READING PRIMARY SOURCES

Size: px
Start display at page:

Download "READING PRIMARY SOURCES"

Transcription

1 READING PRIMARY SOURCES Sources are the basis of all historical inquiry. Without primary sources there could be no history. 3 Although the following guide to reading primary sources may seem simplistic, carefully consider each question as you read primary sources for class discussion or writing essays. The answers may be more complex than you think. Type/Genre: What kind of source is this? Consider the genre or type of source before you. If it is a royal edict or decree, it will have a fundamentally different format and purpose than a chronicle or personal diary. Think about what you can expect to see from this type of source in terms of how it s structured and its purpose. Author: Who wrote it? Like genre, this is a simple question, but an important one. An author s educational background, personal history, social class, gender, and race all influence the way an author will construct a text. As you read, look for ways in which you see the author revealing these details through his/her word choice, opinions, and tone. Context: When, where, and why was it written? Again, simple but incredibly important for you to consider. The circumstances surrounding the composition of a text heavily influence its content. Content: What does it say? What claims is the author making? A fundamental difference exists between the words on a page and the meaning of those words. In Jonathan Swift s seventeenth-century essay, A Modest Proposal, for example, the author gives an extended discourse on how the English should eat Irish babies. Since this is a satirical essay, it would be wrong to say that Swift actually wants his readers to engage in this kind of behavior quite the opposite. Consider whether the author of a source is trying to communicate more than the words on the page. As you read, consider the following: Approach: How does the author structure this text? If it is a law code, how are topics grouped and in what order? If it s a narrative, what are the sequence of events? Do the order of events or subjects indicate anything about how the author views the material (e.g., is he creating a hierarchy of importance? Is she trying to persuade the reader?) You must consider the structure of every source to be a deliberate choice on the part of the author(s). 3 Primary sources are those texts and artifacts which are created and left behind by an individual or society (e.g., diaries, court records, coins). Secondary sources are texts which discuss, analyze, interpret, and make arguments about primary sources (e.g., monographs and scholarly articles). Tertiary sources are texts which synthesize secondary sources and are usually concerned with presentation of raw information (e.g., encyclopedias and textbooks). While secondary sources make an explicit argument about primary sources, arguments in tertiary sources are usually implicitly made in the way they present their information (language, details used, tone). On reading secondary sources, see Constructing an Annotated Bibliography in this sourcebook. 6 INTRODUCTION TO THE STUDY OF HISTORY

2 Diction and Tone: What words does the author use? For example, the following two sentences are conveying the same information in completely different ways: The streets of Manchester were often dirty because of pollution from the factories. / Manchester s factories belched forth toxic fumes of black smoke that covered the narrow lanes with a coat of permanent filth. The author of the second sentence is making an implicit argument about pollution in Manchester through her word choice. Sources of Authority: What sources does the author cite or refer to in the course of the work? For example, if it is a legal text, does it reference earlier law codes or texts in establishing its claims or legitimacy? If the work is a religious text, does it refer to earlier authors or scriptural texts? Think about why the author has chosen to cite these particular works in creating his/her own text. Fundamental assumptions: After you have a grasp on the approach of the work, consider the author s fundamental assumptions, those presuppositions that have to exist in order for the author s claim to be valid or which they presume to be true. Does the author presume anything about his/her own social group or other social groups and the way they interact? About how men and women behave and act (i.e., how does the source treat gender/class/race)? How do the ideas and values in the source differ from the ideas and values of our age? Take care that you do not read your own assumptions onto a text. Bias: Sometimes the author s guiding assumptions appear as bias. Bias is NOT a dirty word nor should it ever be used pejoratively. Bias simply means that there are certain presumptions or categories that an author brings to the table when creating a text. Becoming aware of bias (and you should strive to use that word as a noun, not as a verb) is a key part of performing analysis, but simply saying that an author has a bias does not invalidate that author s claims. Reliability: Can this author be trusted and to what degree? How does he or she know the information being presented? What evidence is there within the text that an author is/isn t reliable? Remember, just because a text is not entirely reliable does not mean that it cannot be useful. Implications: What does it mean? Finally, consider the implications of the text and what lies behind it. What does the text reveal abouts social institutions like family dymanics, power, social classes, religion, and education in the world that created it? What do the author s fundamental assumptions and biases reveal about his or her perceptions of social constructs, human nature, and/or agents of historical change? What kinds of information does this text reveal that it does not seemed concerned with revealing? (In other words, what does it tell us without knowing it's telling us?) Interpretation: History is not an objective discipline. Realize that there are very few moments where the final, authoritative word on a topic has been said. Likewise, exercise humility when coming to your own historical interpretations. WRITING A HISTORY ESSAY 7

