Inequality and globalization and humanities.

Purpose:

After completing this assignment, you will explore:

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The historical roots of a contemporary issue of your choice.
The global significance of your specific issue.
How to conduct historical research using primary and secondary scholarly sources.
How the past relates to and influences current issues.

Skills:

The purpose of this assignments is to develop the following skills, which support the learning goals of the class.

 

Use reason, evidence, and context to increase knowledge and to reason ethically, and to innovate in comparative thinking.
Aid in ability to write effectively to achieve intended meaning and understanding.
Work to understand, respect and interact constructively with other perspectives.
Develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.

 

Task:

 

Choosing a contemporary issue of your own choice, use parts I-IV of the research paper assignment to gather and analyze sources, develop a thesis, and draft parts of your essay – all of which culminates in an essay tracing its deep historical roots and its global significance.

 

Use the sources you’ve gathered and analyzed in research paper parts I-IV to begin writing and note that you may find it necessary to use additional sources available though the library.

 

All sources must be properly cited using Chicago style footnotes and in a formal bibliography attached to the end of the paper, which does not count in your minimum 5 pages (1300 words) (review citations in parts I-IV).

 

Criteria:

See Rubric in assignment and on Blackboard for details.

 

Format/Technical:

All papers must be typed, at least 5 pages (1300 words) in length (double-spaced, not including bibliography) 12-point font and 1” inch margins.

No title pages.

Your name and section number should appear in the upper left-hand header.

Choose an appropriate title, type it on the first line of text, and then begin your essay immediately after.

Do not use long quotations to fill up space! These will be penalized.

All essays should be thoroughly proofread: essays with more than three typographical errors will be marked down half a letter grade.

It is highly recommended that you use an outside proofreader or the Writing Center to cut down your sentence structure and grammatical errors.

 

Make sure your introduction clearly introduces your contemporary issue, and the central points (thesis/argument). The body of your paper should clearly identify the historical roots of your contemporary issue through time and across space.

Remember to provide a conclusion that brings all the various parts of your essay together, especially addressing the question of how an understanding of the past is important to understand your issue in the present.

 

 

You will use footnotes and provide a bibliography. You will use Chicago Manual of Style for citations.

 

 

Research paper Rubric

 

Criteria

 

Absent 0%

 

Minimal

60-69%

 

Emerging

70-79%

 

Developing

80-89%

 

Competent

90-100%

 

Introduction/Argument (Thesis) 20%

 

Author does not attempt to present an argument to convey the purpose of the writing. No introduction.

 

Author offers an implicit or unclear argument, leaving the reader unsure of purpose of the writing. Introduction attempted.

 

Author states an argument that, while somewhat incoherent, conveys to the reader the purpose of the writing. Introduction present but unclear.

 

Author states a coherent argument with limited introduction that conveys to the reader the purpose of the writing.

 

Author elaborates a coherent and complex argument with clear introduction that leaves no doubt as to the purpose of the writing.

 

Organization 15%

 

No discernible organization structure.

 

Organization minimal and ineffective. Difficult to follow.

 

Basic organization present and adequate; reader can follow. Some transitions and/or relationship unclear, but reader can follow narrative.

 

Organization mostly clear; generally easy to follow the narrative. May include some transition or relational issues, but generally advances argument and evidence.

 

Organization consistently clear. Transitions effective in advancing argument and evidence.

 

Written Conventions 10%

 

Author breaks many conventions of written English, which frequently obscures meaning.

 

Author attempts to follow conventions of written English, bur errors at times obscure meaning.

 

Author generally follows conventions for written English. Multiple errors may distract, but do not obscure meaning.

 

Author generally follows conventions of written English. A few minor errors do not obscure meaning.

 

Author carefully and consistently adheres to conventions of written English.

 

Use of Evidence 20%

 

Author does not attempt to use evidence to support argument.

 

Author attempts to use evidence to support argument , but evidence largely not historical and/or appropriate to argument.

 

Author uses mostly appropriate historical evidence to support argument, with some limitations or gaps.

 

Author demonstrates consistent use of appropriate historical evidence to support argument.

 

Author demonstrates consistent and skillful use of appropriate historical evidence to support argument.

 

Historical Context 20%

 

Author does not develop historical context.

 

Author mentions, without development, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).

 

Author partially develops, with limited effectiveness, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).

 

Author develops with some effectiveness, at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).

 

Author develops with consistent effectiveness at least one aspect of historical context (which may include cultural, social, economic, gender, political, intellectual or education).

 

Source Analysis 5%

 

Few or no Sources identified.

 

Author identifies sources but does not offer analysis of them.

 

Author treats sources superficially but identifies the nature of at least some sources.

 

In some cases, author shows an awareness of the relationship between the nature of sources and (broader) conclusions that can e drawn from them.

 

Author shows a generally consistent awareness of the relationship between the nature of sources and conclusions that can be drawn from them.

 

Source Selection 5%

 

Author does not use sources that are scholarly, historical, or relevant to the chosen topic.

 

Author uses few sources that are scholarly, historical, or relevant to chosen research topic.

 

Author uses some sources that are scholarly, historical, and/or relevant to chosen research topic.

 

Most sources that author uses are scholarly, historical, and/or relevant to chosen research topic.

 

All sources used by the author are scholarly, historical, and relevant to chosen research topic.

 

Source Citation 5%

 

No citations included. May indicate intentional plagiarism.

 

Few/some necessary citations included, but many citations are incomplete, untraceable, poorly formatted, and/or missing, such that unintentional plagiarism may be present.

 

Most/all necessary citations included, but citations are incomplete, untraceable, and/or poorly formatted,

 

Necessary citations included. Citations are complete and traceable, with minimal formatting errors.

 

Necessary citations included. Citations are complete and traceable with correct formatting.

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