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Black Death from CSU Online Library
Black Death from CSU Online Library
|
Order Number |
7464668453 |
|
Type of Project |
ESSAY |
|
Writer Level |
PHD VERIFIED |
|
Format |
APA |
|
Academic Sources |
10 |
|
Page Count |
3-12 PAGES |
Instructions/Descriptions
Black Death from CSU Online Library
Choose at least two sources on the Black Death from the databases in the CSU Online Library. These sources may be e-books or articles. Then, write an essay of at least on page on the following topic:
Characterize the significance of th Black Death’s impacts on the economic and cultural life of medival Europe. Then, illustrate your point with specific examples. How does your knowledge of other epidemics in history provide additional insight into the impact of the Black Death?
Be sure consider the following points in your essay:
The introduction should engage the reader and clearly present the essay’s thesis and a summary of the main points that clarify the writer’s point of view.
Organization should clearly present points arranged logically to support the thesis.
Writing should be clear and concise with no spelling, grammatically, or punctuation errors.
The number of sources should meet or exceed any expressed assignment requirements and should be peer-reviewed or academic in nature.
APA format and reference entires and in-text citations
500 word essay
Creating A Definition For An Abstract Concept Creativity
Definition Essay
Summary
The strategy for this essay is definition, and the mode of this essay is argumentation: Your purpose is to convince or persuade your readers that the given definition of creativity is the most logical, comprehensive, understandable, beautiful, or otherwise *best* definition. You will use content from sources to provide support for your reasons why the given definition is the better than other definitions. How do you find the best definition? You read multiple sources and choose or formulate a definition based on that research and your personal experiences with creativity.
Goals
- Choose or create a definition for an abstract concept (creativity) and support your definition with reasons and evidence.
- Formulate topic sentences stated as reasons in support of a clearly articulated position
- Use a variety of types of evidence to support your definition.
- Incorporate argumentative transitional devices into well-ordered paragraphs
- Demonstrate research and citation skills in the completion of an argumentative essay
- Revise for errors in grammar, punctuation, and mechanics
Steps (It may help to cross these off as you complete each step.)
- First, read several sources that provide definitions or explanations of creativity. Choose the definition you like the *best* and carefully consider why you consider it the *best*. It may help to discuss the definition with your group members.
- Complete the Formal Outline Template. Start with your thesis and topic sentences (reasons). Note that you cannot formulate a thesis until you decide, through research or experimentation, which definition is best!
- Find source material to support your points, like definitions, descriptions, testimony, or studies. Find source material to refute (argue against). Add that material, with citations, to your outline.
- Type and revise your outline as necessary.
- Follow your outline to draft your essay. Bring a typed Rough Draft in MLA format on Revision Day.
- Revise (to improve) your Rough Draft based on your Revision Worksheet changes . . . aaaaand
- Prepare a typed draft of your Argumentative Essay in MLA format.
- Submit your draft paper to Turnitin through D2L and review the report.
- On the Final Typed Draft, underline your topic sentences and your thesis and essay map in the introduction. Circle all of your argumentative transitions.
- Give your essay a descriptive title based on your thesis’s topic and tone.
- Review the MLA guidelines on the OWL at Purdue.
- Use the cover sheet and rubric for this assignment to be sure you have met or exceeded all expectations!
Draft Due
I will collect your Formal Outline (with Citations), the Revision Worksheet, and the 900 -1200 word Final Typed Draft (with a Works Cited page) on the due date. Please staple (45 degree angle) or binder clip them all together with the Essay Cover Checklist and Rubric on top before coming to class. Make it professional-looking: no binders, folders or paperclips. I reserve the right to deduct points for lack of “neatness.”
Papers must be on time, meet the word count, and be submitted for a Turnitin Report in order to be graded.
Hess, A. L.
1/4/19
1
| Writer’s Name: | Course Section: |
| Essay Word Count: | Self Evaluation Score/48: |
| Essay Title: | Turnitin Report Percentage: |
Argumentative Essay Cover Sheet and Rubric
| o | Requirement |
| o | Prewriting
I completed prewriting exercises to help me formulate main ideas, points and counterpoints. |
| o | Outline
I included complete topic sentences on the typed outline template, reasons in support of the thesis. I included cited research as supporting details with both a parenthetical and end citation. |
| o | Typed Rough Draft
My partners and I read and reread the essay in order to help revise and edit it. |
| o | Revision Worksheet
I included one Revision Worksheet for this essay completed by a Peer or Tutor, showing that I, too, revised a classmate’s essay. |
| o | Final Typed Draft
I typed the draft in Times New Roman 12 point font with 1” margins and consistent double- spacing. I included a complete MLA header. I completed all MLA citation formatting requirements (two sources required). My title is creative and different from the assignment title (topic + tone). I underlined the thesis statement and essay map, if included. I underlined each topic sentence. I circled at least 5 transitional words and phrases appropriate for an argumentative essay, such as “Although,” “However,” “On the other hand,” or “In fact.” The final draft has fewer than 3 errors in grammar, punctuation, and mechanics. |
| o | Academic Honesty
My Turnitin report shows less than 15% source content. |
Please staple this cover sheet and rubric to the top of your essay packet.