3 WRITING A HISTORY ESSAY 4 1) Establish context of the text. This step isn t necessarily one that you need to do in the text of your paper, but you need to do it at least mentally before you write. First, determine the genre of the source (is it a govt. report, political treatise, list, self-help book, manual for the slaying of dragons, etc.), as this will influence the content and structure of the document more than any other factor. Second, discern the author s intent in writing and the historical moment/context of the source, even if you don t explicitly address it in your paper the historical background will dictate how you treat the sources. Remember that the word context means with the text, and so when you write about a text, your discussion should be informed by what s around the document. 2) What does it say? Now that we have established the context of the work, figure out what the author is actually saying. At this point, you should also consider the structure of the work: in what order are topics discussed? Does the order create a natural flow for the argument? How does the author phrase his or her argument? If the author had used other words or a different structure, would it have changed the nature of the argument? What does the chosen structure and vocabulary of the text give the author in terms of rhetorical construction? If the source uses a word, term, or idea you don t know, for the love of all that is good and holy, look it up. God invented Google for a reason. 3) Assumptions. Consider the fundamental assumptions an author is making and any biases or predilections he or she might have. Note: a bias does not inherently mean that an author is in error or should not be taken seriously. For example, it is a poor essay which rants that an author is misogynistic and hates women simply because he compares them unfavorably to men (mostly because it shows your own socially-acceptable bias with regard to these attitudes). A stronger writer will take the text on its own terms and attempt to determine (while avoiding passing judgment) why the author of the text takes this particular stance. 4) Forming the Question. You ve read your texts carefully hopefully several times with varying degrees of attention and it has now come time to form your question. Note that this is a question, not a thesis. It is an utterly ridiculous notion that everything you write must be driven by a statement or declaration. Try instead to form a cogent, thoughtful, focused question that you can seriously and honestly begin to answer in the space allotted. What the question is and where it comes from are usually up to you. The best place to start would be the first three steps of this guide. a. Open essays. These are essays for which there is no given prompt question or the provided prompt is more general and open-ended. Is there something about the context, content, or fundamental assumptions of the text that puzzles or intrigues you? Did you stumble upon a seemingly unobvious point as you studied the construction of the source s rhetoric or the structure of the author s argument? These can make great thesis questions/statements if your professor has not provided you with a specific prompt. 4 For a more detailed discussion of how to read primary sources, see the preceding Reading Primary Sources guide in this sourcebook. 8 INTRODUCTION TO THE STUDY OF HISTORY

4 b. Closed essays. These are essays for which there is a specific prompt or question(s) to be answered. There s still a great deal of room for creativity here. Apply the same analytical techniques to the prompt as you do to the source text. Are there presuppositions contained within the prompt? What is the ultimate purpose of this exercise (greater familiarity with a historical period, questioning of assumptions, comparison of two similar texts, etc. trust us, there is always a reason behind the prompt, even if you are not aware of it)? If it is a multi-part prompt or there are optional components, how do they fit together? Do they suggest an organization or structure? If so, why that particular structure? In other words, trust no one and always question your instructions. 5) Outline, outline, outline. Other than suggesting you write multiple drafts of every essay which you should do, but let s not be naïve here this is the first way to make sure you turn out a quality product. Always sit down for at least five to ten minutes and sketch out potential sub-topics and a structure/organization for your paper, even if the final essay is only a few pages long. We would also strongly urge doing this by hand with a pencil and paper; typing it out on a computer allows you to put your thoughts down more quickly, but it limits the vital thinking that happens while you physically write out words. It may sound silly, but only advanced writers should ever attempt this step on a computer. 6) Openings. Avoid opening with sweeping generalizations, bland truisms, tired clichés, or lots of generalized background material (particularly if your professor provided you with that information in the first place). Doing so weakens your paper by making you sound like a regurgitated encyclopedia article and bores your reader. Try opening with the main point of your essay, normally found in the second, third, or even last sentence of your first paragraph or cut the first paragraph entirely and have a one sentence intro you tack onto the beginning of your second paragraph you know, the part where you actually get to the point of whatever it is you re talking about. 7) Body. Sometimes it helps to write this section before the intro, but if you have a thesis question rather than a statement, this might not necessarily be the case. The goal for this section is clarity; always strive to have a structured, ordered argument or discussion (this is where outlining comes in handy). Don t worry too much about being pretty or subtle until you have mastered the art of clear writing. A few tips: a. Quotation. Do NOT make your paper a stringing together of quotations. Only direct quote when absolutely necessary. It is never permissible to spend an entire paper regurgitating the content of a source to your reader, particularly if the reader is the one who assigned that source to you in the first place. But it s evidence! you cry. Yes, but historians are about analyzing evidence, not merely accumulating it. Otherwise we d all be antique dealers and museum curators. b. Answering the question. Remember the question we formulated in Part 4? We cannot count the number of essays we have graded which pose a question in their first paragraph and then proceed NOT to answer it. Likewise, if given a closed prompt, many students will write an essay that doesn t actually answer the question posed. Our advice here? Answer the question. WRITING A HISTORY ESSAY 9

5 8) Conclusions. Many of the same rules that apply to openings also apply here. Contrary to everything you ve ever been told or thought about writing a formal essay, a conclusion is NOT supposed to be bland. Yes, it is good to briefly recap the structure or main points of your essay, but that is not all a conclusion is supposed to do. Strive to actually CONCLUDE something, which is why posing a thesis question is so wonderful after setting out your evidence and argument in the body of the paper, the conclusion is your final answer. However, there are pitfalls here as well. Avoid introducing lots of new evidence into your conclusion as most of that belongs in the body of the essay. And, as with openings, avoid ending with sweeping generalizations or drawing some moralizing life lesson or comparison with the modern era. Such techniques make your writing seem trite, irrational, and more often as not will make your professor roll his or her eyes at yet another undergraduate trying to sound like a Zen master. In the words of the immortal Bob Newhart, STOP IT. 9) EDIT. NEVER EVER turn in your first draft. It will always be second-rate work, and it will always have a stupid error in it somewhere that you could have caught if you took more than five minutes to read it between the time you printed it out and the time you handed it in. Also, always print out your essay and physically mark it up with a pen. Trust us on this. We ve written countless essays in our careers, and you will always do a better job of selfediting and catching errors if you read a physical copy of your writing. Better yet, have someone else read your essay. If you have fears about other people judging you and saying mean things about your writing, GET OVER IT. People will be judging you for the rest of your life, so now is a good time to get used to it. The best thing you can do is have someone who is a good writer and will be brutally honest read your work for you. (Likewise, if you are asked to read someone else s work, be honest. If the essay is bad, you have a moral obligation to politely let him or her know so that he or she doesn t turn it in, look like an idiot, and get a bad grade. The Golden Rule applies here.) 10 INTRODUCTION TO THE STUDY OF HISTORY

