History 100 [Spring 2010]: Growth of American Civilization (3 units)

Instructor: Dr. Matthew Mooney

Office: IDC 350

Email: Send email to Dr. Mooney through the EMAIL function in Moodle only
(mail function link located near the top of the Moodle homepage).
Do not use Pipeline! Your message will not be read.

Voicemail: 805 965 0581 x 4744
You are welcome to leave me a voicemail but I respond to email more quickly.

Skype address: prof_mooney (necessary if you choose to take advantage of the optional on-line office hour)
See [http://www.skype.com/intl/en/getconnected/] for instructions and Skype download.]

Course Description, Course Objectives, Required Assignments, Methods of Evaluation, Required text 2
Assigned textbook reading overview 3
In-class note taking tips 4
Essay assignment overview 5
怎么寫ESSAY Rough Draft essay instructions 6
“Guide to Writing a Good Essay” 7
Final Draft essay instructions 13
Exam instructions 15
“Buffer points” 16
Important dates to remember 17
Course Schedule, Essential Questions, and Key terms Posted in Moodle

Course Description: Survey of leading social, economic, political and diplomatic traditions which have shaped American civilization from colonial origins to the present.

Course Objectives: By the end of this course, the student will be able to:
1) Identify and discuss key names and concepts in American history.
2) Locate and discuss key geographical sites in American history.
3) Analyze causes and effects of key historical events in American history.
4) Analyze the relationship between past historical events and current events in American history.
5) 留學生dissertation網Analyze and criticize/defend positions taken by authors, writers and others in American history.

Methods of Evaluation:
• 1 midterm (100 pts) + 1 final exam (100 pts), essay format [200 pts. total]
• 2 Essay assignments, Rough Draft (10 pts.) + Final Draft (40 pts) [100 pts. total]
• In-class assignments [50 pts. total]
• 10 “buffer points” (not included in point totals below)

350 Total possible points:
A 350-315 points
B 314-280 points
C 279-245 points
D 244-210 points
F below 210 points

Required text and materials:
• Textbook: Nash et al., The American People: Creating a Nation and a Society [Concise Sixth Edition; Combined Volume, Chapters 1-31. ISBN: 0-205-56843-2] (Textbook is available on reserve in the Luria Library)
• Scan-trons: Ten 15 Question Quiz strips [Scan-tron# 815-E] (available in bookstore) for in-class quizzes [you must also, by the way, always bring a #2 pencil to class for these unscheduled quizzes] .#p#分頁標題#e#

Due Dates: I will accept assignments early and am happy to read drafts during my office hours. I only accept late assignments in the event of medical emergencies that can be documented. Be prepared to produce the necessary documentation. Issues with technology do NOT qualify. Let’s face it: technology breaks. Servers go down, transfers time out, files become corrupt. The list goes on and on. These are not considered emergencies. An issue you may have with technology is no excuse for late work. You need to protect yourself by managing your time, backing up your work, and not waiting until the last minute to turn it in.

Makeup opportunities for missed exams / in-class work:
There are none...unless you have a medical emergency that can be documented. Should such extenuating circumstances arise, make every effort to notify me by email before class. Be prepared to produce the necessary documentation.

Enrollment: It is your responsibility to drop this class if you stop attending. Failure to drop the class may result in a Fail at the end of the semester.

Academic Dishonesty will not be tolerated. Sanctions per institutional policy will apply.
Attend class ONLY if you wish to learn and contribute to this class and your own educational goals. If you cannot arrive on time, stay the full meeting and conduct yourself in a way that is respectful of others' desire to discuss and learn,
please do not attend.

“PURSUANT TO THE AUTHORITY contained in Education Code sections 76030-32, the Board of Trustees permits an instructor to remove a student, for good cause, from his or her class for the day of removal and the next class meeting. Removal shall be reported in writing, within one day, to the Administrator in charge of disciplinary matters.
A student may be removed if he/she has interfered with the instruction process.”

