One of the central objectives of the course curriculum is to ensure that students are able to comprehend academic research—essentially understand information that is professionally researched, peer reviewed, and intended for the “academic discourse.”
For this essay, students will illustrate their capacity for comprehension and then express that comprehension in a short, explanatory piece of writing.
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As the Filene article explains, for decades historians have debated the meaning and accomplishments of the Progressive Movement. When historians write books/articles they are usually in response to other historians’ books/articles. Historians either argue against each other, add to the cumulative knowledge of the “conventional wisdom” surrounding the historical topic, or on rare occasions offer breakthrough, novel interpretations. Filene helps explain the ebbs and flows of the debate on Progressivism. Your task is to effectively transmit the contents of the Filene article, but also indicate a clear understanding of Filene’s argument. Demonstrate a clear understanding of a scholar’s argument and how they develop and defend it through a written article summary.
Here are some tasks that should help you complete the larger objectives of the assignment:
Identify the author, title, and year of publication
Situate the topic in the historical context, based on what you know from the textbook and other sources in this class.
Identify and summarize the author’s thesis in YOUR OWN WORDS
State and explain the author’s supporting ideas and evidence
Explain the underlying meaning or goal of the article, not simply the superficial details.
For this paper you will demonstrate your ability to read and comprehend a published article and effectively summarizing the main idea(s) of the author in a concise summary.
Writing Standards
The essay will be 2 pages long.
Standard margins.
12 point times new roman font.
In-text parenthetical citations. For example: (Johnson, 25).
The essay needs to reference/cite the Filene article. The essay also needs to reference at least one of the sources from the module 2 on the Progressive Era. So, the essay must reference two sources. To illustrate a sharp command over the reading, you might judiciously incorporate some passages from the Filene article.
All essays need to be submitted to turn-it-in, through canvas. I will not grade the essay if it’s not submitted to turn-it-in.
Proofread the essay. If I can’t understand the writing, the grade will be penalized.
The rubric is posted on the course portal.
Every essay needs a formal works cited page. Remember to cite each individual source. MLA format for works cited page.
There is no need to consult outside sources. All of the information needed to complete this essay is found in the module. Students must reference the Filene text.
Essay Due February 19, 11:59 pm
After completing these tasks and objectives, students will be able to:
CO1. Demonstrate understanding of key events, central themes, and questions pertaining to recent United States history.
CO2. Gain experience reading and analyzing written arguments by engaging with a variety of types of sources.
CO 3: Read and condense the central ideas of an author’s work into your own words by identifying the author’s thesis and key evidence used to support it.
Rubric
Calvo essay rubric (1) (11)
| Calvo essay rubric (1) (11) |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeOverall Impression |
| 20 to >16.8 pts
Excellent
Author directly addresses the main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The author has retained nearly all of the knowledge presented in class. He/She is able to synthesize this knowledge in new ways and relate to material not covered in the course. |
16.8 to >13.6 pts
Proficient
Author competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others. |
13.6 to >10.4 pts
Limited
Author attempts to address the main question or issue, but fails. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. |
10.4 to >0 pts
Poor
Essay does NOT address the main question or issue, and it is obvious that the author has not retained any information from the course. |
|
20 pts |
| This criterion is linked to a Learning OutcomeArgument |
| 15 to >12.6 pts
Excellent
Essay contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate. |
12.6 to >10.2 pts
Proficient
An argument is present, but reader must reconstruct it from the text. |
10.2 to >7.8 pts
Limited
Author attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context). |
7.8 to >0 pts
Poor
No attempt is made to articulate an argument. |
|
15 pts |
| This criterion is linked to a Learning OutcomeEvidence |
| 20 to >16.8 pts
Excellent
Provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. |
16.8 to >13.6 pts
Proficient
Provides necessary evidence to convince reader of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. |
13.6 to >10.4 pts
Limited
Not enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified. Information from lectures and readings is not effectively used. |
10.4 to >0 pts
Poor
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from lectures and readings. |
|
20 pts |
| This criterion is linked to a Learning OutcomeSources |
| 15 to >12.6 pts
Excellent
Evidence is used from a wide range of sources. When required, the author also consults scholarly books, websites, journal articles, etc. not explicitly discussed in class. |
12.6 to >10.2 pts
Proficient
Evidence is used from many sources, but the author relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based. |
10.2 to >7.8 pts
Limited
Uses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research. |
7.8 to >0 pts
Poor
Does not use sources, only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources. |
|
15 pts |
| This criterion is linked to a Learning OutcomeCitations |
| 10 to >8.4 pts
Excellent
All evidence is properly cited. The essay contains a bibliography. |
8.4 to >6.8 pts
Proficient
All evidence is cited, but there are some minor problems with completeness or format of some citations. |
6.8 to >5.2 pts
Limited
Some pieces are unreferenced or inaccurately referenced. |
5.2 to >0 pts
Poor
No attempt is made to cite evidence. |
|
10 pts |
| This criterion is linked to a Learning OutcomeOrganization |
| 10 to >8.4 pts
Excellent
Essay contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper. |
8.4 to >6.8 pts
Proficient
Essay contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond what has already been presented in the paper. |
6.8 to >5.2 pts
Limited
Essay contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short. |
5.2 to >0 pts
Poor
Essay has no clear organizational pattern. |
|
10 pts |
| This criterion is linked to a Learning OutcomeClarity and Style |
| 10 to >8.4 pts
Excellent
All sentences are grammatically correct and clearly written. No words are misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread (ideally by you and somebody else), and contains no errors. |
8.4 to >6.8 pts
Proficient
All sentences are grammatically correct and clearly written. An occasional word is misused or unnecessarily fancy. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper has been spell-checked AND proofread, and contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the essay. |
6.8 to >5.2 pts
Limited
A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has been spell-checked AND proofread, but still contains several errors. Reader’s ability to understand essay may be compromised by these errors. |
5.2 to >0 pts
Poor
Paper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date. Paper has not been spell-checked or proofread, and contains numerous errors. Reader has a difficult time understanding essay because of errors. |
|
10 pts |
| Total Points: 100 |
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Filene Article
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