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This document outlines the objectives and details for a US History 1 research and writing assignment. Students will write a 3-page, double-spaced paper on a historical issue using MLA formatting and at least 3 reliable sources. They must demonstrate critical thinking in their thesis, mastery of written communication, consideration of personal and social responsibility, and inclusion of a visual medium to supplement the writing. The paper should include in-text citations and a works cited page.
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ENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
Research Essay ProjectIntroductionInstead of a final exam, you.docx
Research Essay Project
Introduction
Instead of a final exam, you will complete a major research essay project. The research essay project is a mandatory component of the course; you must pass the research essay project to be eligible to pass the course.
The research essay will be based on the following broad topic:
· The role of energy in North American history
Within this broad topic, you will select your own historical case-study subject that addresses the role of energy in North American history. The research essay should be based on both primary and secondary source research. In consultation with your Open Learning Faculty Member, you will choose a case-study subject and submit a proposal for your research essay project.
· Proposal: 5% of final grade
· Research essay: 35% of final grade
Instructions
It will be helpful for you to read through this full set of instructions for the research essay project at the beginning of the course to familiarize yourself with the expectations. Also, it’s not too early to start thinking about a particular subject area of interest that you might want to work on for this project. Be sure to consult with your Open Learning Faculty Member.
Introductory reading
Begin by reading the first chapter of Richard White’s 1995 book, The Organic Machine: The Remaking of the Columbia River. In this book, White analyzes the history of the Columbia River as a system of energy flows between the river, salmon, and the human inhabitants of the Columbia watershed.
This first chapter will provide you with a methodology for framing your own case study on the role of energy in North American history.
As you read this chapter, make notes and answer the following questions:
1. How does White define energy?
2. How widely or narrowly will you define energy in your own essay?
You may also want to share your thoughts and ideas about this reading with your peers through the course’s online “Discussions.”
White, Richard. The Organic Machine: The Remaking of the Columbia River. New York: Hill & Wang, 1995. Chapter One “Knowing Nature through Labor: Energy, Salmon Society on the Columbia” pgs. 3–29.
Choose a historical case-study subject
Because this assignment will be based, in part, on primary source research, you are encouraged to begin by searching for a primary source or set of primary sources on a specific historical case-study subject that addresses the topic of the role of energy in North American history.
Seek out specific case-studies that relate to a particular subject area of interest. For instance, if you are interested in oil and gas development, you might want to write a research essay on an aspect of the history of tar sands mining in northern Alberta. If you are interested in urban environments, you might want to write about nineteenth-century scavengers in a particular city.
Remember to select a case study that explores the environmental history of a given subject. Be sure to consult with your Open Learning Faculty Membe ...
Recommended
ENG 510 Final Project Milestone Three Guidelines and Rubric .docx
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
Research Essay ProjectIntroductionInstead of a final exam, you.docx
Research Essay Project
Introduction
Instead of a final exam, you will complete a major research essay project. The research essay project is a mandatory component of the course; you must pass the research essay project to be eligible to pass the course.
The research essay will be based on the following broad topic:
· The role of energy in North American history
Within this broad topic, you will select your own historical case-study subject that addresses the role of energy in North American history. The research essay should be based on both primary and secondary source research. In consultation with your Open Learning Faculty Member, you will choose a case-study subject and submit a proposal for your research essay project.
· Proposal: 5% of final grade
· Research essay: 35% of final grade
Instructions
It will be helpful for you to read through this full set of instructions for the research essay project at the beginning of the course to familiarize yourself with the expectations. Also, it’s not too early to start thinking about a particular subject area of interest that you might want to work on for this project. Be sure to consult with your Open Learning Faculty Member.
Introductory reading
Begin by reading the first chapter of Richard White’s 1995 book, The Organic Machine: The Remaking of the Columbia River. In this book, White analyzes the history of the Columbia River as a system of energy flows between the river, salmon, and the human inhabitants of the Columbia watershed.