DSPS: SBCC Students with disabilities who are requesting accommodations should use the following SBCC procedure: contact the DSPS office, submit documentation of your disability to the DSPS office, communicate with a DSPS specialist regarding options for services and accommodations, and reach written accommodation agreement not only with the DSPS specialist but also with your instructor. SBCC requests you complete this process at least ten working days before your accommodation is needed, in order to allow DSPS staff and SBCC instructors time to provide your accommodation.”

Assigned textbook reading overview

Each week’s assigned textbook reading in Nash corresponds to the Essential Question for that week. The textbook reading will help you to comprehend and discuss the Essential Question in more depth. http://www.400190.com/Thesis_Tips/Proposal/You will notice that certain Questions seem to have an inordinately large amount of textbook reading assigned. For example, the assigned reading for the Essential Question “How and why was a system of racial slavery built in British North America?” is in textbook chapters: 1, 2, 3, and 4. Does this mean the professor expects you to read and remember every single word contained in those four chapters? Answer: no, he does not. These four textbook chapters cover many topics but the topic you are to focus on is slavery. Note again the Essential Question for this topic: “How and why was a system of racial slavery built in British North America?” Therefore, you should skim through these chapters looking for information about slavery.#p#分頁標題#e#

This is active, as opposed to passive, reading. You should actively seek out that information in the textbook that is most relevant to the Essential Question for that topic. Do not attempt to read and remember everything. This is unrealistic, impractical, and a waste of your precious time.

In-class
note taking tips
Your time in class is vital to your learning. True, you can learn on your own outside of class, but the interaction with your instructor and other students is most intense during class time. Learning to record that in¬teraction in your notes is an important skill.
The first rule of note taking is simple: pay attention. Learn to con¬centrate on what is being said. Read assigned texts before going to class so you won't end up taking notes on the material in the book. If every¬thing the instructor says is new to you, you will spend so much time writing that you may not be able to grasp the theme of the lecture. If you have obtained some basic information from outside readings, how¬ever, you will be able to concentrate on noting points in the lecture that are new or different.
An instructor is most likely to prepare exam questions from the ma¬terial that he or she considers most important. It is therefore essential in preparing notes to determine which points in the lecture are given most prominent attention. Never fail to note something that the instructor in¬dicates is important.
Keep the following guidelines in mind:
1. Prepare for a lecture by reading all related course materials ahead of time.
2. Write the course information, lecture subject, and date at the top of each page of notes.
3. Be selective—don't try to write everything a lecturer says. Be sure to write anything that the instructor (a) puts on the board; (b) says is important; (c) emphasizes as he or she speaks.
4. Leave room in your notes to add material later if necessary.
5. Reread your notes later in the day on which they were written.
6. Underline especially important points.
7. Look up the meaning of any unfamiliar words
8. Rewrite any parts of your notes that are poorly organized.
9. If something important in your notes is unclear to you ask your instructor about it.
Essay Assignment
Overview

ROUGH DRAFT ESSAY:
Each week a few students will be assigned to compose an essay (Rough + Final Draft) that answers the Essential Question (see the course schedule in Moodle to discover to which Essential Questions you have been assigned). You must post your Rough Draft in the Discussion Forum by Sunday night [prior to the week’s lecture or lectures] at 11 PM.

See detailed instructions that follow beginning on page 6

FINAL DRAFT ESSAY:
Each week everyone who composes and posts a Rough Draft must also post a, revised, or Final Draft. This draft must incorporate at least four new, substantial pieces of information from the week’s in-class lecture that enable you to more fully answer the Essential Question. You must rewrite your essay, incorporating this additional information, and post a Final Draft to the Discussion Forum by Sunday night at 11 PM [exactly one week after the due date for your Rough Draft].#p#分頁標題#e#

See detailed instructions that follow beginning on page 13
Essay Assignment
Rough draft
detailed instructions

If, for a particular Essential Question during the semester, you have been assigned to compose a Rough Draft (see schedule posted in Moodle for assignments) please follow the directions that follow carefully:

After completing all of the assigned reading in the Nash textbook compose a 500-word minimum Rough Draft that answers the Essential Question. Your Rough Draft must use specific information derived from the textbook.

