Paper Details • 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font. •1” margins. • Citations in APA style. • Your paper must be an original work. Papers that you have written or are writing for another course are not allowed. • You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable. Introduction Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them. e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences. How to come up with a thesis · Strong, argumentative statement that can be backed up with facts · Good example (specific, can be supported): “Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.” · Bad example (can be supported, but not specific): “Banana (Musa acuminata) was heavily traded in the early 1900s.” http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis. e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires. Grading Rubric for Papers The Superior Paper (A/A-) Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting. Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences. Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences. Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources. Logic and Argumentation All ideas in the paper flow logically; the.

1. Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New
Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have
written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In
general, if it is only available on the web it is suspect. Only use
such sources if this is the only source for the information
(extremely unlikely), or if you are using the source to critique
popular opinions or preconceptions. Use web references rarely,
if at all.Wikipedia is not reliable. Corporate web sites are not
reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct
explanation of your conclusions. A successful thesis will answer
your research question by explaining both focal aspects of your
chosen plant independently and then assessing the interaction
between them.
e.g: Thesis statement: The rapid dispersal and current world-
wide distribution of the chili pepper is the result of an innately
human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with
facts

2. · Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the
creation of corrupt governments and extreme wealth for a
handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early
1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting
to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and
proteins most likely drove the domestication and development
of staple crops such as legumes and cereal grains (Kislev and
Bar-Yosef 1988); however, the motivation behind the
production of crops which do not provide necessary nutrients in
not well understood (but see Sherman and Billing 1999). Since
spices do not satisfy biological need, their current worldwide
usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused,
insightful, clearly connected to a point of significance.
Interesting.
Structure: Evident, understandable, appropriate for thesis.
Excellent transitions from point to point. Paragraphs support
solid topic sentences.
Use of evidence/development: Appropriate and reliable sources

3. used to support every point with at least one example. Multiple
sources are used for major points. If used, excellent integration
of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence
to thesis; analysis is solid, posing new ways to think of the
material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically;
the analysis / synthesis is relevant and identifiable, reasonable,
and sound. Counterpoints are acknowledged and where possible
refuted.
Mechanics: Sentence structure, grammar, and diction excellent;
correct use of punctuation and citation style; minimal to no
spelling errors; absolutely no run-on sentences or awkward
constructions; limited or no use of the passive voice.
The Good Paper (B+/B/B-)
Thesis: Promising, but may be slightly unclear, or lacking in
insight or clear connection to a point of significance.
Structure: Generally clear and appropriate, though may wander
occasionally. May have a few unclear transitions or a few
paragraphs without strong topic sentences.
Use of evidence/development: Examples used to support most
points. Some evidence / sources do not support points, or may
appear where inappropriate. Reliability of sources either not
evident or not discussed. Quotations well integrated into
sentences.
Analysis: Evidence related to thesis, though links perhaps not as
clear as best. Above average use of outside sources.

4. Argumentation: Arguments in paper are clear, usually flow
logically and make sense. Some evidence that counter-
arguments are acknowledged, though perhaps not addressed.
Mechanics: Sentence structure, grammar, and diction strong
despite occasional lapses; punctuation and citation style
generally used correctly. Some (minor) spelling errors; may
have a few run-on sentences, sentence fragments, or other
awkward constructions; a couple of sentences in the passive
voice.
TheAverage/Marginal Paper (C+/C/C-) - Not all qualities
necessarily present -
Thesis: May be somewhat vague or offer somewhat less clarity
in terms of a point of significance or provide little around
which to structure the paper. Not interesting.
Structure: Generally clear but may sometimes wanders or jump
around. Weak transitions, some paragraphs without topic
sentences.
Use of evidence/development: Quantity and reliability of
sources poor. Points may often lack supporting evidence, or
evidence may be used where inappropriate. Explanation for the
connection between evidence and overall point not clear. Quotes
poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to
thesis or analysis offers nothing beyond the quote. Sources not
analyzed or integrated, presenting a single point of view or
opinion.
Logic and Argumentation: Logic fails, or argument is unclear.
Does not address counter-arguments and may contain logical
contradictions.

