateneo De Municipal.
After his mother’s imprisonment, he wrote many poems, mostly inspired by his friend and professor: Father Sanchez.
Among the poems he wrote, in 1875 were
the ff:
Felicitacion (Felicitation)
El Embarque Himno a la Flota de Magallanes (The Departure: Hymn to Magellan’s Fleet)
Y Es Español: Elcano, el Primero en dar la Vuelta al Mundo (And He Is Spanish Elcano, the First to Circumnavigate the World)
El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo)
In 1876, he wrote other poems on various topics. Among these are:
Un Recuerdo a Mi Pueblo
“In Memory of My Town”
Which was also another tender poem about the town where he was born.
Un Recuerdo A Mi Pueblo
“In Memory of My Town”
Rizal wrote it in 1876 when he was 15 years old while a student in the Ateneo de Manila.
This poem is about the Calamba, the place where he was born, which he loved very dearly.
The following year of 1877 also showed a lot of poetry that were written by him:
El Heroismo de Colon
“The Heroism of Columbus”
This poem praises Columbus for his adventurous spirit and his success as an explorer.
2 Reasons why famous poem of Rizal, “To The Filipino Youth” was described as “winning classic in Philippine Literature”
It was the first Spanish poem written by a Filipino, which gained recognition among known Spanish authors,
It contained for the first time, the nationalistic sentiment insinuating that the Filipinos, and no
This reference is made to clarify points in conducting history. Also, this provides idea among students to be mindful of their sources in order to validate information taken from different sources. If forinstance, a student would want to know in detail how history is written and from what perspective is it taken, this source is a very good read!
European literature (by group 1 gr.12- modeller in 21st century)Cedric Dela Rojo
Medieval LiteratureThe Fall of the Roman Empire marked the beginning of the Medieval or Middle Ages.
Also known as Dark Ages, due to the prevailing conditions during this period, barbarian invasion and Muslim conquests marked this era. Wars, famine, plagues and decline in culture and learning.
The Act of Proclamation of the Independence of the Filipino peopleniesha12
This slide is all about the Philippine revolution, Spanish - American War and Philippine American war. 3 significant people Emilio Aguinaldo who fought for the Spanish-American war, Andres Bonifacio who is the supremo of pamahalaang paghihimagsik and Ambrosio Rianzares Bautista who wrote the declaration paper " The act of proclamation of the indpendence of the Filipino people. These ppt discussed about the roots of the revoulutions, rebelions against spaniards and the new colonizer the American. Fighting independence throughtout 3 centuries is a big thing for our heroes. The Philippine Independence June 12, 1898.
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
AsAm 308 Guidelines for the Final Project Outline 1 P.docxdavezstarr61655
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Writing a Research Paper
The thesis statement is like an outline in miniature. It is a “roadmap” for the rest of the paper.
A typical thesis statement gives brief mention to each of the paper’s main points, and it also states the overall argument the writer wishes to make.
It directly answers the question asked of you.
It makes a claim that others might dispute.
It is usually a single sentence near the end of the first paragraph that presents your argument to the reader.
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I an
This is the first chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
1. Meaning and Relevance of History
2. Distinction of Primary and Secondary source; External and Internal Criticism
AsAm 308 Guidelines for the Final Project Outline 1 P.docxdavezstarr61655
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Writing a Research Paper
The thesis statement is like an outline in miniature. It is a “roadmap” for the rest of the paper.
A typical thesis statement gives brief mention to each of the paper’s main points, and it also states the overall argument the writer wishes to make.
It directly answers the question asked of you.
It makes a claim that others might dispute.
It is usually a single sentence near the end of the first paragraph that presents your argument to the reader.
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I answer the question?
Have I taken a position that others might challenge or oppose?
Does my thesis pass the "So what?" test?
Does my essay support my thesis specifically and without wandering?
Does my thesis pass the "how and why?" test?