This first chapter will provide you with a methodology for framing your own case study on the role of energy in North American history.
As you read this chapter, make notes and answer the following questions:
1. How does White define energy?
2. How widely or narrowly will you define energy in your own essay?
You may also want to share your thoughts and ideas about this reading with your peers through the course’s online “Discussions.”
White, Richard. The Organic Machine: The Remaking of the Columbia River. New York: Hill & Wang, 1995. Chapter One “Knowing Nature through Labor: Energy, Salmon Society on the Columbia” pgs. 3–29.
Choose a historical case-study subject
Because this assignment will be based, in part, on primary source research, you are encouraged to begin by searching for a primary source or set of primary sources on a specific historical case-study subject that addresses the topic of the role of energy in North American history.
Seek out specific case-studies that relate to a particular subject area of interest. For instance, if you are interested in oil and gas development, you might want to write a research essay on an aspect of the history of tar sands mining in northern Alberta. If you are interested in urban environments, you might want to write about nineteenth-century scavengers in a particular city.
Remember to select a case study that explores the environmental history of a given subject. Be sure to consult with your Open Learning Faculty Membe ...
Rev. 0319 General Education Common Graded Assignment His.docx
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about the
topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they occurred,
and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and creative
works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians nee ...
Comics and the Common Core: New York Comic Con 2013
Comics and the Common Core: The Case to include Comics in the Curriculum. Presented at New York Comic Con 2013 by Amie Wright, New York Public Library; Stephanie Gabelmann, Boonton Holmes Public Library; and Emily Weisenstein, Madison Public Library. Not just for reluctant readers anymore, every child would benefit from including graphic novels in the classroom. Comics and graphic novels are incredible learning tools that not only help support our Common Core State Educational Standards, but also teach literacy and comprehension skills beyond those of traditional books. Presentation includes information on Common Core State Standards, history of comics in the US (including the Comics Code and Senate hearings of the 1950s), comics as tools to enhance and create visual literacy. Presentation also includes a Resource, Links, and Reading List (last 7 slides).
This part of the final project is the paper that presents your des
This part of the final project is the paper that presents your des
Essay 2 Argument - A Social Topic Viewed Through the Media .docx
Essay 2: Argument - A Social Topic Viewed Through the Media
Assignment: A social issue is on that concerns everyone in any given society. Subsequently,
these issues concern each and every one of us to some degree. Therefore, we each have a stake in
various issues listed in chapters 19-24. Your assignment is to choose a social issue, read the
essays in that section of the text, identify the issues discussed and join in on “the conversation”
that takes place. Write an essay in which you (1) unpack and define a social issue of your
choice, (2) demonstrate your mastery of analysis, synthesis, evaluation, critical thinking, and
reasoning, (3) explore how this particular social issue is treated by, represented in,
exacerbated through, or perpetuated via the media, and, lastly, (4) detail what your role in all
of this will be in the years to come: what will you do in the face of this issue? How will you
address this issue as it manifests itself in your social sphere? Consider carefully what readers
may already know about the particular social injustice you select to explore and define (or
redefine), and how your essay can effectively add to their knowledge. Please keep your focus
narrow by exploring and writing about detailed and specific examples. Keeping your topic as
narrow as possible helps keep your essay on track. Also, please consider the social impact
involved in this topic. Why should it matter to your reader? In what ways are you as the writer
advancing our knowledge of ourselves and what is going on around us, and that we, in effect,
may be contributing to the issues in our society. How are you going to reconcile truth and
perception?