5. Mechanics: A notable pattern of error in sentence structure,
grammar, or diction (though usually not major). Errors in
punctuation, citation style, and spelling may occur. May have
several run-on sentences or fragments; more than a couple of
sentences are in the passive voice.
The Well-Below Average Paper (D+/D/D-) - Not all qualities
necessarily present -
Thesis: Difficult to identify, may be bland restatement of
obvious point.
Structure: Unclear, often because thesis is weak or non-existent.
Transitions confusing and unclear. Few topic sentences.
Use of evidence/development: Very few or very weak examples.
General failure to support statements, or evidence seems to
support no statement. Quotes not integrated into sentences;
“plopped in” improperly.
Analysis: Very little or very weak attempt to related evidence to
argument; may be no identifiable argument, or no evidence to
relate it to. A clearly inferior use of outside sources.
Logic and Argumentation: Ideas do not flow at all, usually
because there is no argument to support. Simplistic view of
topic; no effort to grasp possible alternative views. Many
logical contradictions, or simply too incoherent to determine.
Mechanics: Significant problems in sentence structure,
grammar, and diction. Frequent major errors in citation style,
punctuation, and spelling. May have many run-on sentences and
comma splices; abundant use of the passive voice.
The Failing Paper (F) -minimal lack of effort or comprehension
of the assignment-

6. Thesis: No thesis statement or very broad, muddy statement
Structure: Lack of structure, topics jump around.
Use of evidence/development: No connection between evidence
(if evidence is present) and thesis.
Analysis: No argument.
Logic and Argumentation: No flow, no effort to relate topics
together and make comparisons/contrast.
Mechanics: Very difficult to understand owing to major
problems with mechanics, structure, and analysis. Has no
identifiable thesis or the thesis is utterly inadequate and non-
argumentative. Outside sources inadequately integrated.
NES/HIST/RELI 277A
History of the Middle East, 600-1453
Fall 2011
PAPER TOPIC #1: The Umayyads
Write a 3-4 page paper (5-6 pages for Honors students) on the
following topic. Your paper is due in class, on Friday,
September 30th.

7. The leaders of the ‘Abbasid revolution claimed they were
justified in overthrowing the Umayyad dynasty because the
Umayyads were godless rulers who lacked piety. Based on your
class readings and lecture notes, do you agree or disagree with
this assessment? Why? In your opinion, did the Umayyads
deserve to be overthrown?
In order to formulate your argument, think about the following
aspects of Umayyad rule and choose one or two to focus on:
1. What were some of the ways in which Umayyad rulers tried
to establish their authority over the areas in which they ruled?
2. What were some of the administrative policies Umayyad
rulers established?
3. How did Umayyad rulers deal with those who challenged
their authority?
4. Did particular Umayyad rulers exhibit more piety than
others? How might this affect your assessment of their overall
rule?
Paper instruction:
1) Write an outline of your paper. Make sure that you have an
introductory paragraph, a clear thesis
statement, evidence supporting your thesis, and a conclusion
that summarizes your thesis.
2) State your thesisup front (no later than the end of the first
paragraph). You don’t have space for a lengthy introduction
and background. You need to get to the point quickly.

