TexShare Homework Help Assessment
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This presentation goes along with the TexShare Databases "training in a box" curriculum on homework help. It covers the assessment portion of the class. The full curriculum is freely available here: http://www.tsl.state.tx.us/ld/workshops/texshare/
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Essay 3: Research Argument (Synthesis)
Assignment Objectives
Students will complete this assignment by writing an essay that makes an original argument that answers the research question that they have already developed and researched in the previous assignment (which was a Review of Literature). Students’ essays should 1) have a thesis statement 2) support the argument presented in the thesis by synthesizing at least four sources that the student has found and evaluated as credible or otherwise worthy of attention; and 3) summarize, paraphrase, and quote from these sources adequately to complete the task.
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Assignment Objectives
Students will complete this assignment by writing an essay that makes an original argument that answers the research question that they have already developed and researched in the previous assignment (which was a Review of Literature). Students’ essays should 1) have a thesis statement 2) support the argument presented in the thesis by synthesizing at least four sources that the student has found and evaluated as credible or otherwise worthy of attention; and 3) summarize, paraphrase, and quote from these sources adequately to complete the task.
Rationale
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Assignment
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What is the definition of the American Dream?
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Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
Student Name
Columbia Southern University
EH 1020 English Composition II
Instructor Name
Due Date
APA: Full title of the paper
with the major words
beginning with a capital letter
APA: Top of page,
plain page number on
right of header
APA: Student’s first and
last name
APA: Name of the
institution will always
be “Columbia Southern
University.”
Unit IV Color Key:
• Blue: APA Style document formatting
• Red: Example common mistakes in APA Style
• Brown: Paragraph number and label
• Green: Sentence-level number and explanation
Please note that the margins are a little wider than standard on
this example paper so as to make room for the comment bubbles.
2
Safety First: Open Carry Firearms on Higher Education Campuses in Arizona
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be sold to individuals. On the other side, the National Rifle Association (NRA) and other
like-minded individuals advocate for looser restrictions on the sale and carrying of
firearms. For these supporters of pro-gun legislation, owning and carrying guns is a
fundamental right—even a civil right. While this national debate continues to loom over
the hot topic of guns, there are breaking news stories, especially within the last few
months, that bring this fundamental debate to the threshold of our nations’ colleges, high
schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech on April
16, 2007, is perhaps one of the more infamous school shootings, but there are others that
are perhaps more difficult to remember, like the deaths of 27 kill ...
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Essay –> Argumentative Essay –
Imagine you are a new attorney with a prestigious law firm working in Washington, D.C., and you must write a three-page essay on the topic of race in America that will be submitted to the Supreme Court. You will argue whether racism is or is no longer a significant issue for most Americans. After all, the Civil Rights Act of 1964 was passed over 50 years ago and Barack Obama was elected president in 2008 and re-elected in 2012. Because you have been hired to do this work, you personally may or may not agree with the perspective you will argue. In fact, you have no choice which side to argue because this will be randomly assigned to you.
____ Racism is no longer a significant issue for most Americans.
__X_ Racism continues to be a significant issue for most Americans.
Essay requirements:
The length of the essay should be approximately three pages, double-spaced, approximately 750 - 880 words. Please limit the essay to no more than four and one-half pages, or 1,250 words maximum.
Your essay should include an introduction, at least three body paragraphs, and a conclusion. Your body paragraphs should follow the enhanced PIE structure we are learning in this class. (See Lab 2 for the 7-step process to building a perfect body paragraph below.)
Use at least three trustworthy sources to support your thesis / claim. You may use the sources posted in the Essay 1 – Racism folder in Canvas. (The term source means an article, a study, a book, a video, an essay, or other similar writings that offer ideas and research related to a topic.) Feel free to conduct additional research as well.
Avoid the first person use of “I” or “me” in the essay. This keeps the focus on the issue and not on you. Avoid “I believe” and “I think” and other similar terms since your claim should be based on facts and evidence rather than your opinion. (See Lab 3 below for more on this.)
Avoid writing “you” when speaking to the reader. It’s best to speak collectively, such as “We can all learn from this example” or “We as a nation must take steps….”
Use formal style, tone, and diction. Avoid slang, casual language, broad generalizations, and contractions in most cases. (See Lab 3 below for an overview of academic language.)
Include at least three direct quotations from the sources and paraphrase other statements. (Direct quotations are when you place quotation marks around sentences that are word-for-word by a source. Paraphrasing means writing a source’s ideas in your own words.) Be careful not to quote a source for too long in the essay. Intersperse quotations with paraphrases of what the source has to say. (See Lab 4 below for a lesson in how to integrate quotations into your essay.)
Please include a Works Cited to list all sources cited in the essay. List the sources in Works Cited in alphabetical order. If you have an author name, list it at the start of the entry by last name, followed by first name. (See .
DescriptionThe front cover of the book shows a p
Description
The front cover of the book shows a photo of a man wearing gloves and helmet and
working with ropes. Text above reads, Eighth Edition; The American Promise. The subtitle
A History of the United States is below the title. Text below the photo reads, Volume 2:
From 1865, and to the left of the portrait has the authors’ names, Roark Johnson
Furstenberg Stage Igo. Text at the top of the front cover reads, Value Edition.
Description
The inside front cover of the book has text that reads as follows under the heading
Avoiding Plagiarism and Managing Sources.
