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SOC 349 Social Significance and Biography Paper
SOC 349 Social Significance and Biography Paper
SOC, 349, Social, Significance, Biography, Paper
Instructions: Choose ONE of the following prompts and write a 4-page paper (12pt font/double spaced) in response.
- Real all four of the Salem witchcraft group readings from Week 2 (i.e., Boyer and Nissenbaum, Karlsen, Breslaw, and Norton). Write an essay that analyzes how historians have differed in their explanations for why the witchcraft prosecutions occurred in 1692.
Which explanation or explanations do you find most convincing and why? (This last part is opinion, but it should NOT be the focus of your paper). Make sure you indicate the strengths and weaknesses of each historian’s view on the Trials.
- Read Edward Isham’s biographical narrative (Week 5 course readings – which are available). Write a paper analyzing how and why Isham uses violence and how violence functions in the society he inhabits.
How do you explain the importance of violence in the backwoods South? Be sure to use and cite Gorn’s “Gouge and Bite, Pull Hair and Scratch’: The Social Significance of Fighting in the Southern Backcountry” (Week 5 course readings) in crafting your answer. Hint: How would Gorn (historian) use the life and times of Isham to back up his own argument.
Requirements:
- Essays must be typed in double-spaced, size 12, Times New Roman font with 1” margins on each side.
- Essays should follow basic paragraph and paper considerations, including an introduction, body paragraphs, and conclusion.)
- Essays should include a clear thesis statement.
- Essays must refer to and cite specific passages from required texts. I prefer Chicago Style citations; however, you may use any citation style so long as you conform to the requirements of that style. (Including parenthetical citations, e.g. author’s last name, page number. (Norton, 118). Try to include a quote per paragraph.
If you do not use quotation marks and cite it can be considered plagiarism. Any plagiarism will result in a zero grade and possible further penalties. (See bottom of page.)
- While essays should quote specific passages from the text, block quotes (quotations longer than 3 lines) should be avoided.
- Quotes from the texts should be used to support your arguments, not to make them.
- Essays should draw from information contained in lectures or other course readings when relevant. Students do not need to cite the lectures.
- Only use the readings that are assigned. DO NOT use outside sources including: other articles/books or websites.
- Essays must be submitted to D2L by the due date. Late essays will have 1/3rd of a letter grade deducted per day.
Remember: All assignments will be run through turnitin.com – which checks for plagiarized material, including papers found for profit online. If you use a source’s words you must cite, if you do not, it can be construed as plagiarism. Please see the university’s policy on plagiarism (the link is on the syllabus).
| Exceeds Expectations | Meets Expectations | Fails to meet expectations | |
| Thesis | Student articulates a clear and persuasive thesis that is situated in the appropriate historical literature | Student articulates an identifiable and logical thesis | Student fails to articulate an identifiable and logical thesis |
| Organization | Engaging, scholarly introduction and conclusion; coherent and consistent structure; sophisticated transitions; ideas and themes fully developed in separate paragraphs | Functional introduction and conclusion; identifiable transitions (including topic sentences which relate back to thesis); few logical problems | Poor or no introduction and/or conclusion; absence of connections between thesis and paragraphs; few or excessively long or short paragraphs. |
| Evidence Analysis | Substantial evidence; courses integrated to clearly and effectively defend the thesis; skilled analysis of sources in light of their historical context | Sufficient evidence; sources credibly used to support a thesis; functional use of primary and secondary sources; analyzes sources in light of their historical context | Use of only one or no sources; if present, sources not analyzed to support thesis; overlooks historical context of documents. |
| Style | Skillful attention to sentence structure and word choice; no grammatical errors that inhibit clarity; only minor errors in usage, punctuation, or spelling | Proper sentence structure; few grammatical, mechanical and usage errors, slang, or clichés. | Incoherent sentence structure and word choice; frequent grammatical, mechanical, and usage errors. |
| Documentation | Consistent attention to proper format for citation and proper use of sources; highest level of academic integrity. | Sufficient attention to guidelines for citation and proper use of sources; no plagiarism. | Lack of attention to guidelines for citation of sources; evidence of plagiarism. |