Do I an
Mapping the IssueFor your Issue Proposal, you organized yourVannaSchrader3
Mapping the Issue
For your Issue Proposal, you organized your preexisting knowledge on your issue and sketched a plan for research. You then compiled several sources and summarized their contents for your Annotated Bibliography. For this paper, you will map the controversy surrounding your issue by describing its history and summarizing at least three different positions on the issue — all from a completely neutral point of view. Your audience will be UTA students, faculty, and staff who read a (fictitious) UTA periodical that offers analysis and commentary about politics, news, and culture.
Before people can make an informed decision on a controversial issue, they must know the history of the controversy and the range of positions available. Major news organizations often in form their readers of public controversies by providing a neutral, unbiased description of an issue’s history and the main arguments made on all sides, and academic organizations often map field - specific controversies in order to provide researchers with a n overview of unsettled questions and unsolved problems.
Invention
In rhetorical studies, invention refers to the systematic search for ideas that can be shaped into an effective composition. (The term “prewriting” is sometimes used to refer to the concept of invention.) This section of the assignment, then, is designed to help you generate the required content for your Mapping paper.
Please note that the following steps are not intended to serve as an outline for your paper.
Rather, these steps will help you produce the “raw materials” that you will then refine into a well - organized paper, and these steps are likely to produce more material than you can actually use in the draft you submit to readers.
1.
Readers will need to have some background information on your issue in order to understand how the controversy reaches its current state. Draft answers to the following questions:
• What caused the issue?
• What prompted past and present interest in it?
• Who is interested in the issue and why?
2.
Readers w ill also want to know the current, major positions on the issue, so reflect on the titles in your Annotated Bibliography, draft descriptions of 3 - 5 different positions, and identify which articles in your bibliography advocate the positions you’ve described.
3.
Now that you’ve drafted descriptions of the background and major positions on your issue, draft a more detailed description of one position:
• What are the main claims of those who advocate this position?
• What reasons do they provide for those claims ?
• What evidence do they use to support their reasons?
• What assumptions underlie their arguments?
4.
Once you have described the position’s argumentative structure, summarize at least one source from your Annotated Bibliography that advocates this position.
5.
Repeat inventional steps three and four with a second position. Additionally, draft a ...
ENG 112 ResearchProject Annotated Bibliography=10 ([emai.docxSALU18
ENG 112 Research
Project
Annotated Bibliography=10% ([email protected]%ea.)
Research Paper=15%
Research Project Presentation=10%
This assignment is intended to familiarize you with engaging academic research.
Through researching a particular topic that is recent and examining it from multiple
perspectives you will create a fresh perspective and original findings that you can share
with your peers and our college community.
• Consider context. Make sure that you are clear about your purpose and
assess who your audience is and might be in the future.
• Make sure that your topic is something that you’ll be interested in and
curious about. If you know a great deal about the topic you will be less
likely to explore all of the perspectives that are being explored. You are
also less likely to be biased when approaching the topic if it is unfamiliar
to you.
You will have FOUR options for your paper. Options:
1. Choose a topic relevant to the themes in the stories that we have discussed
in class. The topic must be current. However, try not to choose a topic that
will have very few sources for you to research. SOME possible options
include, but are not limited to:
a. Power
b. Faith
c. Guilt
d. Remorse
e. Gender Roles
f. Surveillance
g. Identity
h. Race
i. Tradition
j. Authority
i. Examples for the above include:
1. An examination of how power
has been viewed throughout
history
2. A discussion about tradition
and how local traditions can
help to define a community
or culture
3. A discussion about authority
and how it can and/or
should/should not apply
https://learn.vccs.edu/bbcswebdav/pid-83699290-dt-content-ri…NG%20112%20Research%20project-Spring%202015%281%29.doc 4/8/16, 8:16 PM
Page 1 of 4
when thinking about
universalism versus cultural
relativism
2. Write an in-depth examination of one of the central issues in one of the
stories that we have read. Some possible options include:
a. What are some possible interpretations of the ending of "The
Yellow Wallpaper"?
b. What is the primary focus of "The Lottery"? (tradition,
gender roles, authority, etc.)
c. What is the primary reason for Othello's jealousy?
d. What makes Iago such a successful manipulator?