Stipulations for Rough Draft [failure to follow these instructions will reduce your score]:
1) Your Rough Draft must be, at minimum, 500 words.
2) Separate each paragraph of your Rough Draft with a single blank line.
3) Your Rough Draft must have effective Introductory and Concluding paragraphs.
4) Your Rough Draft must have an effective thesis statement.
5) Your Rough Draft should comprehensively answer the Essential Question. A strong essay will be chronologically coherent and cogently employ many of the “Keywords” attached to the week’s Essential Question.
6) Make sure to post your Rough Draft on time – Sunday at 11 PM PST! Late Rough drafts will be penalized. [Directions for posting each Rough Draft are detailed below].

To post a Rough Draft:
a) Scroll down to appropriate weekly Essential Question.
b) Click on the “Discussion Forum” link.
c) Click on the “Add a new discussion topic” link.
d) In the “Subject” box type “Rough Draft essay on” + a title for your essay.

For example:

Subject:

e) Type (or – recommended – copy and paste) your Rough Draft into the “Message” box.
f) Click on the “Post to forum” button

Each Rough Draft will be worth a possible 10 points and your grade on the Rough Draft will be based upon your ability to discuss it in class.
Post only your own work. Academic Dishonesty will not be tolerated. Sanctions per institutional policy will apply.IMPORTANT: If you are interested in achieving a high score on your essays please attend to the next few pages of the syllabus very carefully. They explain the necessary components of any competent History essay. Failure to adequately incorporate these components into your essays will result in a reduced score.
(ONE) Introduction: This opening section should “set the stage” for your reader. The introductory paragraph of your essay is in many ways the most important one and, therefore, the most difficult to write. In your introduction, you must (1) let your readers know what your essay is about, (2) put the topic of your essay into context, and (3) state your thesis — your answer to the Essential Question that you are addressing. You must also attract your readers' attention and interest. The opening para¬graph, then, has to frame the rest of the essay, and it has to make readers want to continue reading.#p#分頁標題#e#

Unsure of how to start their essay, many students begin their essays with phrases like "Throughout history" or "From the beginning of time" or "People have always wondered about..." You should avoid broad generalizations like these. First, you cannot prove that they are true: How do you know what people have always thought or done? Second, these statements are so broad that they are virtually meaningless; they offer no specific points or details to interest readers. Finally, such statements are so general that they give readers no clue about the subject of your essay. In general, it is much more effective to begin with material that is specific to your topic. For example, the following opening sentence comes from a student's first draft of an essay on William Harvey, the seventeenth-century physician who discovered the circulation of blood:

INEFFECTIVE OPENING SENTENCE
From ancient times, people have always been interested in the human body and how it works.

Although, strictly speaking, there is nothing wrong with this sentence, it is not a particularly effective opening. For one thing, it is such a general statement that readers will be inclined to ask, "So what?" In addition, it gives readers no indication of what the essay is about. Will the essay examine ancient Greek medical theory? Chinese acupuncture? Sex education in twentieth-century American schools? In revising the sentence, the student eliminated the general statement altogether and began instead with a description of the intellectual context of Harvey's work:

EFFECTIVE OPENING SENTENCE
For the scholars and physicians of seventeenth-century Europe, observation and experimentation began to replace authoritative texts as the most important source of information about human anatomy and physiology.

From this short sentence, readers learn four things about the subject of the essay: the time frame of the discussion (the seventeenth century), the place (Europe), the people involved (scholars and physicians), and the topic (the relationship between authority and experience in the study of human physiology). Readers' curiosity is also piqued by the questions implied in the opening statement: Why did experimentation begin to replace authoritative texts? Was this change a subject of controversy? Who was involved? How did this change in method affect the science of biology and the practice of medicine? In other words, this opening sentence makes readers want to continue reading.

As you read works by professional historians, you may notice that the introduction to a journal article or book may be long, even several paragraphs, and the author's thesis may appear anywhere within it. Until you become skilled in writing about history, however, it is best to keep your introduction short and to state your thesis in the last line of the introductory paragraph. The following is the first draft of the introductory paragraph for the paper on Harvey:

INEFFECTIVE INTRODUCTORY PARAGRAPH#p#分頁標題#e#
From ancient times, people have always been interested in the human body and how it works. For a long time they didn’t really know much. Not like we do today. This began to change. Harvey was a seventeenth-century physician who performed many experiments and discovered the circulation of the blood.