6 COMMON WRITING MISTAKES The following are a list of common and preventable writing errors. Your professor in this or any class does not want to have to take the time to point them out, and you will most likely get counted off for them, particularly since you ve been given them in an easy-to-follow list. 1) It is/there are/this/these are stated/shown in this source/document/writing. If you can t think of a better, non-pronoun-based subject for your sentence or subordinate clause, chances are you probably don t know what you re actually trying to say. Pronouns create distance and weaken any sentence in which they are employed as subjects. Such phrases are often accompanied by bad passives. Also, it s considered bad form to refer to the source AS a source, and the use of the word writing as a synonym for work or document fell out of use in the mid-nineteenth century. 2) Bad passives. The passive is not inherently evil or bad there are times where you just can t get around using it or using the active sounds wrong stylistically. However, you should avoid it as much as possible as poorly used passives only call attention to the fact that they are passive and distract from the overall impact of the sentence. Moreover, passives remove agency from your work and weaken your analysis. Wondering if a verbal construction is passive? Try adding by Steve after the verb. If it makes sense, it s passive. 3) Judgy-ness. Even if the source author is a hypocritical, lying bastard/genocidal maniac/pillager/tax evader/sheep worrier, your analysis should SHOW him or her to be so. Simply telling your reader that you believe it to be so is unnecessary, inelegant, and usually means you haven t engaged the text on a deep analytical level to discern how its rhetoric functions. You aren t here to pass judgment upon the sources, as such judgment indicates the imposition of your own value systems (which are just as culturally relative and idiosyncratic) on the past. Realize that in a hundred years time people will be saying how stupid and backward you were. Don t believe me? Watch MTV. 4) Quote dumping. Dumping whole quotes into your prose without properly contextualizing, analyzing, or even integrating them. If the quote isn t integrated, I begin to doubt whether you understood it; you have to draw conclusions for your reader, because I am a dumb (albeit well-informed) little lamb. 5) Sweeping generalizations and unfounded assumptions. Avoid opening a paper with a gross generalization since the dawn of time, man has always valued X, Europeans during this era always were Z, vampire sparkliness has long been established, etc. Likewise, claiming that all of group X felt such-and-such a way about group Y based on your reading of ONE source is neither academically rigorous nor sound reasoning. Use words like suggest and perhaps in drawing your conclusions/ insinuations. 6) Grammatical and stylistic slovenliness. Grammar check is a marvelous but imperfect tool, which is why we still require you to take English classes. However, there are many screw-ups that it will not catch, particularly clichés, colloquialisms, and thesaurus-happy COMMON WRITING MISTAKES 11

7 writing (the name given to when you over-indulge in the Shift-F7 key combination because you want to make your writing sound smarter to mask your poor effort). Other, more particular annoyances of ours here include: Very. 99% of the time, you can leave this word out. Incorrect usage of its/it s. Not sure? Replace with it is to see if it makes sense. If it does, it s the latter. Clearly/obviously/naturally/surely. If anything in history were ever clear, obvious, or natural, we would just hand you a book and say go read this ; see also the section on judgy-ness. Using needless words. Known in Strunk and White s Elements of Style as Rule 13 never use three words when one will suffice. For example, never use the phrase the fact that as it doesn t mean anything. Use of the first and second person and other informal writing quirks, e.g., I, we, our, you, your. Be old school about this. This is a formal academic essay, not a blog. Time period/back then/at the time. All are inelegant ways to refer to the past. Ending sentences with prepositions. As Churchill once said, it is a thing up with which I shall not put. Capitalizing nouns which are not proper nouns. You are not Germans Democracy, Capital, and Spaceship do not need to be capitalized. Misused punctuation. It is high time you learned the rules of comma and semicolon usage. For the latter, whatever comes after a semi-colon MUST be a complete sentence. The only exception to this is when you use it to set off items in a series which have internal commas that might confuse meaning. Also, s is NEVER used to create a plural noun. Failing to distinguish between your voice and the source s. The sentence Edward Cullen had no flaws requires the modifying phrase according to his vapid girlfriend. Novel. There is a strange tendency among college students to call any long prose work a novel. This is wrong. A novel is a long work of literary fiction, with characters and plot development. It is not synonymous with the word book. 7) Fruitcaking/lack of impact/significance. Fruitcaking is when you give back a text either the essay prompt or the source without altering it with your own thoughts and analysis. I do not need or want you to spend an entire intro paragraph turning the prompt question into a declarative statement. Use that space to lay out the specific aspects of the text you want to discuss in your essay. Nor do you need to spend time telling me how the author says X, then talks about Y, and concludes by moving on to Z. Such writing (which is, by the way, the correct usage of that word) merely indicates that you have done the reading (or some part of it) but without comprehension. I have read these sources; I do not need you to tell me what they say. Moreover, anytime you do choose to include an observation about the text, you need to explain why that observation is significant or important. For every declaration you make, your essay should also answer the question of so what? (This is known as impacting your argument.) 12 INTRODUCTION TO THE STUDY OF HISTORY

WRITING A HISTORY ESSAY

WRITING A HISTORY ESSAY WRITING A HISTORY ESSAY 1) Establish context of the text. This step isn t necessarily one that you need to do in the text of your paper, but you need to do it at least mentally before you write. First,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7) Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Oregon Language Arts Content Standards (Grade 7) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Oregon Language Arts Content Standards (Grade 8) ENGLISH READING: Comprehend a variety of printed materials. Recognize, pronounce,