3. Write about overlapping issues in two or more of the texts that we read this
semester. Possible ideas include, but are not limited to:
a. Write a paper in which you take a Feminist Theory approach
to two or more texts we have read, such as "The Yellow
Wallpaper," Othello, and/or "The Lottery."
b. Write a paper that analyzes the narrator's role in a text. In
such a paper, you might discuss the narrators in "Cask of
Amontillado," "What You Pawn I Will Redeem," and/or
"The Yellow Wallpaper."
4. Choose one of the stories that we have read in class and research how
different literary critics have discussed the story under the veil of their
approach. For example, research how feminist theorists, psycho-analytic
theorists, queer theorists, etc., approach Othell ...
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
ENG 102DiOrioDecember 1, 2014Argumentative Essay (Final an.docxYASHU40
ENG 102
DiOrio
December 1, 2014
Argumentative Essay (Final and Draft)
Overview
Argumentative essays differ from narrative, expository, or analytical essays fundamentally in
that you're writing to take a stand, to persuade your audience to accept a particular position,
to convince your audience of a particular argument. The emphasis in argumentative essays is
to make and prove an argument with convincing evidence and sound, logical reasoning. The
purposes and requirements for this essay, therefore, are quite different from those for the
previous essays.
Objectives
Through this assignment, you will learn to:
· construct an argument using various methods of argumentation,
· gather, summarize, synthesize, and explain information from various sources,
· incorporate sources into your argumentation using MLA style,
· produce coherent, organized, readable prose for different rhetorical situations,
· engage in writing as a process, including invention (such as brainstorming for ideas),
· developing a thesis statement, drafting, revising, editing, and proofreading,
· respond to your classmates' writing and provide constructive feedback,
· respond to your classmates' response to your writing and learn how to incorporate
your classmates' suggestions into your revision,
· use grammatical, stylistic, and mechanical formats and conventions appropriate for
different audiences and writing situations, and
· reflect on your own writing and writing process and on your classmates' writing and
writing process.
Topic--Identifying a Controversial Issue
An appropriate topic for the argumentative essay should be one that
· interests you
· is neither too broad nor too narrow,
· is open to controversy, and
· is not already overly argued by other people.
Make sure your topic interests you:
Whatever topic you choose, it should be something that interests you, something that you
feel strongly about, something that's close to your heart. If it's an argument that affects you
and that you have personal experience about, it will be easier for you to build your ethos
with personal experience. However, keep in mind you do not want your personal beliefs to
interfere with building a sound, logical argument—this is not an opinionated paper.
Make sure your topic is neither too broad nor too narrow:
A topic like "presidential campaigns" might be too big for you to handle in a few pages. In
contrast, "the use of scare tactics in presidential campaign ads" might be easier to handle. In
a similar way, "advertising" sounds vague and broad while "truth in advertising" is more
focused. On the other hand, too narrow topics are those that deal with trivial topics that your
readers are not likely to be interested in.
Make sure your topic is controversial:
A controversial topic is one that people have different opinions about. For example, the
"illegitimacy of thefts" is not a controversial topic while "the appropriate punishment for
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Since Islam originated and has developed in an Arab culture, other cultures which have adopted Islam have tended to be influenced by Arab customs. Thus Arab Muslim societies and other Muslims have cultural affinities, though every society has preserved its distinguishing characteristics. Islamic culture inherited an Arab culture born in the desert, simple but by no means simplistic. It has an oral tradition based on the transmission of culture through poetry and narrative. However, it has been the written record that has had the greatest impact on civilization. Islam civilization is based on the value of education, which both the Qur'an and the Prophet stressed.
One of the distinctive features of the Islamic tradition is its rapid expansion into a large and diverse civilization, soon becoming divided into several centers of political authority. Although the Prophet’s activities were mostly limited to the Arabian Peninsula and the Levant, after his death the first four “Rightly Guided” caliphs sent armies to conquer Syria, Egypt, Iraq and parts of Persia, which were then within the declining Byzantine and Persian empires.