Most students are aware that plagiarism can be committed on purpose, but unintentional or
accidental plagiarism is also problematic. Keeping track of source material has always
been tough, and technology has made it easy to cut text from an online source and copy it
into your paper. You may have intended to modify or acknowledge it later but then forgot
where it came from. Omitting a citation of a source by accident is still a breach of
academic ethics. Here are four steps that you can use to help avoid plagiarism.
Step 1: Manage Sources Efficiently
Many academic professionals and students take notes and keep track of sources using
index cards. Write one piece of evidence—a quote, a fact, an idea—on each card along
with the original source of that data. This can also be done electronically, by creating a
single file for each source that you consult and housing all of these files in a folder called
‘Sources.’
Step 2: Use Sources Properly
Using sources properly as you take notes and incorporate them into your writing is another
crucial component of the research and writing process. You will not be able to cite your
sources properly if you don’t know which note is a quote, which note is a partial
paraphrase of another author’s point, and which one is paraphrased fully.
Step 3: Acknowledge Sources Appropriately
There are some general rules about what types of information require citation or
acknowledgment and what types do not. Widely accepted facts or common knowledge do
not need to be cited, but another person’s words or ideas (even if not quoted verbatim)
require a citation.
Step 4: Cite Sources Completely and Consistently
Historians and others writing about history have adopted the citation guidelines from the
Chicago Manual of Style (C M S). The citations are indicated by superscript numbers
within the text that refer to a note with a corresponding number either at the bottom of the
page (footnote) or at the end of the paper (endnote). Here are just a couple brief examples
of C M S-style notes:
Book: David Brion Davis, Inhuman Bondage: The Rise and Fall of Slavery in the New
World (New York: Oxford University Press, 2006), 73.
Journal Article: Alden T. Vaughan and Virginia Mason Vaughan, ‘Before Othello:
Elizabethan Representations of Sub-Saharan Africans,’ William and Mary Quarterly, 3rd
ser., 54 (January 1997): 19 hyphen 44.
Text at the bottom of the inside f ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
1 HIS 100 Primary Source Hunt Short Response Guideline
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
Activity: Open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman
Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a
historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use.
1. Truman Library Collections
2. Voices of the Manhattan Project
3. Atomic Heritage Foundation
As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the
atomic bomb. Each primary source is located in only one of the above repositories. Try your best to locate each source, but it is OK if you are not able to locate all
three. If you are successful in your search, try skimming through the sources you find.
1. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists’ opposition to the use of the
atomic bomb
2. A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman
3. An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb
To do this, develop search terms similar to the examples shown in the Module Two Module Overview. Only use these three online repositories to locate these
sources—do not consult Google or any other search engine. Take notes on the search terms that are successful and keep the links to the sources you find.
Prompt: In two to three sentences, respond to each question. To develop your responses, combine your experience using search terms to locate the three
primary sources in this module with your own reflections on the questions posed. Regardless of whether or not you were able to find all three primary sources,
complete all question prompts before you submit your responses. If you were not able to find the primary sources, let your instructor know what search terms
you did use so he or she can provide you with feedback on how to develop effective search terms.
1. Describe your overall experience locating these primary sources. Was it challenging or straightforward? Do you learn anything interesting along the way?
2. Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach
Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.
3. Were you able to locate a petition against the use of the atomic bomb circulated by Leo Szilard directed toward President Truman? Share your search
terms and a link to the primary sourc ...
1 HIS 100 Primary Source Hunt Short Response Guideline
1
HIS 100 Primary Source Hunt Short Response Guidelines and Rubric
Activity: Open these three links to digital repositories containing resources related to the dropping of the atomic bomb. Browse through each repository (Truman
Library Collections, Voices of the Manhattan Project, and National Security Archive), and think about how useful these repositories would be to you if you were a
historian seeking to write a biography on the scientist Leo Szilard (pronounced SIL-lard) who helped develop the atomic bomb and also campaigned against its use.
1. Truman Library Collections
2. Voices of the Manhattan Project
3. Atomic Heritage Foundation
As you explore each repository, try to locate the following primary sources that you might consult to write a chapter about Szilard’s campaign against dropping the
atomic bomb. Each primary source is located in only one of the above repositories. Try your best to locate each source, but it is OK if you are not able to locate all
three. If you are successful in your search, try skimming through the sources you find.
1. The transcription of the oral history interview with Tom Evans, a close friend of President Truman’s, discussing scientists’ opposition to the use of the
atomic bomb
2. A petition against the use of the atomic bomb circulated by Szilard directed toward President Truman
3. An interview with Lilli Hornig, a scientist who signed Szilard’s petition against the use of the atomic bomb
To do this, develop search terms similar to the examples shown in the Module Two Module Overview. Only use these three online repositories to locate these
sources—do not consult Google or any other search engine. Take notes on the search terms that are successful and keep the links to the sources you find.
Prompt: In two to three sentences, respond to each question. To develop your responses, combine your experience using search terms to locate the three
primary sources in this module with your own reflections on the questions posed. Regardless of whether or not you were able to find all three primary sources,
complete all question prompts before you submit your responses. If you were not able to find the primary sources, let your instructor know what search terms
you did use so he or she can provide you with feedback on how to develop effective search terms.
1. Describe your overall experience locating these primary sources. Was it challenging or straightforward? Do you learn anything interesting along the way?
2. Were you able to locate an interview with Tom Evans, a close friend of President Truman’s, who interacted with scientists who were trying to reach
Truman with their campaign against the use of the atomic bomb? Share your search terms and a link to the primary source.
3. Were you able to locate a petition against the use of the atomic bomb circulated by Leo Szilard directed toward President Truman? Share your search
terms and a link to the primary sourc ...
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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