More information

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8 Houghton Mifflin Harcourt Collections 2015 Grade 8 correlated to the Indiana Academic English/Language Arts Grade 8 READING READING: Fiction RL.1 8.RL.1 LEARNING OUTCOME FOR READING LITERATURE Read and

More information

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47 A. READING / LITERATURE Content Standard Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale Reading

More information

How to Study the Bible, Part 2

How to Study the Bible, Part 2 How to Study the Bible, Part 2 2017-02-23 at SGC Review - Observation 15 minutes 1. The Fish story (6 minutes) 2. Review homework from 1 Corinthians 13 3. Tools & Tips for making observations - Pen and

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: Ninth Grade Literature and Composition Grade 9 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.06100 Ninth Grade Literature and Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade

More information

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Five Title of Textbook : Shurley English Level 5 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five correlated to Illinois Academic Standards English Language Arts Late Elementary STATE GOAL 1: Read with understanding and fluency.

More information

The SAT Essay: An Argument-Centered Strategy

The SAT Essay: An Argument-Centered Strategy The SAT Essay: An Argument-Centered Strategy Overview Taking an argument-centered approach to preparing for and to writing the SAT Essay may seem like a no-brainer. After all, the prompt, which is always

More information

Prentice Hall United States History 1850 to the Present Florida Edition, 2013

Prentice Hall United States History 1850 to the Present Florida Edition, 2013 A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...

More information

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard

Houghton Mifflin ENGLISH Grade 5 correlated to Indiana Language Arts Standard Standard 4 WRITING: Writing Process Organization and Focus Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. Write stories with multiple paragraphs

More information

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s))

PAGE(S) WHERE TAUGHT (If submission is not text, cite appropriate resource(s)) Prentice Hall Literature Timeless Voices, Timeless Themes Copper Level 2005 District of Columbia Public Schools, English Language Arts Standards (Grade 6) STRAND 1: LANGUAGE DEVELOPMENT Grades 6-12: Students

More information

Writing a literature essay

Writing a literature essay 1 Writing a literature essay Generating a Thesis Before you can generate a thesis you have to think about what your paper is supposed to be doing. Why do you write papers in literature classes? You want

More information

Some Templates for Beginners: Template Option 1 I am analyzing A in order to argue B. An important element of B is C. C is significant because.

Some Templates for Beginners: Template Option 1 I am analyzing A in order to argue B. An important element of B is C. C is significant because. Common Topics for Literary and Cultural Analysis: What kinds of topics are good ones? The best topics are ones that originate out of your own reading of a work of literature. Here are some common approaches

More information

ON WRITING PHILOSOPHICAL ESSAYS: SOME GUIDELINES Richard G. Graziano

ON WRITING PHILOSOPHICAL ESSAYS: SOME GUIDELINES Richard G. Graziano ON WRITING PHILOSOPHICAL ESSAYS: SOME GUIDELINES Richard G. Graziano The discipline of philosophy is practiced in two ways: by conversation and writing. In either case, it is extremely important that a

More information

Correlation. Mirrors and Windows, Connecting with Literature, Level II

Correlation. Mirrors and Windows, Connecting with Literature, Level II Correlation of Mirrors and Windows, Connecting with Literature, Level II to the Georgia Performance Standards, Language Arts/Grade 7 875 Montreal Way St. Paul, MN 55102 800-328-1452 www.emcp.com FORMAT

More information

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points)

Continuum for Opinion/Argument Writing Sixth Grade Updated 10/4/12 Grade 5 (2 points) Grade 4 Structure Overall Lead Transitions I made a claim about a topic or a text and tried to support my reasons. I wrote a few sentences to hook my reader. I may have done this by asking a question,

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 5 A Correlation of 2016 To the Introduction This document demonstrates how, 2016 meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references.

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators Houghton Mifflin English 2004 Houghton Mifflin Company correlated to Tennessee Learning Expectations and Draft Performance Indicators Writing Content Standard: 2.0 The student will develop the structural

More information

VIRKLER AND AYAYO S SIX STEP PROCESS FOR BIBLICAL INTERPRETATION PRESENTED TO DR. WAYNE LAYTON BIBL 5723A: BIBLICAL HERMENEUTICS TREVOR RAY SLONE

VIRKLER AND AYAYO S SIX STEP PROCESS FOR BIBLICAL INTERPRETATION PRESENTED TO DR. WAYNE LAYTON BIBL 5723A: BIBLICAL HERMENEUTICS TREVOR RAY SLONE VIRKLER AND AYAYO S SIX STEP PROCESS FOR BIBLICAL INTERPRETATION PRESENTED TO DR. WAYNE LAYTON BIBL 5723A: BIBLICAL HERMENEUTICS BY TREVOR RAY SLONE MANHATTAN, KS SEPTEMBER 27, 2012 In the postmodern,

More information

English Language Arts: Grade 5

English Language Arts: Grade 5 LANGUAGE STANDARDS L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1a Explain the function of conjunctions, prepositions, and interjections

More information

REL Research Paper Guidelines and Assessment Rubric. Guidelines

REL Research Paper Guidelines and Assessment Rubric. Guidelines REL 327 - Research Paper Guidelines and Assessment Rubric Guidelines In order to assess the degree of your overall progress over the entire semester, you are expected to write an exegetical paper for your

More information

Correlation to Georgia Quality Core Curriculum

Correlation to Georgia Quality Core Curriculum 1. Strand: Oral Communication Topic: Listening/Speaking Standard: Adapts or changes oral language to fit the situation by following the rules of conversation with peers and adults. 2. Standard: Listens

More information

StoryTown Reading/Language Arts Grade 3

StoryTown Reading/Language Arts Grade 3 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use knowledge