Carthage was a Phoenician state that included, during the 7th–3rd centuries BC, its wider sphere of influence known as the Carthaginian Empire. The empire extended over much of the coast of Northwest Africa as well as encompassing substantial parts of coastal Iberia and the islands of the western Mediterranean Sea.
The Kingdom of Carthage was the major power in the western Mediterranean from its establishment by the semi-legendary Queen Dido in 814 B.C. until its fall following its struggles against the rising Roman Republic. Carthage was one of the great trading powers of the Mediterranean and had relatively few rivals until its fall from grace, namely the Etruscans and the Greek city-states of Sicily and Cyrenaica. Much of Carthage's foreign policy depended on maintaining its mercantile dominance and expanding its control over island territories with which it could base its powerful navies and trade fleet.
The Phoenicians were the great mariners of the ancient world, and their thalassocracy (maritime realm) was organized into city-states. It is important to understand there was never a country or empire called “Phoenicia.” A possible origin of the historical name for this Semitic/Canaanite culture might have come from the ancient Greek Φοινίκη (Phoiníkē) meaning “Purple Land.” That is because the Phoenicians were famous in their own time for their dark purple dye—a rare and prized commodity. Inhabitants of the Phoenician city-states along the Eastern Mediterranean coast (like Sidon and Tyre) might have called themselves Kenaani (Canaanites).
With the coming of the new millenuim, the entire world has entered the globalized age, which is characterized by the US global power leading the world after the fall of the ex- USSR. The emergence of globaization rose several questions about the role of the US: Is it acting in favor preserving the world cultures, or trying to model the world according to the US Western and liberal values? This; in fact, has paved the way to rise of such theories, expliaing that the US has enetered a new phase of conflict which is basically cutural in order to survive and promote its cultural values.
The Bush era has seen remarkable change in the US foreign policy. After 9/ 11 attacks, President Bush (the son) initiated the Bush Doctrine and started his war on terror which had such implications as the invasion of Afghanistan in 2011, and the invasion of Iraq in 2003.
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The Bill Clinton Era the 1990s and the new millenniumBoutkhil Guemide
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Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher-centered to student-centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks. Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
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The US presence in the Middle East can be explained to the fact that it always defends its interets in the region. For, that reason, the US uses divergent means and methods to achieve its ends.
The lecture analyzes the phenomenon of Globalization, the technological revolution, the over exploitation of ICTs, and the rise of Information Society.
Reagan's 1980 election resulted from a dramatic conservative shift to the right in American politics, including a loss of confidence in liberal, New Deal, and Great Society programs and priorities that had dominated the national agenda since the 1930s.
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Reagan's foreign policy stance was resolutely anti-communist; its plan of action, known as the Reagan Doctrine, sought to roll back the global influence of the Soviet Union in an attempt to end the Cold War. Under this doctrine, the Reagan administration initiated a massive buildup of the United States military; promoted new technologies such as missile defense systems; and, in 1983, undertook an invasion of Grenada, the first major overseas action by U.S. troops since the end of the Vietnam War. The administration also created controversy by granting aid to paramilitary forces seeking to overthrow leftist governments, particularly in war-torn Central America and Afghanistan. Specifically, the Reagan administration engaged in covert arms sales to Iran to fund Contra rebels in Nicaragua that were fighting to overthrow their nation's socialist government; the resulting scandal led to the conviction or resignation of several administration officials. During Reagan's second term, he sought closer relations with Soviet leader Mikhail Gorbachev, and the two leaders signed a major arms control agreement known as the INF Treaty.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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2. What is a History essay?
• History is a discipline based on interpretation, debate, analysis, and
synthesis.
• History essays are more than narrative accounts of the past.
• The purpose: to communicate useful conclusions about past events in a
purposeful and persuasive manner.
• You are trying to convince the reader of your point of view: The
argument developed throughout the paper must be persuasive.
• It is the process of shaping known facts coherently: that explains cause
and effect and addresses the meaning or broader impact of an event.
• Professors in history assign essays expecting their students to
demonstrate definite cognitive skills in their written assignments.