8. 3) Be sure you have an arguable thesis. You should state
whether you agree or disagree with the above statement and
why.
4) Be sure to include a title, ideally one that reflects your thesis
argument.
5) Be sure to proofread your work.
6) Don’t wait until the last minute – great ideas form over time.
7) I am interested in YOUR ideas, not those of other people. DO
NOT USE SOURCES OTHER THAN THE CLASS READINGS
AND LECTURE NOTES.
Formatting and Citation:
You do not need to use footnotes for this paper. You can simply
write the author and page number after each quotation in
parenthesis, for example (Kennedy 95). Your paper should be
typed, double-spaced, with 12-point Times New Roman font and
1-inch margins all around.
Grading Criteria:
A – Original, well-argued thesis; clear organization; strong
analysis; no grammar/spelling mistakes.
B – Thesis present, but not original or well-argued; some
analysis; a few grammar/spelling mistakes.
C – Unclear thesis and/or organization; little or no analysis;
grammar/spelling mistakes.
D – No thesis or organization; no analysis; grammar/spelling
mistakes; poorly written; does not meet minimum page

9. requirement.
F – Does not fulfill the requirements of the assignment.
Title: (Make the focus of your paper clear)
e.g: Title. A desire for pain? The rapid spread and adoption of
the chili in world cuisine.
Thesis statement: The thesis is essentially a succinct and direct
explanation of your conclusions. A successful thesis will answer
your research question by explaining both focal aspects of your
chosen plant independently and then assessing the interaction
between them.
e.g: Thesis statement: The rapid dispersal and current world-
wide distribution of the chili pepper is the result of an innately
human desire for painful, but safe, sensory experiences.
Background section: This explains why your topic is interesting
to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and
proteins most likely drove the domestication and development
of staple crops such as legumes and cereal grains (Kislev and
Bar-Yosef 1988); however, the motivation behind the
production of crops which do not provide necessary nutrients in
not well understood (but see Sherman and Billing 1999). Since
spices do not satisfy biological need, their current worldwide
usage may be a result of cultural desires.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with
facts

10. · Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the
creation of corrupt governments and extreme wealth for a
handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early
1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New
Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have
written or are writing for another course are not allowed.
• You should use AT LEAST 8, and probably more, reliable
references for your paper. In general, if it is only available on
the web it is suspect. Only use such sources if this is the only
source for the information (extremely unlikely), or if you are
using the source to critique popular opinions or preconceptions.
Use web references rarely, if at all.Wikipedia is not reliable.
Corporate web sites are not reliable.
The goal of this assignment is for you to investigate, analyze
and present the interactions between a plant or plant product
and human civilizations. Your goal is NOT to be exhaustive –
one could write a book about any of the plants below - but to

11. identify an interesting and compelling thesis concerning your
plant and civilizations, and then present this thesis in 6 – 8
double spaced pages.
In creating an interesting thesis, you first need to identify the
interesting or controversial aspects of you plant and its
interaction with humans. Aspects to consider in selecting your
specific topic and creating your thesis:
Biology / Natural history:
How does your plant grow? Where did it originate? Does it
interact with animals as food or with pollinators? Has it been
domesticated? Where? By whom? Where does it grow now? Is it
cultivated and / or has it been domesticated? If so, how are wild
varieties different from cultivated varieties? How are they
different? Why are they different?
Social / Cultural:
How is the plant used by humans? Is there any specific cultural
or religious significance of the plant? Currently? Historically?
Are there different uses for different cultures? Are there
different uses within a culture or society? Why is your plant
important to humans? Is your plant used in art? Is this
significant?
Economic:
What are the economic factors that are important in its
production, sale or use? Are these consistent across cultures?
Through time? Is the plant important in international trade?
Historical:
How has the use of your plant changed through time? How has
the production / cultivation of your plant changed through time?
Has the importance of your plant (economically, culturally)
changed through time? Why? How?