More information

Writing an Essay. Body Paragraphs and Conclusions

Writing an Essay. Body Paragraphs and Conclusions Writing an Essay Body Paragraphs and Conclusions Body Paragraphs are complete paragraphs (at least 5-7 sentences). start with a topic sentence that ties in directly with your claim and a reason from your

More information

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5)

1. Read, view, listen to, and evaluate written, visual, and oral communications. (CA 2-3, 5) (Grade 6) I. Gather, Analyze and Apply Information and Ideas What All Students Should Know: By the end of grade 8, all students should know how to 1. Read, view, listen to, and evaluate written, visual,

More information

Prentice Hall United States History Survey Edition 2013

Prentice Hall United States History Survey Edition 2013 A Correlation of Prentice Hall Survey Edition 2013 Table of Contents Grades 9-10 Reading Standards... 3 Writing Standards... 10 Grades 11-12 Reading Standards... 18 Writing Standards... 25 2 Reading Standards

More information

Prentice Hall U.S. History Modern America 2013

Prentice Hall U.S. History Modern America 2013 A Correlation of Prentice Hall U.S. History 2013 A Correlation of, 2013 Table of Contents Grades 9-10 Reading Standards for... 3 Writing Standards for... 9 Grades 11-12 Reading Standards for... 15 Writing

More information

Syllabus BIB120 - Hermeneutics. By Larry Hovey. BIB120 - Hermeneutics Instructor: Larry Hovey Rochester Bible Institute

Syllabus BIB120 - Hermeneutics. By Larry Hovey. BIB120 - Hermeneutics Instructor: Larry Hovey Rochester Bible Institute Syllabus BIB120 - Hermeneutics By Larry Hovey BIB120 - Hermeneutics Instructor: Larry Hovey Rochester Bible Institute Date Submitted: August 17, 2018 2 Hermeneutics BIB 120 Fall 2018 Instructor: Larry

More information

GMAT ANALYTICAL WRITING ASSESSMENT

GMAT ANALYTICAL WRITING ASSESSMENT GMAT ANALYTICAL WRITING ASSESSMENT 30-minute Argument Essay SKILLS TESTED Your ability to articulate complex ideas clearly and effectively Your ability to examine claims and accompanying evidence Your

More information

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)

ELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL) Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 Correlated to: West Virginia English Language Arts IGO s (Grade 8) Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level 2002 West Virginia English Language Arts (Grade 8) Listening/Speaking 8.1 identify and correct usage errors in oral communications

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: Spanish GRADE LEVEL: 9-12 COURSE TITLE: Spanish 1, Novice Low, Novice High COURSE CODE: 708340 SUBMISSION TITLE: Avancemos 2013, Level 1 BID ID: 2774 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER

More information

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations Prentice Hall Literature: Timeless Voices, Timeless Themes, The American Experience 2002 Northwest R-I School District Communication Arts Curriculum (Grade 11) LISTENING AND VIEWING: CA 5 Comprehending

More information

Step 2: Read Selections from How to Read Literature Like a Professor

Step 2: Read Selections from How to Read Literature Like a Professor Honors English 10: Literature, Language, and Composition Summer Assignment Welcome Honors English 10! You may not know what expect for this course. You ve probably been ld (a) it s a lot of work, (b) it

More information

PHILOSOPHY ESSAY ADVICE

PHILOSOPHY ESSAY ADVICE PHILOSOPHY ESSAY ADVICE One: What ought to be the primary objective of your essay? The primary objective of your essay is not simply to present information or arguments, but to put forward a cogent argument

More information

Argument Writing. Whooohoo!! Argument instruction is necessary * Argument comprehension is required in school assignments, standardized testing, job

Argument Writing. Whooohoo!! Argument instruction is necessary * Argument comprehension is required in school assignments, standardized testing, job Argument Writing Whooohoo!! Argument instruction is necessary * Argument comprehension is required in school assignments, standardized testing, job promotion as well as political and personal decision-making

More information

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide.

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. World Religions These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. Overview Extended essays in world religions provide

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five. correlated to. TerraNova, Second Edition Level 15

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five. correlated to. TerraNova, Second Edition Level 15 Houghton Mifflin English 2004 Houghton Mifflin Company Grade Five correlated to TerraNova, Second Edition Level 15 01 Oral Comprehension Demonstrate both literal and interpretive understanding of passages

More information

Skill Realized. Skill Developing. Not Shown. Skill Emerging

Skill Realized. Skill Developing. Not Shown. Skill Emerging Joshua Foster - 21834444-05018100 Page 1 Exam 050181 - Persuasive Writing Traits of Good Writing Review pages 164-169 in your study guide for a complete explanation of the rating you earned for each trait

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

Grade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade

Grade 7. correlated to the. Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade Grade 7 correlated to the Kentucky Middle School Core Content for Assessment, Reading and Writing Seventh Grade McDougal Littell, Grade 7 2006 correlated to the Kentucky Middle School Core Reading and

More information

There are a number of writing problems that occur frequently enough to deserve special mention here:

There are a number of writing problems that occur frequently enough to deserve special mention here: 1. Overview: A. What is an essay? The primary focus of an essay is to explain and clarify your understanding of and opinion about a particular topic, much like an editorial or essay article in a newspaper

More information

StoryTown Reading/Language Arts Grade 2

StoryTown Reading/Language Arts Grade 2 Phonemic Awareness, Word Recognition and Fluency 1. Identify rhyming words with the same or different spelling patterns. 2. Read regularly spelled multi-syllable words by sight. 3. Blend phonemes (sounds)