• The essay is a tool your professors use to build in you cognitive skills
that you are expected to acquire during your time as a university
student.
understand (correctly interpret the requirements of) the essay topic
gather relevant information from the library
take notes to use in writing your essay
analyze and interpret your evidence
outline your arguments, and
arrange your evidence around such an outline in an effective order.
3. • History papers come in all shapes and sizes.
• Some papers are narrative (organized like a story according to
chronology, or the sequence of events), and some are analytical
(organized like an essay according to the topic’s internal logic).
• Some papers emphasize social or cultural history, others political or
military history, and still others intellectual or economic history.
• History writing involves answering a “historical question.”
• This question may ask why an event occurred, who or what caused
it, why it happened when it did, or what impact it had.
• It may also address how a situation or institution changed over time.
• The important thing to remember is that history writing does not
only explain what happened, but also why it happened the way it
did.
• The different types of history essays questions are as follows:
'Explain' and 'why' questions:
They demand a list of reasons or one big reason; each reason will have
to be explained- that is, clarified, expounded, and illustrated.
'Assess', 'evaluate' and 'define-the-significance-of' questions:
These questions require judgements supported by reasons, explanation
and evidence. You must show why your assessment is the best by
4. What-role-did-X-play-in-Y' questions:
They imply a functionalist approach- that is, they require that you
identify the function of some phenomenon, group or institution
within some specific system. Thus, the subject of the question is
the 'Y' rather than the 'X' element. That is, the question requires
a discussion of the system as a whole and the consideration of
alternative explanations of how 'X' worked within it.
'To-what-extent' questions:
They involve a judgement of measure. One way of answering the
question would be set up a series of 'examples', as it were, that
can be investigated in turn.
'Compare-and-contrast' questions:
They demand the identification of similarities and differences.
One method of tackling such an essay would be to distinguish
five or six areas of similarity and contrast, and to devote a
section of the essay to each area - a section in which you would
assess the degree of similarity and reach a sub-conclusion.
5. What makes a History Essay Different?
• History essays are usually argumentative essays.
• History essays also rely heavily on facts and
evidence to prove the argument being presented.
• Finally, a history essay demands that you make a
choice and defend that choice with the
appropriate evidence
• When historians write essays they try to be as
objective as possible – they review the material
and evidence before making their argument.
6. What to consider in writing a History essay ?
• Choosing your essay topic:
• Other factors that affect the viability of your
topic include the page limit your professor set
for the essay and its submission deadline.
• You can only deal with so much material
within a given period and in so many pages.
• Choosing a topic that is too broad and general
will not only prove unmanageable, but might
well result in a flat and wide ranging narrative
enclosing a large amount of detail but lacking
in interpretation or analysis.
7. Thinking through your topic
• Whichever way you come by your topic, you
need to think critically through it. You should:
* rephrase the topic in different ways
* dissect its various components
*approach each from different angles in your thought
and
* attempt different possible interpretations of it.
• If you have been provided with the topic, it is
important to break down the sentence comprising
the topic into its grammatical parts, identifying
what exactly you are expected to do.
• Does it call you to:
Identify Assess Synthesize Verify Contrast
Describe Explain Analyze Discuss Compare
8. The structure
• Writing the introductory paragraph:
• The introduction is usually one paragraph, or perhaps two in a
paper of eight pages or more. Its purpose is to: (1) set out the problem
to be discussed; (2) define key terms that will be used in that
discussion; (3) outline the structure of the argument; (4) clearly state the
thesis. For better writing an effective introduction, you should:
Establish the problem:
• Quickly establish the issue your paper confronts. Where and when
are you? What are you examining?
• It is especially important to clearly define the limits of your exploration.
• If you are discussing the life of Frederick Douglass, it will not suffice to
establish the setting by referring to the "days of slavery," since slavery
has existed in all times all over the world. Frederick Douglass was a
slave in Maryland in the decades before the Civil War. Do not begin a
history paper with absurdly general phrases like, "since the beginning
of time," or "humans have always. . . ." Get as specific as necessary as
early as possible.
9. • Catch the reader's attention:
• You might start with an example, a quotation, a statistic, or a
complaint. Be sure that this opening theme runs through your paper.