12. Human health:
How does your plant impact human health? Is it an important
component of human diet? What are its nutritional aspects (if it
is used for food)? Medicinal attributes? Psychoactive
properties? Is it poisonous?
Policy / legal:
Is your plant legal to grow and consume? Where is it produced
legally? Where is its use prohibited? Why is it prohibited? Are
there policies in place to increase its production? Where? Why?
Not all plants have interesting stories in ALL categories.
However, each of the plant species in the list below is
interesting in several of the categories above. Your research
paper should describe and analyze your plant from at least 2
(probably no more than 4) different perspectives and link these
perspectives into a cohesive, interesting narrative. Your paper
must have an identifiable thesis. Your thesis will take a stand
on a single point, and will let the reader know that this is what
you paper is about.
For example,
“Chili peppers (Capsicum annuum) were domesticated at least
7,000 years ago in central America. The fruits of this plant
contain capsaicin, chemicals that activate heat-sensitive nerve
cells and produce the sensation of heat and pain. Soon after
Europeans came into contact with the cultures that used this
plant as food, chilies were transported back to Europe and from
there were incorporated into the cuisines of many different
cultures across the globe. The rapid dispersal and current world-
wide distribution of this species is the result of an innately
human desire for novel and even painful sensory experiences”
Good. Single point, can be argued one way or another,
potentially interesting given the data available.

13. “Chili peppers (Capsicum annuum) were domesticated at least
7,000 years ago in central America. The fruits of this plant
contain capsaicin, chemicals that activate heat-sensitive nerve
cells and produce the sensation of heat and pain. Soon after
Europeans came into contact with the cultures that used this
plant as food, chilies were transported back to Europe and from
there were incorporated into the cuisines of a many different
cultures across the globe.
Some cultures have adopted this plant as a vegetable and have
selected for varieties that do not produce capsaicin. Other
cultures use this plant as a spice, and have selected for varieties
with high capsaicin content.”
Poor. This doesn’t say why some use the chili in one way and
others a different way. No analysis or synthesis. “On the one
hand…. On the other hand…” Why did some cultures value
chilies for pungency, and others not? What is this paper going
to say that we don’t already know?
“Chili peppers (Capsicum annuum) were domesticated at least
7,000 years ago in central America. The fruits of this plant
contain capsaicin, chemicals that activate heat-sensitive nerve
cells and produce the sensation of heat and pain. Soon after
Europeans came into contact with the cultures that used this
plant as food, chilies were transported back to Europe and from
there were incorporated into the cuisines of a many different
cultures across the globe. Following its introduction to Europe,
chilies were selected for low capsaicin production and the chili
pepper was adopted as a vegetable in northern European cuisine.
In most other parts of the world, the chili retained its heat and
was adopted as a spice. The chili was adopted as a spice by
cultures that already used pungent spices as a part of their
cuisine, but was transformed into a non-pungent vegetable by
cultures without such traditions.”
Marginal. This is weak because most of us already know and

14. accept the thesis statement as true. A better approach would be
to explore why some cultures value pungency and others do not,
and then take a stand on this. Is it because of cultural norms?
Hot climates? Human health issues? The role of food and meals
in each society?
Please note that before you create your thesis, you will need to
do quite a bit of research on your plant. Before selecting your
plant from the list below it is a good idea to explore what is
known about the plant and make sure that it is interesting to
you. We will be working with the Morgan Library in recitation
September 18th and 19th and you will learn about the research
databases that we have at CSU. We will give you a short
assignment that revolves around your plant – we will ask you to
identify the most interesting or controversial attributes of your
plant from the different aspects discussed above. You will then
provide us the key references you have identified for that topic
and provide a 1 or 2 sentence summary of each. At the end of
this exercise you should have generated 3 – 4 essential sources
for each of the main categories above and should then have all
the information you need to generate an interesting and
compelling thesis.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused,
insightful, clearly connected to a point of significance.
Interesting.
Structure: Evident, understandable, appropriate for thesis.
Excellent transitions from point to point. Paragraphs support
solid topic sentences.