Objectives: As the writer, you will be able to—
—Ameliorate your diction and avail yourself of locution suitable for a scholar entering into “The
Conversation” that transpires at this institution. (Improve your word choice)
—Gain insight into a concept, issue, event, and field in which members of society or a society
find themselves to be losing something or to be severely lacking in some way
—Gain further experience in conducting academic research
—Analytically examine subject matter, think critically about your topic, and utilize a variety of
rhetorical strategies
—Write thoughtfully with thorough detail and supporting examples to substantiate the claims
you state
—Write with purpose and direction that demonstrates mastery in the rhetorical technique of
argument
—Inform a reader of something new and/or surprising that they may not have previously known
about your subject of investigation
—Persuade the reader of the need to consider your opinion as valid and true
—Affect the reader emotionally through use of compelling situational examples and case studies
—Use language cleverly and charmingly, with an eye to sustaining reader interest throughout the
length of your essay
Research:
Our class readings, videos, discussions and lectures provide a springboard ...
Using Political Cartoons To Understand Historical Events
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Final Project 5 page essay....Paper Your first research essay .docx
Final Project: 5 page essay....
Paper:
Your first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.
Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
Synthesize diverse perspectives to achieve an interdisciplinary understanding.
Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
3. Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.
Instructor Learning Outcomes:
Identify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.
Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.
Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.
Specifics
Your essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)
...
Research PaperProvide critical analysis of an issue and policy.docx
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
The written component of this course involves the curation of an exh.docx
The written component of this course involves the curation of an exhibition of works on display at the Metropolitan Museum of Art. The assignment will be completed in two stages and the entire project is worth 25% of your final grade. The overall goal of the project is to carefully choose and analyze three (3) works of art and to illustrate how together they would make an insightful, relevant and interesting exhibition.
Evaluation: Each part of the assignment will be graded
separately. The proposal (5%) must be approved before you
can start working on the paper (20%). Late assignments will
be marked down one full grade for each day that they are late
(i.e. an A assignment turned in one day late will receive a grade
of B). Both part of this assignment must be completed in order
to pass the course; failure to submit either component will
result in a failing course grade.
Organization, syntax, grammar, and punctuation will affect
your grade on both the proposal and the final paper, so you
should leave plenty of time to proofread and revise your text
and should consider consulting the Writing Tutor (who is
available to see students immediately after our class) for
assistance. Remember to leave enough time for the production
of the assignments as well, so that you are not disadvantaged
by computer or printer failures immediately before they are
due.
Paper Proposal (due in class March 23rd):
This should be a 250-word proposal for an exhibition of three
works that you would like to curate at the Metropolitan
Museum of Art. Objects can be chosen from any area that has
been covered or will be covered in our class (i.e. ANE, Egypt,
Greece, Rome, Medieval, Islamic, etc.). They can be chosen from
a single geographical area (i.e. Egypt) or time period (i.e.
Republican Rome), or can be related by function (i.e. ruler
portraits), style (i.e. classical/classicizing), or media (i.e. wall
painting), etc. You must choose carefully and argue lucidly why
your three works would make an interesting and insightful
exhibition. Aside from the textbook, no outside research is
required for this part of the assignment. Please include the
accession number and title of your works of art at the top of
the assignment (these do not count towards your word count).
A snapshot of your objects should also be included with your
submission.
To complete this assignment, you must visit the Metropolitan
Museum of Art. You will need to visit the museum in person
and must staple your admission receipt to
1
your paper. Looking at works of art in books or on-line is not
an acceptable substitute, and failure to attach your receipt will
result in a deduction from your grade. You should pick works
that you find interesting, but also ones that will serve as an
effective springboard for your paper, as discussed below.
The Metropolitan Museum of Art is located at 1000 Fifth
Avenue (at 81st and 82nd Streets). Hours are as follows: Sunday-
Thursday 10:00 .
American Protest Literature - Literary Analysis Argument Essay .docx
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
FAS 202 Milestone Two Guidelines and Rubric Overview
FAS 202 Milestone Two Guidelines and Rubric
Overview: Throughout this course, you have been practicing the skills you will need to produce your final comparative art analysis essay. In various discussion
topic posts, you have learned to analyze formal qualities of works of art and to recognize common themes between visual works of art from different periods
and styles. You have also learned to understand how these themes are expressed in contemporary culture. For Milestone One, you drafted the introduction for
your essay.