This introduction begins with the ineffective opening sentence we looked at above. There is no clear connection established between the ideas contained in the opening sentence and Harvey. From this first paragraph, a reader would not have a clear idea what the paper was about, what its central point might be, or what to expect in the pages that follow. In the final version of this introductory paragraph, the student uses the revised opening sentence and incorporates a solid thesis statement, which is underlined here:
EFFECTIVE INTRODUCTORY PARAGRAPH
For the scholars and physicians of seventeenth-century Europe, observations and experimentation began to replace authoritative texts as the most important source of information about human anatomy and physiology. This trend is clearly illustrated in the work of William Harvey, who designed controlled experiments to measure blood flow. However, Harvey was not led to his revolutionary discovery of the circulation of the blood by experimentation alone, but was inspired by flashes of intuition and philosophical speculation.

(TWO) Thesis Statement: this should appear at the conclusion of your introductory paragraph and, in one sentence, answer the Essential Question that you are addressing. Keep in mind that:

* A thesis statement is not a description of your paper topic.
* A thesis statement is not a question.
* A thesis statement is not a statement of fact.
* A thesis statement is not a statement of opinion.

Instead, your thesis statement should reflect what you have concluded about Essential Question, based on a critical analysis and interpretation of the source materials (textbook and Media Clips) that you have examined. Moreover, a thesis is always an arguable or debatable point. In fact, the purpose of a history essay is to present the reader with enough evidence to convince him or her that your thesis statement is correct. As a result, the thesis is the central point to which all the information in the essay relates. As Edward Proffltt, author of The Organized Writer, puts it, "A essay is about its thesis and nothing else."

The following is the first draft of a thesis statement from a student essay on Samuel George Morton, a nineteenth-century physician and scientist who wrote several influential treatises on craniometry, the nineteenth-century pseudo- science of measuring the human skull:

INEFFECTIVE THESIS STATEMENT:
Morton measured the size and shape of human skulls from various racial and ethnic groups, concluding that Caucasians had the largest skulls and were therefore superior to all other races.
This is not really a thesis at all. While it is an accurate description of what Morton did, it does not tell readers anything they couldn't learn from the most cursory reading of one of Morton's books. Now look at the revised version of the thesis:#p#分頁標題#e#

EFFECTIVE THESIS STATEMENT:
Morton and his contemporaries used his skull studies, which he said were objective and quantitative, to justify their belief in the superiority of the Caucasian race; however, a close examination of Morton's work reveals, as Stephen Jay Gould has suggested, that his supposedly scientific data were created by his own preconceived ideas about racial ranking.
This version of the thesis provides more than a simple description of what Morton did or said. Having studied Morton's works carefully, the writer has now come to a conclusion: Despite appearances to the contrary, Morton's studies were not scientific, and his procedures for collecting data were biased by his prejudices. Moreover, this thesis also tells readers why the writer thinks his topic is historically significant: Morton's views are important because they provided his contemporaries with a seemingly scientific justification for racism. Finally, this thesis statement anticipates the type of argument that will follow: The essay examines Morton's skull studies, discusses the ways in which they appear to be scientific, demonstrates the ways in which they are not scientific, and reveals the hidden biases and assumptions behind them. For all of these reasons, the revised thesis is much more effective than the draft thesis.

(THREE) Answer the question that is asked. In your introduction, you present your subject and state your thesis. In subsequent paragraphs, you provide evidence for your thesis statement and answer any objections that could be made to it. Each paragraph in the body of your essay should support your Thesis Statement. The following advice will help you to write well-organized paragraphs and make your argument clear and convincing.

Begin each paragraph with a topic sentence. Each paragraph should have one driving idea, which is usually asserted in the first sentence, or topic sentence. If you have made an outline, your topic sentences will be drawn from the list you made of the main points you wish to cover in your essay.