More information

Grab a book! Of Mice and Men. Final Essay. I can follow a process to plan, write, edit, revise, and publish an essay

Grab a book! Of Mice and Men. Final Essay. I can follow a process to plan, write, edit, revise, and publish an essay Grab a book! Of Mice and Men Final Essay I can follow a process to plan, write, edit, revise, and publish an essay Prompt At the end of Of Mice and Men, George has to make a very difficult decision. Did

More information

Overview: Application: What to Avoid:

Overview: Application: What to Avoid: UNIT 3: BUILDING A BASIC ARGUMENT While "argument" has a number of different meanings, college-level arguments typically involve a few fundamental pieces that work together to construct an intelligent,

More information

HANDBOOK. IV. Argument Construction Determine the Ultimate Conclusion Construct the Chain of Reasoning Communicate the Argument 13

HANDBOOK. IV. Argument Construction Determine the Ultimate Conclusion Construct the Chain of Reasoning Communicate the Argument 13 1 HANDBOOK TABLE OF CONTENTS I. Argument Recognition 2 II. Argument Analysis 3 1. Identify Important Ideas 3 2. Identify Argumentative Role of These Ideas 4 3. Identify Inferences 5 4. Reconstruct the

More information

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16

Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six. correlated to. TerraNova, Second Edition Level 16 Houghton Mifflin English 2004 Houghton Mifflin Company Grade Six correlated to TerraNova, Second Edition Level 16 01 Oral Comprehension Demonstrate both literal and interpretive understanding of passages

More information

Writing a Research Prospectus and Paper

Writing a Research Prospectus and Paper Writing a Research Prospectus and Paper Getting Started 1) Identify a General Topic Ex: political campaigns 2) Narrow the Topic and Identify your Objective Ex: political campaigns during the 1960s or close

More information

3. Detail Example from Text this is directly is where you provide evidence for your opinion in the topic sentence.

3. Detail Example from Text this is directly is where you provide evidence for your opinion in the topic sentence. Body Paragraphs Notes W1: Argumentative Writing a. Claim Statement Introduce precise claim Paragraph Structure organization that establishes clear relationships among claim(s), counterclaims, reasons,

More information

HANDOUT: LITERARY RESEARCH ESSAYS

HANDOUT: LITERARY RESEARCH ESSAYS HANDOUT: LITERARY RESEARCH ESSAYS OPEN-ENDED WRITING ASSIGNMENTS In this class, students are not given specific prompts for their essay assignments; in other words, it s open as to which text(s) you write

More information

Business Writing Firefly Electric and Lighting Corp. Training and Organizational Development Human Resources Department

Business Writing Firefly Electric and Lighting Corp. Training and Organizational Development Human Resources Department Business Writing Firefly Electric and Lighting Corp. Training and Organizational Development Human Resources Department Module 4 Crafting Paragraphs Module Four: Crafting Paragraphs Carefully written words

More information

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 3 A Correlation of To the Introduction This document demonstrates how, meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade, unit and page references. is

More information

GMAT ANALYTICAL WRITING ASSESSMENT

GMAT ANALYTICAL WRITING ASSESSMENT GMAT ANALYTICAL WRITING ASSESSMENT 30- minute Argument Essay SKILLS TESTED Your ability to articulate complex ideas clearly and effectively Your ability to examine claims and accompanying evidence Your

More information

TE Teacher s Edition PE Pupil Edition Page 1

TE Teacher s Edition PE Pupil Edition Page 1 Standard 4 WRITING: Writing Process Organization and Focus Find ideas for writing stories and descriptions in conversations with others, and in books, magazines, school textbooks, or on the Internet. Discuss

More information

A FEW IMPORTANT GUIDELINES FOR BIBLE STUDY

A FEW IMPORTANT GUIDELINES FOR BIBLE STUDY A BRIEF INTRODUCTION Study relates to knowledge gaining wisdom, perspective, understanding & direction. We study the Bible to ensure that we understand the meaning, the message and the context of the scriptures.

More information

english dictionary hebrew

english dictionary hebrew English to hebrew dictionary online. Law-school essay examinations can be frustrating and. Our hebrews can dictionary english various fields of study.. English to hebrew dictionary online >>>CLICK HERE

More information

The challenge for evangelical hermeneutics is the struggle to make the old, old

The challenge for evangelical hermeneutics is the struggle to make the old, old Goldsworthy, Graeme. Gospel-Centered Hermeneutics: Foundations and Principles of Evangelical Biblical Interpretation. Downer s Grove: IVP Academic, 2006. 341 pp. $29.00. The challenge for evangelical hermeneutics

More information

AP EUROPEAN HISTORY 2013 SCORING GUIDELINES

AP EUROPEAN HISTORY 2013 SCORING GUIDELINES AP EUROPEAN HISTORY 2013 SCORING GUIDELINES Question 1 Document-Based Question (DBQ) Analyze the arguments and practices concerning religious toleration from the 16 th to the 18 th century. Basic Core:

More information

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies

Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies A Correlation of To the Common Core Standards for English Language Arts & Draft Publishers' Criteria for History/Social Studies Grades 11-12 Table of Contents Grades 11-12 Reading Standards for Informational

More information

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78.