Prompt: For Milestone Two, you will compose a rough draft of Sections I–IV of the final project. Provide as many details as possible, addressing each of the
following major headings: Introduction, Visual and Historical Analysis, and Comparative Analysis. In addition, address the Parallels section by introducing a third,
contemporary work of art (created within the past 20 years) or social construct and explaining how that work parallels the relationship between the two pieces
previously selected. This third work could belong to any genre of the arts or even a contemporary social construct such as reality television or social media. For
example, you could consider the presentation of self as a relevant and recurring theme on Facebook today.
Your conclusion (Section V) will not be included in this rough draft. You will add the conclusion to your final comparative art analysis essay. Apply the feedback
you received for Milestone One to form a thorough introduction and compose a rough draft of Sections I–IV of your comparative art analysis essay.
Specifically, the following critical elements must be addressed:
I. Introduction
This section of the comparative analysis will introduce readers to the works you have selected to analyze.
A. Identify each of the two selected works from the List of Comparisons. Include an image of the work and one paragraph that identifies the artist,
title (in italics), date, medium, dimensions, stylistic movement, cultural origin, and current collection (i.e., Where the work is housed? This could
be a museum, a gallery, or a private collection).
B. What is your main argument/thesis statement about the relationship between your selected works and their shared theme?
II. Visual and Historical Analysis
This section will provide a visual and historical analysis of the physical characteristics in each work as well as the connections of each work to its historical
and cultural context.
A. Explain how each of your two selected works reflects the social or cultural identity of its day. Support your response with examples.
B. What influence have your two selected works had in the shaping of social or cultural identities?
C. What influence have your two selected works had on a modern or contemporary expression of the identified shared theme? Support your
response with examples.
III. Comparative Analysis
In this section, you will compare and contrast your t ...
Volume 39 n um ber 2a pril 2017pages i l6 l3 ld o iio .i
Volume 39 n um ber 2a pril 2017pages i l6 l3 ld o iio .i
Vol.(0123456789)1 3 journal of business ethics (2019) 160
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Rev. 0319 General Education Common Graded Assignment His.docx
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about the
topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they occurred,
and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and creative
works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians nee ...
Comics and the Common Core: New York Comic Con 2013
Comics and the Common Core: The Case to include Comics in the Curriculum. Presented at New York Comic Con 2013 by Amie Wright, New York Public Library; Stephanie Gabelmann, Boonton Holmes Public Library; and Emily Weisenstein, Madison Public Library. Not just for reluctant readers anymore, every child would benefit from including graphic novels in the classroom. Comics and graphic novels are incredible learning tools that not only help support our Common Core State Educational Standards, but also teach literacy and comprehension skills beyond those of traditional books. Presentation includes information on Common Core State Standards, history of comics in the US (including the Comics Code and Senate hearings of the 1950s), comics as tools to enhance and create visual literacy. Presentation also includes a Resource, Links, and Reading List (last 7 slides).
This part of the final project is the paper that presents your des
This part of the final project is the paper that presents your des
Essay 2 Argument - A Social Topic Viewed Through the Media .docx
Essay 2: Argument - A Social Topic Viewed Through the Media
Assignment: A social issue is on that concerns everyone in any given society. Subsequently,
these issues concern each and every one of us to some degree. Therefore, we each have a stake in
various issues listed in chapters 19-24. Your assignment is to choose a social issue, read the
essays in that section of the text, identify the issues discussed and join in on “the conversation”
that takes place. Write an essay in which you (1) unpack and define a social issue of your
choice, (2) demonstrate your mastery of analysis, synthesis, evaluation, critical thinking, and
reasoning, (3) explore how this particular social issue is treated by, represented in,
exacerbated through, or perpetuated via the media, and, lastly, (4) detail what your role in all
of this will be in the years to come: what will you do in the face of this issue? How will you
address this issue as it manifests itself in your social sphere? Consider carefully what readers
may already know about the particular social injustice you select to explore and define (or
redefine), and how your essay can effectively add to their knowledge. Please keep your focus
narrow by exploring and writing about detailed and specific examples. Keeping your topic as
narrow as possible helps keep your essay on track. Also, please consider the social impact
involved in this topic. Why should it matter to your reader? In what ways are you as the writer
advancing our knowledge of ourselves and what is going on around us, and that we, in effect,
may be contributing to the issues in our society. How are you going to reconcile truth and
perception?