Make clear connections between ideas. Each body paragraph provides evidence for your thesis statement in the form of examples, statistics, and so on. To be convincing, however, your evidence must be clear and well organized. Make sure you choose examples that provide clear and sufficient support for your thesis statement. If you are using a direct quote as evidence, make sure you explain to the reader why you are including this quote by integrating it grammatically into your text and framing it in a way that shows how it supports your point.

Do not wander off-topic. If you include a lot of irrelevant information, you will lose momentum, and your readers will lose the thread of your argument. Be ruthless: eliminate all extraneous material. For instance, if you are writing about the role that Chinese laborers played in the westward expansion of the American railroads, do not spend three paragraphs discussing the construction of the steam locomotive. If your essay concerns the American government's treatment of Japanese citizens during World War II, do not digress into a discussion of naval tactics in the Pacific theater. Similarly, you should avoid repetition and wordy sentences.#p#分頁標題#e#

Here is a paragraph from the first draft of an essay on Chinese relationships with foreigners during the Ming period:

INEFFECTIVE PARAGRAPH
The Chinese were willing to trade with barbarians. They distrusted foreigners. Jesuit missionaries were able to establish contacts in China. During the seventeenth century, they acquired the patronage of important officials. They were the emperor's advisers. Chinese women bound their feet, a practice that many Europeans disliked. Relations between China and Europe deteriorated in the eighteenth century. The Jesuits were willing to accommodate themselves to Chinese culture. Chinese culture was of great interest to the scholars of Enlightenment Europe. Matteo Ricci learned about Chinese culture and became fluent in Mandarin. He adopted the robes of a Chinese scholar. He thought that Christianity was compatible with Confucianism. The Jesuit missionaries had scientific knowledge. In the eighteenth century, the papacy forbade Chinese Christians to engage in any form of ancestor worship.

Although each sentence is grammatically correct, this paragraph as a whole is very confusing. In the first place, it has no clear topic sentence; readers have to guess what the writer's main point is. This confusion is compounded by unclear connections between ideas; the paragraph lacks transitional words or phrases that alert readers to the connections that the writer sees between ideas or events. The paragraph is also poorly organized; the writer seems to move at random from topic to topic. The following is a revised version of the same paragraph:

EFFECTIVE PARAGRAPH
Despite deep suspicions that the Ming dynasty had of foreigners, Jesuit missionaries were able to achieve positions of honor and trust in the imperial court, ultimately serving the emperor as scholars and advisers. At first glance, this phenomenon seems baffling; upon closer consideration, however, it becomes clear that the Jesuits' success was due to their willingness to accommodate themselves to Chinese culture. For example, one of the most success¬ful of the early Jesuit missionaries, Matteo Ricci, steeped himself in Chinese culture and became fluent in Mandarin. To win the respect of the nobles, he also adopted the robes of a Chinese scholar. Moreover, he emphasized the similarities between Christianity and Chinese tradi¬tions. Because of their willingness to adapt to Chinese culture, Jesuit missionaries were accepted by the imperial court until the eighteenth century.

This paragraph has been improved in several ways. First, a topic sentence has been added to the beginning. Readers no longer need to guess that this paragraph will address the apparent contrast between sixteenth-century Chinese suspicion of foreigners and the imperial court's acceptance of Jesuit missionaries. Second, the author has clarified the connections between ideas by including transitional words and phrases. These transitions illustrate several different kinds of relationships—including contrast, cause and effect, and sequence—and allow readers to follow the writer's argument. Third, the paragraph has been reorganized so that the relationships between events are clearer. For example, the revised paragraph states explicitly that the Jesuits' adaptation to Chinese customs was the key reason for the success of European missionaries during the Ming dynasty; this connection is obscured in the original paragraph by poor organization. Finally, the writer has removed references to foot binding and to European interest in China during the Enlightenment. Both are interesting but irrelevant in a paragraph that deals with Chinese attitudes toward Europeans.#p#分頁標題#e#
(FOUR) Concluding Paragraph: this final section should “wrap up” your essay for the reader. Your essay should not come to an abrupt halt, and yet you do not need to conclude by summarizing everything that you have said in the body of the text. Having read the entire essay, the reader will want to know "So what? Why is this important?" An effective conclusion answers these questions. Thus, it is usually best to end your essay with a paragraph that states the most important conclusions you have reached about your subject and the reasons you think those conclusions are significant. You should avoid introducing new ideas or information in the conclusion. If an idea or fact is important to your argument, you should introduce and discuss it earlier; if it is not, leave it out altogether. The following is the first draft of the conclusion for the essay on Christian missionaries in China:

INEFFECTIVE CONCLUSION
The Jesuits missionaries were sent to China in the Ming period. Some had good relationships with the emperor, but others didn't. Some learned Mandarin and dressed in court robes. The pope wouldn't let the Chinese worship their ancestors, but some Jesuits thought that Confucianism and Christianity were compatible. Another interesting aspect of Chinese culture at the time was the practice of footbinding.

This conclusion is ineffective for several reasons. First, there are no verbal clues to indicate that this is, in fact, the conclusion. In addition, it is too general and vague; which missionaries had good relationships with the emperor, and which didn't? Moreover, while it lists some of the key elements of the essay, it fails to indicate how these ideas are connected. Most important, perhaps, this conclusion does not suggest why the various ideas presented in the essay are important; it fails, in other words, to answer the questions "So what? Why is this important?" Finally, a new topic is introduced in the last sentence. In the revised version of the conclusion, these problems have been addressed:

EFFECTIVE CONCLUSION
Thus, it is clear that the success or failure of the Jesuits' missionary activity in China depended largely on the degree to which they were able to adapt to Chinese culture. The most successful missionaries learned Mandarin, adopted Chinese court dress, and looked for parallels between Christianity and the teachings of Confucius. It was only when the Church became more conservative — forbidding Chinese Christians, for example, to venerate their ancestors — that the Christian missionary effort in China began to fail. The experience of the Jesuit missionaries in China, then, provides an important clue about what determined the success or failure of missionary activity: ultimately, cultural flexibility may have been a more effective religious ambassador than sophisticated theological arguments.

This conclusion has been improved in several ways. In the first place, it includes key transitional words (thus, then) that indicate that the writer is drawing conclusions. It reiterates the important elements of the essay's argument but leaves out information that is either very general ("the Jesuit missionaries were sent to China in the Ming period") or too vague ("some had good relationships with the emperor, but others didn't"). Moreover, unlike the earlier version, it is explicit about how the key topics in the essay —the flexibility of the Jesuit missionaries in adapting to Chinese culture, the parallels the missionaries drew between Christianity and Confucianism, and the institution of more conservative policies — are related. It does not add any new topics, however interesting those topics might be. And, most important, this version, unlike the first draft, clearly outlines the significance of the conclusions that the writer has reached: the Jesuit experience in China tells us something about the relationship between culture and religious belief.#p#分頁標題#e#

Finally, make sure to examine your writing for errors in spelling and grammar. Proofread carefully and slowly. At normal reading speed your eyes can go right by major errors. You are so familiar with your essay that you may not see what is on the page. Reading your essay aloud will help you catch unclear phrases. Showing it to a friend will let you know where your readers might have problems.

Essay Assignment
Final Draft
detailed instructions

After carefully considering the lecture notes that you have taken during the week about the particular Essential Question that you addressed in your Rough Draft you will need to revise your essay and post a Final Draft that improves upon your Rough Draft by incorporating at least four new, substantial, pieces of information from the week’s in-class lecture into your Final Draft. You must rewrite your essay, incorporating this additional information, and post a Final Draft by Sunday night at 11 PM.

Stipulations for Final Draft (you cannot post a Final Draft unless you have posted a Rough draft):
1) Your Final Draft must include the text in bold below (along with the required information) BEFORE the introductory paragraph of your Final Draft:

a) New information from in-class lecture [#1]: [brief description of the first piece of new information derived from the in-class lecture(s) that you have included and an explanation of why this information was important enough to incorporate into your Final Draft]
Location: [paragraph # where this piece of new information can be located in Final Draft]

b) New information from in-class lecture [#2]: [brief description of the second piece of new information derived from the in-class lecture(s) that you have included and an explanation of why this information was important enough to incorporate into your Final Draft]
Location: [paragraph # where this piece of new information can be located in Final Draft]

c) New information from in-class lecture [#3]: [brief description of the third piece of new information derived from the in-class lecture(s) that you have included and an explanation of why this information was important enough to incorporate into your Final Draft]
Location: [paragraph # where this piece of new information can be located in Final Draft]

d) New information from in-class lecture [#4]: [brief description of the fourth piece of new information derived from the in-class lecture(s) that you have included and an explanation of why this information was important enough to incorporate into your Final Draft]
Location: [paragraph # where this piece of new information can be located in Final Draft]