Do not abandon this theme.
Provide a subtle blueprint (or "road map") for the paper:
• Let your reader know where you are headed (how you plan to
tackle the subject) without giving away your best ideas.
• If, for instance, your paper breaks down into political, social, and
cultural components, telegraph this to your reader so he or she will
know what to expect.
• The thesis statement:
• The last function of the introduction is to present your thesis.
• This is so important to your paper that it merits lengthy consideration.
The biggest problem with student papers is that they contain no true
thesis.
• The second biggest problem with student papers is that the thesis is
vague and ill- defined.
• The thesis statement is the one-sentence version of your argument.
• The thesis thus presents your reader with new information.
• But a good thesis will require you to introduce the concepts in it before
presenting the thesis itself.
10. • Since the beginning of time humans have owned one another in slavery. This brutal
institution was carried to its fullest extent in the United States in the years between
the American Revolution and the Civil War. Slaveholders treated their slaves as
chattel, brutalizing them with the whip and the lash. The law never recognized the
humanity of the slave, and similarly regarded him as property. Consequently, there
was a big disparity between private and public rights of slaves.
• This thesis presents two words-- "private" and "public" rights-- that are not even
mentioned earlier in the paragraph. What are these things? This paragraph does
nothing to establish the distinction. Instead, it is a bland statement of theme which
provides little background for the thesis.
• Thus, when one reads the thesis, it seems to float -- the premises underlying it have
not been established. Compare the last introductory paragraph with this one:
• To many supporters of slavery, the nature of slave rights had a dual character.
On the one hand, in order to maintain the total dominance of the white master class,
the law denied any rights to slaves. Publicly, the slave was merely property, and not
human at all. Yet the personal records of many planters suggest that slaves often
proved able to demand customary "rights" from their masters. In the privacy of the
master-slave relationship, the black man did indeed have rights which the white man
was bound to respect, on pain of losing his labor or subjecting himself to violence.
This conflict between slaves' lack of "public" rights and masters' "private"
acknowledgment of slaves' rights undermined planters' hegemony and permitted
slaves to exert a degree of autonomy and freedom within an oppressive institution.
• Note how quickly this paragraph lays the groundwork for the thesis. It is clearly
structured around two competing concepts- public and private rights- which are then
incorporated into the thesis. Nearly every element of the thesis is established in the
preceding paragraph, yet the thesis itself is not a restatement of the paragraph. This
paragraph even tells the reader what sources will be consulted: planters' personal
records.
11. The body paragraphs
• This takes up several pages, and constitutes the bulk of your paper.
• The content of this section largely will depend on your thesis, and what it requires
you to argue.
• Think to yourself, "what do I need to support this argument?" If you find yourself
unable to answer, you may need a more interesting thesis.
• The following elements are necessary to be taken into account when developing the
main body carefully:
• Structure of the body:
• You need an organizing scheme for your paper, which most often will be
suggested by your thesis.
• "In the 1950s, American auto workers developed their identities as laborers in the
home as well as the workplace."
• This thesis suggests a structure: at the very least, you will have to divide things up
into "home" and "workplace."
• Logic and flow:
• The general movement in the body is from the general to the specific. Start with
general statements, such as "Federal policy towards native peoples aimed at either
assimilating Indians or exterminating them." Then move on to specific statements
which support your general statement, such as "The origins of the policy of
assimilation can be traced back to Puritan missionaries of the 1650s."
12. Paragraphs:
• Your paper is built on paragraphs. Each paragraph should be minimum of four sentences.
The first sentence of each paragraph is called the "topic sentence."
Topic sentences:
• The topic sentence should tell the reader what the paragraph will be about. In essence, it is a
"mini-thesis" -- a small argument you will support in the paragraph. The rest of the paragraph
will be support for this mini-argument.
• “Federal policy towards native peoples aimed at either assimilating Indians or exterminating
them”.
Support: There are two kinds of support that should appear in your paragraphs:
Source evidence and quotations:
• Taken from primary sources. Can be quoted material, but not always-- you can always
paraphrase this material, as long as you acknowledge the source.