15. Use of evidence/development: Appropriate and reliable sources
used to support every point with at least one example. Multiple
sources are used for major points. If used, excellent integration
of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence
to thesis; analysis is solid, posing new ways to think of the
material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically;
the analysis / synthesis is relevant and identifiable, reasonable,
and sound. Counterpoints are acknowledged and where possible
refuted.
Mechanics: Sentence structure, grammar, and diction excellent;
correct use of punctuation and citation style; minimal to no
spelling errors; absolutely no run-on sentences or awkward
constructions; limited or no use of the passive voice.
The Good Paper (B+/B/B-)
Thesis: Promising, but may be slightly unclear, or lacking in
insight or clear connection to a point of significance.
Structure: Generally clear and appropriate, though may wander
occasionally. May have a few unclear transitions or a few
paragraphs without strong topic sentences.
Use of evidence/development: Examples used to support most
points. Some evidence / sources do not support points, or may
appear where inappropriate. Reliability of sources either not
evident or not discussed. Quotations well integrated into
sentences.
Analysis: Evidence related to thesis, though links perhaps not as
clear as best. Above average use of outside sources.

16. Argumentation: Arguments in paper are clear, usually flow
logically and make sense. Some evidence that counter-
arguments are acknowledged, though perhaps not addressed.
Mechanics: Sentence structure, grammar, and diction strong
despite occasional lapses; punctuation and citation style
generally used correctly. Some (minor) spelling errors; may
have a few run-on sentences, sentence fragments, or other
awkward constructions; a couple of sentences in the passive
voice.
TheAverage/Marginal Paper (C+/C/C-) - Not all qualities
necessarily present -
Thesis: May be somewhat vague or offer somewhat less clarity
in terms of a point of significance or provide little around
which to structure the paper. Not interesting.
Structure: Generally clear but may sometimes wanders or jump
around. Weak transitions, some paragraphs without topic
sentences.
Use of evidence/development: Quantity and reliability of
sources poor. Points may often lack supporting evidence, or
evidence may be used where inappropriate. Explanation for the
connection between evidence and overall point not clear. Quotes
poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to
thesis or analysis offers nothing beyond the quote. Sources not
analyzed or integrated, presenting a single point of view or
opinion.
Logic and Argumentation: Logic fails, or argument is unclear.
Does not address counter-arguments and may contain logical

17. contradictions.
Mechanics: A notable pattern of error in sentence structure,
grammar, or diction (though usually not major). Errors in
punctuation, citation style, and spelling may occur. May have
several run-on sentences or fragments; more than a couple of
sentences are in the passive voice.
The Well-Below Average Paper (D+/D/D-) - Not all qualities
necessarily present -
Thesis: Difficult to identify, may be bland restatement of
obvious point.
Structure: Unclear, often because thesis is weak or non-existent.
Transitions confusing and unclear. Few topic sentences.
Use of evidence/development: Very few or very weak examples.
General failure to support statements, or evidence seems to
support no statement. Quotes not integrated into sentences;
“plopped in” improperly.
Analysis: Very little or very weak attempt to related evidence to
argument; may be no identifiable argument, or no evidence to
relate it to. A clearly inferior use of outside sources.
Logic and Argumentation: Ideas do not flow at all, usually
because there is no argument to support. Simplistic view of
topic; no effort to grasp possible alternative views. Many
logical contradictions, or simply too incoherent to determine.
Mechanics: Significant problems in sentence structure,
grammar, and diction. Frequent major errors in citation style,
punctuation, and spelling. May have many run-on sentences and
comma splices; abundant use of the passive voice.
The Failing Paper (F) -minimal lack of effort or comprehension

18. of the assignment-
Thesis: No thesis statement or very broad, muddy statement
Structure: Lack of structure, topics jump around.
Use of evidence/development: No connection between evidence
(if evidence is present) and thesis.
Analysis: No argument.
Logic and Argumentation: No flow, no effort to relate topics
together and make comparisons/contrast.
Mechanics: Very difficult to understand owing to major
problems with mechanics, structure, and analysis. Has no
identifiable thesis or the thesis is utterly inadequate and non-
argumentative. Outside sources inadequately integrated.