[begin text of Final Draft…]

2) You must also – within the body of your Final Draft - cite the new information that you have incorporated into your Final Draft. Your citation should be in the following format: (“History 100 lecture, [date]”)

For example:
According to Professor Mooney, pathogens played a crucial role in the European conquest of the New World. European populations had acquired some degree of protection against diseases like smallpox #p#分頁標題#e#http://www.400190.com/Thesis_Tips/Proposal/but Native Americans had not. The results were devastating. (“History 100 lecture, 23 September 2009”)

Note carefully that:

• You should always contextualize, or introduce to your reader, the source of your information. For example: “According to Professor Mooney…”

• The formal citation, or source information, always belongs at the end of the sentence containing the new information.

• You must follow the citation format above or points will be deducted from your overall score!

7) Your Final Draft must be, at minimum, 500 words.

8) Separate each paragraph of your Final Draft with a single blank line.

9) Make sure to post your Final Draft on time – Sunday at 11 PM PST [exactly ONE WEEK after the due date for your Rough draft]! Late Final Drafts will not be graded. [Directions for posting each Final Draft are detailed below].

To post a Final Draft:
a) Scroll down to appropriate weekly Essential Question.
b) Click on the “Discussion Forum” link.
c) Click on your Rough Draft link and then click “Reply”
d) In the “Subject” box replace the existing text with “Final Draft on” + the title of your essay.

For example:

Subject:

e) Type (or – recommended – copy and paste) your Final Draft into the “Message” box.
f) Click on the “Post to forum” button.

Each Final Draft will be worth a possible 40 points.
Post only your own work. Academic Dishonesty will not be tolerated. Sanctions per institutional policy will apply.
My comments on your Final Draft (along with your score) will be returned to you via Moodle email!
Exam Instructions

The Midterm and Final Exam will each consist of one question for which you must compose an essay response. The questions for both your Midterm and Final Exam will be drawn from one of the Essential Questions listed in the syllabus and addressed in class and in the assigned readings.
Your essay exam response must:
1) Include both an Introduction as well as a Conclusion: 20 points possible.
2) Include a Thesis Statement, coherently and logically composed. Your thesis statement (a single sentence succinctly answering the Essential Question) should appear as the last sentence in your Introduction) 15 points possible.
3) Make a chronologically coherent, logical argument that comprehensively answers the Question that has been asked of you by incorporating specific information derived from the textbook and lecture. Each paragraph in the body of your essay should support your Thesis Statement. A strong essay will cogently employ many of the “Keywords” attached to the Essential Question being answered (65 points possible).
4) Be written in a Blue(or Green)book and with blue or black ink only.#p#分頁標題#e#
• Make sure to review the “Guide to Writing a Good Essay” that begins on page 7 for more detailed guidance. The same principles that guide the composition of your Rough and Final Draft essays must also guide the preparation for and execution of your exam essays.

“Buffer” points
Ten points have already been allotted to you as “buffer” points. That is, the instructor recognizes that you may unavoidably miss class / assessments due to personal challenges and / or technological issues. Therefore, do NOT request that the instructor allow you to “make up” any assessments that you may miss. The instructor will NOT make special arrangements just for you. Any unused “buffer” points will count as extra credit so, obviously, it is in your best interest to not use them unless you absolutely have to.

Important dates to remember

http://www.400190.com/Thesis_Tips/Proposal/Week of January 25 - January 31
First day of instruction

15 February
Holiday [no lecture]

17 March
Midterm

March 29 - April 4
Spring Break Week

May 17-22
Final Exam Week