• This is the "raw data" that supports the mini-thesis of your paragraph. In the case above, you
could, for instance, quote portions of this letter from Thomas Jefferson, in which he advocates
to the Mohicans private ownership of land to Indians as a means of assimilating them:
• When once you have property, you will want laws and magistrates to protect your property
and persons, and to punish those among you who commit crimes. You will find that our laws
are good for this purpose; you will wish to live under them, you will unite yourselves with us,
join in our Great Councils and form one people with us, and we shall be Americans.
Analysis:
• Raw data can never stand alone to support your mini-thesis. It must always be interpreted and
analyzed. This is especially true of quotes. Never just plop a quote in and expect it to be clear to
the reader how it supports the mini-thesis. Following each citation of raw data, you must
analyze and interpret it- tell the reader how it supports the point. In the case above, you must
supply the connection between the primary source evidence and your "mini-thesis":
• Jefferson had little interest in understanding Native American culture and society on its
own terms. To him, "assimilation" meant encompassing natives in a web of obligations and
institutional arrangements which utterly departed from the anarchy he alleged characterized
their societies, and rendered them dependent upon the "civilized" society he represented.
13. Transitional signals:
• The body of the paper must flow from one idea to the next. This linking
of ideas is accomplished through transitional phrases. There are transitions
between paragraphs, and transitions within paragraphs. Often, but not
always, the last sentence of a paragraph begins to guide the reader to the
next idea. Or, the topic sentence of the next paragraph may accomplish this.
In the current example, this topic sentence for the next paragraph not only
introduces a new mini-thesis, it serves as a transition from the preceding
paragraph:
• If Jefferson embodied a policy of assimilation, President Andrew Jackson
represented the ambivalence of a nation enamored with both assimilation
and extermination of Native Americans. (The key to the transition is the
phrase "If Jefferson embodied a policy of assimilation." This phrase bridges
the last paragraph by summarizing its findings. As you can tell, the
paragraph must deal with the ways Jackson represented the embodiment of
both policies towards Native Americans).
• Here is another example of a clear transition:
• “. . . Sailors in the merchant marine faced a troublesome labor picture.
Seasonal fluctuations and the unpredictability of the economy of the
shipping industry contributed to instability in employment relations. These
in turn led to a decline in workers's loyalty and their sense of job stability.
Instability and insecurity also characterized the wage and employment
conditions of longshore work. . .” . (The transition here is built on the use of
"also" in this topic sentence, which links the "instability and insecurity" of
the longshoremen in this paragraph with the "instability and insecurity" of
the sailors in the previous paragraph).
14. The concluding paragraph
• This is usually one paragraph long, and
briefly recapitulates your thesis, pulling all
your arguments together.
• The first sentence of the concluding
paragraph is a clear, specific re-statement of
thesis.
• The conclusion should do more than simply
re-state the argument.
• It also suggests why the argument is
important in the bigger scheme of things, or
suggests avenues for further research, or
raises a bigger question.
15. Conventions of writing an essay in History
• Write in the past tense: Since all historical events took place at some point in
the past, write about them in the past tense.
• Avoid vague generalizations: Historians value specificity, not equivocal
phrases like “once upon a time” or “people always say that….”
• Paraphrase if you can, quote if you must: When you do quote, introduce the
source and context of every remark for the benefit of an unfamiliar reader.
• Provide necessary context: As a historian, you are responsible for
interrogating sources, interpreting evidence, and reporting your findings
about the interplay of text and context.
• Employ a responsible and consistent citation style: Historians generally use
footnotes, endnotes, or parenthetical citations to provide references or
supplemental information. Remember that your credibility and integrity as
a scholar is at stake.
• Write in a formal, academic voice: Avoid using the first or second person
(e.g., “I” and “you”), and shy away from passive sentence constructions.
Phrases such as “I think” or “in my opinion” are redundant in expository
writing.
• Be as specific as possible– don’t use pronouns such as “the people
understood the orders.” Which people and which orders?
• Another example could be “the soldiers in the war had great spirit.” Which
war and which soldiers?