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78. [JGRChJ 9 (2011 12) R12-R17] BOOK REVIEW Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv + 166 pp. Pbk. US$13.78. Thomas Schreiner is Professor

More information

Compare & Contrast: Student Handout 1. Step 1: Choose a Topic (Topic due date: Friday, September 14)

Compare & Contrast: Student Handout 1. Step 1: Choose a Topic (Topic due date: Friday, September 14) Compare & Contrast Step 1: Choose a Topic (Topic due date: Friday, September 14) The topic choice is important. In order to be a good topic.. Compare & Contrast: Student Handout 1 1. The two ideas must

More information

For the Lord gives wisdom; from his mouth come knowledge and understanding. Proverbs 2:6

For the Lord gives wisdom; from his mouth come knowledge and understanding. Proverbs 2:6 For the Lord gives wisdom; from his mouth come knowledge and understanding. Proverbs 2:6 1 This week focuses in on how the Bible was put together. You will learn who played a major role in writing the

More information

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Four. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 10

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Four. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 10 Houghton Mifflin English 2001 Houghton Mifflin Company correlated to Reading Comprehension IOWA TESTS OF BASIC SKILLS Forms M Level 10 ITBS Content/Process Skills Houghton Mifflin English 2001 Constructing

More information

HANDBOOK (New or substantially modified material appears in boxes.)

HANDBOOK (New or substantially modified material appears in boxes.) 1 HANDBOOK (New or substantially modified material appears in boxes.) I. ARGUMENT RECOGNITION Important Concepts An argument is a unit of reasoning that attempts to prove that a certain idea is true by

More information

Religion Oral How I see Jesus

Religion Oral How I see Jesus IMAGE OF JESUS Year 10 Religion TASK: You are to present before the class your personal image of Jesus. CRITERIA: Your presentation must Include references to Mark's Gospel /7 Show an understanding of

More information

AUSTRALIAN CATHOLIC UNIVERSITY How to Write an Exegesis of a Biblical Text. Ian J. Elmer

AUSTRALIAN CATHOLIC UNIVERSITY How to Write an Exegesis of a Biblical Text. Ian J. Elmer AUSTRALIAN CATHOLIC UNIVERSITY How to Write an Exegesis of a Biblical Text 1. Why do we need to do a formal interpretation (exegesis) of a biblical text? The bible is the product of a variety of authors,

More information

FORMATTING IN M.L.A. FOR THE JUNIOR ESSAY

FORMATTING IN M.L.A. FOR THE JUNIOR ESSAY FORMATTING IN M.L.A. FOR THE JUNIOR ESSAY When to Use Quotations: Use quotations to serve as examples of your main points and observations. Choose only important material that effectively supports your

More information

How to Write a Philosophy Paper

How to Write a Philosophy Paper How to Write a Philosophy Paper The goal of a philosophy paper is simple: make a compelling argument. This guide aims to teach you how to write philosophy papers, starting from the ground up. To do that,

More information

An Easy Model for Doing Bible Exegesis: A Guide for Inexperienced Leaders and Teachers By Bob Young

An Easy Model for Doing Bible Exegesis: A Guide for Inexperienced Leaders and Teachers By Bob Young An Easy Model for Doing Bible Exegesis: A Guide for Inexperienced Leaders and Teachers By Bob Young Introduction This booklet is written for the Bible student who is just beginning to learn the process

More information

FAX (610) CEDAR CREST COLLEGE REL Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m.

FAX (610) CEDAR CREST COLLEGE REL Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m. Dr. E. Allen Richardson Curtis Hall 237, ext. 3320 arichard@cedarcrest.edu FAX (610) 740-3779 CEDAR CREST COLLEGE REL 100 00 Introduction to Religion and Culture Fall 2009 T, R 2:30-3:45 p.m., CUR 353

More information

(If submission is not a book, cite appropriate location(s)) INDICATORS The students:

(If submission is not a book, cite appropriate location(s)) INDICATORS The students: Appleton Area School District Communication Arts Standards (Grade 12) INDICATORS The students: Reading/Literature Strand: Students in the Appleton Area School District will read, comprehend, and respond

More information

South Carolina English Language Arts / Houghton Mifflin English Grade Three

South Carolina English Language Arts / Houghton Mifflin English Grade Three Reading Goal (R) The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads. READING PROCESS AND COMPREHENSION 3-R1 The student will integrate

More information

English Language resources: Bible texts analysis Revelation 21: 1-8. Textual analysis of a passage from two versions of the Bible

English Language resources: Bible texts analysis Revelation 21: 1-8. Textual analysis of a passage from two versions of the Bible Textual analysis of a passage from two versions of the Bible undertaken by American scholars and aimed at an American audience, there is evidence of US spelling in the word practice (verb). Text A is the

More information

HOW TO WRITE A GREAT BOOK REVIEW BY AARON ARMSTRONG

HOW TO WRITE A GREAT BOOK REVIEW BY AARON ARMSTRONG HOW TO WRITE A GREAT BOOK REVIEW BY AARON ARMSTRONG Remember Roger Ebert s dictum: A work is not what it is about, but *how* it is about it. Jared C. Wilson, author of The Pastor s Justification, Gospel

More information

Everything You Need to Know, or Almost, about Integrating Quotations Effectively

Everything You Need to Know, or Almost, about Integrating Quotations Effectively Page 1 of 18 Everything You Need to Know, or Almost, about Integrating Quotations Effectively The main thing to keep in mind, when integrating quotations, is that it takes considerable thought and thoughtfulness,

More information

Persuasive Essay. Writing Workshop. writer s road map

Persuasive Essay. Writing Workshop. writer s road map Writing Workshop We must clean up toxic waste now! Vote for me! My client is innocent! When an issue affects you deeply, you want to convince others to agree with you. Expressing your thoughts on a topic

More information

Strand 1: Reading Process

Strand 1: Reading Process Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Bronze Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 7) Strand 1: Reading Process Reading Process

More information

Advice on Writing a Philosophical Paper. August, Professor Matt Zwolinski University of San Diego

Advice on Writing a Philosophical Paper. August, Professor Matt Zwolinski University of San Diego Advice on Writing a Philosophical Paper August, 2016 Professor Matt Zwolinski University of San Diego mzwolinski@sandiego.edu Introduction The most important thing to remember about writing a philosophy