Objectives: As the writer, you will be able to—
—Ameliorate your diction and avail yourself of locution suitable for a scholar entering into “The
Conversation” that transpires at this institution. (Improve your word choice)
—Gain insight into a concept, issue, event, and field in which members of society or a society
find themselves to be losing something or to be severely lacking in some way
—Gain further experience in conducting academic research
—Analytically examine subject matter, think critically about your topic, and utilize a variety of
rhetorical strategies
—Write thoughtfully with thorough detail and supporting examples to substantiate the claims
you state
—Write with purpose and direction that demonstrates mastery in the rhetorical technique of
argument
—Inform a reader of something new and/or surprising that they may not have previously known
about your subject of investigation
—Persuade the reader of the need to consider your opinion as valid and true
—Affect the reader emotionally through use of compelling situational examples and case studies
—Use language cleverly and charmingly, with an eye to sustaining reader interest throughout the
length of your essay
Research:
Our class readings, videos, discussions and lectures provide a springboard ...
Using Political Cartoons To Understand Historical Events
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Final Project 5 page essay....Paper Your first research essay .docx
Final Project: 5 page essay....
Paper:
Your first research essay should be a fully completed work of 5 pages. Your topic may be related to the development of any idea that has already been expressed as part of the course; your thesis should be a synthesis of carefully documented research and critical analysis of this topic. The essay should incorporate the general parts of an academic essay—an introduction and thesis, a body of specific evidence/support/analysis, and a conclusion that emphasizes the answers to questions you may have asked within your research.
Your writing should address the Core Learning Outcomes of the course and the Instructor Specific Learning Outcomes, as specified on the syllabus. I have included them here for your convenience:
Analyze the disciplinary content in its own context and in relationship to the issues, questions, and positions of other disciplines.
Compare and contrast differences and similarities among the disciplines in terms of central concerns, values, methodologies, and relationships to public life.
Synthesize diverse perspectives to achieve an interdisciplinary understanding.
Analyze the relationships among academic knowledge, professional work, and the responsibilities of local and global citizenship.
3. Interpret and critique the possible “real world” connections or behaviors associated with the viewing or playing of media violence.
Instructor Learning Outcomes:
Identify, discuss and critique the representations of serial killers as heroes, celebrities, and icons in modern media forms. Explain the characteristics of the media forms, genres, and methods for each subject.
Describe and analyze the popular culture forms that encourage audience identification or participation through violence or vicarious experience.
Evaluate multiple perspectives, modes of inquiry and expression, and processes for decision-making in the disciplines.
Specifics
Your essay should conform to the MLA format for citations within the text and in your works cited. Therefore, your writing should be double-spaced, with one-inch margins, in a 10-12-pitch font. The grading of this essay will be based upon the objective skills we have focused upon in our course lectures and discussions—incorporating your research sources seamlessly within your own writing, building upon your skills as a “close-reading” expert and analysis of your topic, and answering the larger questions about “why” we are studying serial killers as heroes (as well as, “why” your topic is popular? important? significant? worthy of study? definitive of its audience?)
...
Research PaperProvide critical analysis of an issue and policy.docx
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
The written component of this course involves the curation of an exh.docx
The written component of this course involves the curation of an exhibition of works on display at the Metropolitan Museum of Art. The assignment will be completed in two stages and the entire project is worth 25% of your final grade. The overall goal of the project is to carefully choose and analyze three (3) works of art and to illustrate how together they would make an insightful, relevant and interesting exhibition.