| Argumentative Essay Rubric | High Proficiency (4) | Proficiency
(3) |
Low Proficiency (2) | Non-Proficient (1) | Non-Performing (0) |
| Outline
I typed an outline using the Formal Outline Template. |
Outline template has been typed & completed; demonstrates the student’s ability to plan an essay with reason and source evidence. | Outline template has been typed & completed; may show few errors in reason and source evidence. | Outline template has been typed & completed; may show several errors in reason and source evidence. | The outline is incomplete; does not demonstrate the student’s ability to plan an essay with reason and source evidence. | The outline is missing. |
| Revision Worksheet
I included a completed Revision Worksheet. |
The student includes a revision worksheet completed by a peer or tutor and the student. | The student includes an incomplete worksheet. | The worksheet is missing | ||
| Final Draft
I typed the draft in Times New Roman 12 point font with 1” margins and consistent double-spacing. |
There are no errors in font, margins, or spacing. | There is 1 error with font, margins, or spacing. | There are 2 errors in font, margin, or spacing. | There are 3 or more errors in font, margins, and spacing. | Using MLA format has not been attempted. |
| I included a complete MLA header and page numbers. | There are no formatting errors in the header or page numbers. | There is 1 formatting error in the header or page numbers. | There are 2 formatting errors in the header or page numbers. | There are 3 or more formatting errors in the header or page numbers. | Using MLA format has not been attempted. |
| I completed all MLA citation requirements (2 required sources). | The student includes at least 2 sources with proper in-text and end citations. | The student includes at least 2 sources with some errors in formatting in-text and end citations. | The student attempts to cite his or her source(s) both in- text and on a Works Cited page. | The student cites either only in-text or only on a Works Cited page for some or all sources. | Using MLA format has not been attempted. |
| I included a creative title in title case, separate from the assignment title (topic + tone). | The title explains the paper’s topic and writer’s tone. The title is in title case. | The title explains either the paper’s topic OR the writer’s tone. The title is in title case. | The title explains neither the topic nor the writer’s tone. The title is not in title case. | The title is too general. The title is not in title case. | The full title is missing from the paper. |
| I underlined the thesis statement and essay map, if included. | The student underlines the complete thesis. | The student underlines a grammatically incorrect thesis or a misplaced thesis. | The student underlines a sentence that does not function as a thesis. | The student underlines multiple sentences that do not function as a thesis. | The student does not attempt to identify the thesis. |
| I underlined each topic sentence. | The student underlines all of the true topic sentences. | The student underlines all of the true topic sentences, although one or more may be grammatically incorrect. | The student does not underline all of the true topic sentences. | One or more of the topic sentences are not stated as reasons. | The student does not underline any topics sentences. |
| I circled 5 transitions appropriate for an argumentative essay, such as “Although,” “However,” “On the other hand,” or “In fact.” | The student circles at least 5 appropriately used argumentative transitional phrases. | The student circles 4 appropriately used argumentative transitional phrases. | The student circles 3 appropriately used argumentative transitional phrases. | The student circles 1-2 appropriately used argumentative transitional phrases. | The student circles no appropriately used argumentative transitional phrases. |
| I made 3 or fewer errors in grammar, punctuation, and mechanics. | The student makes minimal errors (1-3) that do not skew the meaning of the paper. | The student makes some (4 –6) errors of multiple error types that may skew the meaning of the paper. | There are many (7-8) errors and error types that skew the meaning of the paper. | There are many 9- 10) errors and error types that skew the meaning of the paper. | There are many (over 10) errors and error types that skew the meaning of the paper. |
| Overall, this essay presents responsible knowledge, supporting claims with evidence. | The evidence is varied and fully supports the claim. | The evidence, though perhaps not varied, supports the claim. | The evidence does not always support the claim. | The evidence is contraindicated. | The paper lacks evidence. |
| Is the completed argumentative checklist and rubric stapled to top of packet? | Complete argumentative checklist and rubric are stapled to the top of the packet. | Checklist is incomplete. (Source Content Check “F” may apply). | Correct checklist and/or rubric is missing from the packet. |
Black Death from CSU Online Library