More information

FROM INQUIRY TO ACADEMIC WRITING CHAPTER 8 FROM ETHOS TO LOGOS: APPEALING TO YOUR READERS

FROM INQUIRY TO ACADEMIC WRITING CHAPTER 8 FROM ETHOS TO LOGOS: APPEALING TO YOUR READERS FROM INQUIRY TO ACADEMIC WRITING CHAPTER 8 FROM ETHOS TO LOGOS: APPEALING TO YOUR READERS YOUR UNDERSTANDING OF YOUR READERS INFLUENCES HOW YOU SEE A PARTICULAR SITUATION DEFINE AN ISSUE EXPLAIN THE ONGOING

More information

Lecture (1) Introduction

Lecture (1) Introduction Lecture (1) Introduction The study of well-established meanings or ideas around a topic which shape how we can talk about it. e.g. discourse of religions, discourse of economy and social welfare (i) The

More information

The EMC Masterpiece Series, Literature and the Language Arts

The EMC Masterpiece Series, Literature and the Language Arts Correlation of The EMC Masterpiece Series, Literature and the Language Arts Grades 6-12, World Literature (2001 copyright) to the Massachusetts Learning Standards EMCParadigm Publishing 875 Montreal Way

More information

HANDBOOK (New or substantially modified material appears in boxes.)

HANDBOOK (New or substantially modified material appears in boxes.) 1 HANDBOOK (New or substantially modified material appears in boxes.) I. ARGUMENT RECOGNITION Important Concepts An argument is a unit of reasoning that attempts to prove that a certain idea is true by

More information

COURSE CONTENT AND GOALS

COURSE CONTENT AND GOALS INDIANA EXTENSION COURSE OF STUDY SCHOOL The United Methodist Church Meeting at the University of Indianapolis August 17-18, October 13, and November 10, 2018 COS 521 Bible V: Acts, Epistles, and Revelation

More information

Causation Essay Feedback

Causation Essay Feedback Causation Essay Feedback Directions: First, read over the detailed feedback I have written up based on my analysis of all of the essays I received in order to get a good understanding for what the common

More information

Strand 1: Reading Process

Strand 1: Reading Process Prentice Hall Literature: Timeless Voices, Timeless Themes 2005, Silver Level Arizona Academic Standards, Reading Standards Articulated by Grade Level (Grade 8) Strand 1: Reading Process Reading Process

More information

SEVENTH GRADE RELIGION

SEVENTH GRADE RELIGION SEVENTH GRADE RELIGION will learn nature, origin and role of the sacraments in the life of the church. will learn to appreciate and enter more fully into the sacramental life of the church. THE CREED ~

More information

Arguing A Position: This I Believe Assignment #1

Arguing A Position: This I Believe Assignment #1 GSW 1110 // 13137L-70996 Fall 2011 Grohowski Arguing A Position: This I Believe Assignment #1 Prewriting: Monday, August 26 @ 10:30 am (via google docs) First draft: Friday, September 9 @10:30 am Final

More information

Writing your Paper: General Guidelines!

Writing your Paper: General Guidelines! Writing your Paper: General Guidelines! 1. The argument: general introduction The argument must be an interpretive hypothesis your paper formulates and demonstrates. The argument should be recognizably

More information

The Argumentative Essay

The Argumentative Essay The Argumentative Essay Features of an argument Organized around convincing someone else that the claim is true Using evidence (grounds), warrants (reasons), and backing to support your claim We argue

More information

Course of Study Summer 2015 Book List and Pre-Work

Course of Study Summer 2015 Book List and Pre-Work Course of Study Summer 2015 Book List and Pre-Work Course Name: COS 221 Bible II: Torah, and Israel s History Instructor Name: Josey Snyder Instructor Email: josey.snyder@duke.edu Course Description (as

More information

Commentary on Sample Test (May 2005)

Commentary on Sample Test (May 2005) National Admissions Test for Law (LNAT) Commentary on Sample Test (May 2005) General There are two alternative strategies which can be employed when answering questions in a multiple-choice test. Some

More information

Arkansas English Language Arts Standards

Arkansas English Language Arts Standards A Correlation of ReadyGEN, 2016 To the To the Introduction This document demonstrates how ReadyGEN, 2016 meets the English Language Arts Standards (2016). Correlation page references are to the Unit Module

More information

SORRY, IT AIN T STYLE

SORRY, IT AIN T STYLE SORRY, IT AIN T STYLE Common mistakes Mastering small stuff JUSTICE B. HILL In journalism, careful writers master AP style -- no matter what size newspaper or Web site they work for. Of course, AP style

More information

QCAA Study of Religion 2019 v1.1 General Senior Syllabus

QCAA Study of Religion 2019 v1.1 General Senior Syllabus QCAA Study of Religion 2019 v1.1 General Senior Syllabus Considerations supporting the development of Learning Intentions, Success Criteria, Feedback & Reporting Where are Syllabus objectives taught (in

More information

Religious Studies. The Writing Center. What this handout is about. Religious studies is an interdisciplinary field

Religious Studies. The Writing Center. What this handout is about. Religious studies is an interdisciplinary field The Writing Center Religious Studies Like What this handout is about This handout will help you to write research papers in religious studies. The staff of the Writing Center wrote this handout with the

More information

Building Systematic Theology

Building Systematic Theology 1 Building Systematic Theology Study Guide LESSON FOUR DOCTRINES IN SYSTEMATICS 2013 by Third Millennium Ministries www.thirdmill.org For videos, manuscripts, and other resources, visit Third Millennium

More information