Evaluation: Each part of the assignment will be graded
separately. The proposal (5%) must be approved before you
can start working on the paper (20%). Late assignments will
be marked down one full grade for each day that they are late
(i.e. an A assignment turned in one day late will receive a grade
of B). Both part of this assignment must be completed in order
to pass the course; failure to submit either component will
result in a failing course grade.
Organization, syntax, grammar, and punctuation will affect
your grade on both the proposal and the final paper, so you
should leave plenty of time to proofread and revise your text
and should consider consulting the Writing Tutor (who is
available to see students immediately after our class) for
assistance. Remember to leave enough time for the production
of the assignments as well, so that you are not disadvantaged
by computer or printer failures immediately before they are
due.
Paper Proposal (due in class March 23rd):
This should be a 250-word proposal for an exhibition of three
works that you would like to curate at the Metropolitan
Museum of Art. Objects can be chosen from any area that has
been covered or will be covered in our class (i.e. ANE, Egypt,
Greece, Rome, Medieval, Islamic, etc.). They can be chosen from
a single geographical area (i.e. Egypt) or time period (i.e.
Republican Rome), or can be related by function (i.e. ruler
portraits), style (i.e. classical/classicizing), or media (i.e. wall
painting), etc. You must choose carefully and argue lucidly why
your three works would make an interesting and insightful
exhibition. Aside from the textbook, no outside research is
required for this part of the assignment. Please include the
accession number and title of your works of art at the top of
the assignment (these do not count towards your word count).
A snapshot of your objects should also be included with your
submission.
To complete this assignment, you must visit the Metropolitan
Museum of Art. You will need to visit the museum in person
and must staple your admission receipt to
1
your paper. Looking at works of art in books or on-line is not
an acceptable substitute, and failure to attach your receipt will
result in a deduction from your grade. You should pick works
that you find interesting, but also ones that will serve as an
effective springboard for your paper, as discussed below.
The Metropolitan Museum of Art is located at 1000 Fifth
Avenue (at 81st and 82nd Streets). Hours are as follows: Sunday-
Thursday 10:00 .
American Protest Literature - Literary Analysis Argument Essay .docx
American Protest Literature - Literary Analysis Argument Essay
Assignment Description
Whether it looks backward in order to move America forward, builds connections across movements, demands empathy from readers, transforms its creators, crafts a politics of form, appropriates the master’s tools, or makes words into weapons, American protest literature tries to remake “a world beautiful,” as London puts it. The protest cycle beats on, boats against the current.
– Zoe Trodd xxviii
Trodd’s anthology American Protest Literature sets a variety of texts and protest art forms in conversation with each other. She describes these as falling into several “politics” for change. These are:
· The Politics of Connection
· The Politics of Form
· The Politics of Appropriation
· The Politics of Memory
For this project, you will write a four-to-five-page essay that analyzes and interprets four works and finds a unifying theme among them. You may use writings from the textbook itself (whether they were among the selected course readings or not) or you may explore other outside texts provided they are published sources that were written or created as a part of the social movements studied in the course. You will need at least five total sources of outside research for your essay documented in your Works Cited page.
You may do this assignment one of two ways:
1. You may choose a social movement and describe how each of the four works you select contributes to the movement using the “politics” Zoe Trodd explains in her introduction to the text. How does each depict aspects of the movement and what strategies, tactics, or techniques does it use to influence the movement for change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
2. Choose at least four pieces of protest literature from the entire range of movements in the course, or you may introduce texts you have researched that also contributed to these historical social movements. Find a unifying “politic” or strategy (for example: politics of memory or form) for all of them and discuss how that strategy or tactic uniquely contributed to the individual movements for which they were created. How does their unifying technique contribute to the body of protest literature that brought social change? Analyze and interpret each work using key quotes, paraphrases, and summaries as you compare it to the other works and how each contributes to the literature of protest within that movement.
