to: Catherine Owens Response Paper I Value: 75 pts. Instructions : Answer the following question in an essay format with an introduction (where you frame the question and give the reader an idea of what you will be arguing), a body (where you lay out your claims and evidence), and conclusion (where you summarize, but don’t repeat, the primary points of your essay). Your responses must be typed, between 3-4 pages in length and draw on Bulliet et al., class notes, and primary source readings . Please follow the format guidelines in the syllabus. The most effective response papers will go beyond repeating the readings (or lectures) and offer creative new interpretations of the evidence presented in class. You are expected to draw on material from Part I: Prelude to Modernity. Submission – Your response papers must be submitted by the due date/time to BlueLine AND a paper copy must be turned in at class the same day. Question – The Columbian Exchange yielded a variety of different outcomes, but historians generally agree that it was transformative. Describe the Columbian Exchange. What was exchanged? What were the consequences of that exchange? What, in your opinion, were some of its principal benefits? For whom? What have been its greatest negative consequences?   Rubric A Has a clear thesis that is substantively supported throughout the work. Citations are clear, accurate, and according to the style guidelines and page limits. Arguments display insightful use of class lecture material and readings. Makes multiple clear connections between the book and class material using cited evidence from class material The writing is clear and engaging. It is well organized with topic sentences. Adheres to page limits. B Has a thesis, though it is not consistently or effectively supported throughout the text. Coherent citation style is used, though inaccurately or incompletely. Information is used form class lectures and readings, though it often lacks insight. Makes one clear connection between book and class material using cited evidence from class material Mostly clear prose, though with some awkward sentences and unclear ideas; more frequent errors of grammar and spelling—room for improvement in overall presentation. Adheres to page limits. C No thesis or the thesis is unclear. Largely a descriptive, rather than an analytical work. Few, if any citations are used. Does not follow any style guidelines Work lacks substantive use of class lectures and readings. Makes connections between book and class material, though they lack clarity, display factual inaccuracies, or use no evidence from class material Prose is unclear with multiple grammatical and spelling errors. Structure lacks cohesion. Does not adhere to page limits. D No thesis. Mostly a descriptive work, though the amount of information meets the required page length. Little attempt made to connect this paper to information from readings or lectures. Citations absent or near absent. .

1. to:
Catherine Owens
Response Paper I
Value:
75 pts.
Instructions
:
Answer the following question in an
essay format
with an introduction (where you frame the question and give
the reader an idea of what you will be arguing), a body (where
you lay out your claims and evidence), and conclusion (where
you summarize, but don’t repeat, the primary points of your
essay). Your responses must be typed, between
3-4
pages in length and draw on
Bulliet et al., class notes, and primary source readings
. Please follow the format guidelines in the syllabus. The most
effective response papers will go beyond repeating the readings
(or lectures) and offer creative new interpretations of the
evidence presented in class. You are expected to draw on
material from Part I: Prelude to Modernity.
Submission
– Your response papers must be submitted by the due date/time
to BlueLine
AND
a paper copy must be turned in at class the same day.
Question
–
The Columbian Exchange yielded a variety of different
outcomes, but historians generally agree that it was
transformative. Describe the Columbian Exchange. What was
exchanged? What were the consequences of that exchange?
What, in your opinion, were some of its principal benefits? For
whom? What have been its greatest negative consequences?

2. Rubric
A
Has a clear thesis that is substantively supported throughout the
work.
Citations are clear, accurate, and according to the style
guidelines and page limits.
Arguments display insightful use of class lecture material and
readings.
Makes multiple clear connections between the book and class
material using cited evidence from class material
The writing is clear and engaging. It is well organized with
topic sentences.
Adheres to page limits.
B
Has a thesis, though it is not consistently or effectively
supported throughout the text.
Coherent citation style is used, though inaccurately or
incompletely.
Information is used form class lectures and readings, though it
often lacks insight.
Makes one clear connection between book and class material
using cited evidence from class material
Mostly clear prose, though with some awkward sentences and
unclear ideas; more frequent errors of grammar and spelling—
room for improvement in overall presentation.
Adheres to page limits.
C
No thesis or the thesis is unclear. Largely a descriptive, rather
than an analytical work.
Few, if any citations are used. Does not follow any style
guidelines
Work lacks substantive use of class lectures and readings.
Makes connections between book and class material, though
they lack clarity, display factual inaccuracies, or use no
evidence from class material
Prose is unclear with multiple grammatical and spelling errors.

3. Structure lacks cohesion.
Does not adhere to page limits.
D
No thesis. Mostly a descriptive work, though the amount of
information meets the required page length.
Little attempt made to connect this paper to information from
readings or lectures.
Citations absent or near absent.
Makes few connections between book and class material
Significant stylistic, grammar, and/or spelling issues.
Does not adhere to page limits.
F
No thesis and an entirely descriptive work.
Does not meet minimum page limit.
Makes no connections between book and class material
No citations; Severe issues with structure, style, or content of
paper.
Does not adhere to page limits.
Plagiarism