Your work is to interpret the works to find unifying themes or tactics among them and then argue for their unique contribution to their related social movement. Do not focus too much on summarizing; instead, interpret and explain to your reader how the strategies are expressed in the work and how the works intersect with one another. Bring Trodd’s “politics” to the surface through.
FAS 202 Milestone Two Guidelines and Rubric Overview
FAS 202 Milestone Two Guidelines and Rubric
Overview: Throughout this course, you have been practicing the skills you will need to produce your final comparative art analysis essay. In various discussion
topic posts, you have learned to analyze formal qualities of works of art and to recognize common themes between visual works of art from different periods
and styles. You have also learned to understand how these themes are expressed in contemporary culture. For Milestone One, you drafted the introduction for
your essay.
Prompt: For Milestone Two, you will compose a rough draft of Sections I–IV of the final project. Provide as many details as possible, addressing each of the
following major headings: Introduction, Visual and Historical Analysis, and Comparative Analysis. In addition, address the Parallels section by introducing a third,
contemporary work of art (created within the past 20 years) or social construct and explaining how that work parallels the relationship between the two pieces
previously selected. This third work could belong to any genre of the arts or even a contemporary social construct such as reality television or social media. For
example, you could consider the presentation of self as a relevant and recurring theme on Facebook today.
Your conclusion (Section V) will not be included in this rough draft. You will add the conclusion to your final comparative art analysis essay. Apply the feedback
you received for Milestone One to form a thorough introduction and compose a rough draft of Sections I–IV of your comparative art analysis essay.
Specifically, the following critical elements must be addressed:
I. Introduction
This section of the comparative analysis will introduce readers to the works you have selected to analyze.
A. Identify each of the two selected works from the List of Comparisons. Include an image of the work and one paragraph that identifies the artist,
title (in italics), date, medium, dimensions, stylistic movement, cultural origin, and current collection (i.e., Where the work is housed? This could
be a museum, a gallery, or a private collection).
B. What is your main argument/thesis statement about the relationship between your selected works and their shared theme?
II. Visual and Historical Analysis
This section will provide a visual and historical analysis of the physical characteristics in each work as well as the connections of each work to its historical
and cultural context.
A. Explain how each of your two selected works reflects the social or cultural identity of its day. Support your response with examples.
B. What influence have your two selected works had in the shaping of social or cultural identities?
C. What influence have your two selected works had on a modern or contemporary expression of the identified shared theme? Support your
response with examples.
III. Comparative Analysis
In this section, you will compare and contrast your t ...
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Us history 1 research and writing assignment objectives· th
- 1. US History 1: Research and Writing Assignment Objectives: · This assignment will engage you in Critical Thinking by requiring you to explain your thought process, reasoning, and research when selecting an historical issue and developing and explaining your thesis statement. · You will demonstrate a mastery of Written Communication skills by authoring an academic paper comprised of reliable sources and evidence. Your final paper will be free of mechanical and technical errors and demonstrate careful revision. Your final paper will demonstrate mastery of MLA Formatting. · You will demonstrate your mastery of Personal Responsibility as this assignment will require you to present a specific historical issue and thesis and explore the ethical issues relating to the events. You will support your analysis with facts. · You will demonstrate Social Responsibility as this assignment will require that you consider cultural competency when establishing and presenting your historical thesis statement. You will discuss the effect on the community in relation to your historical thesis statement. · You will demonstrate a mastery of Visual Communication by using an image, graph, photograph, political cartoon or collage to frame and describe the historical issues discussed in your paper in a visual way. Details: · MLA format: a sample paper in MLA format, MLA template and MLA tips are available on the History Library Page. · Three reliable, primary or secondary sources (note that Wikipedia and Google are not reliable sources). · 12-point NY Times Font · Double-spaced · Three full pages of writing. In text citations must be used
- 2. within the body of your paper. · Visual Medium - you must use at least one chart, graph, photo, political cartoon, collage or other visual representation to interpret, explain or comment on your paper. This visual representation is required and is not part of the three full pages of writing. · Works Cited Page