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WRA 125 First test study Guide

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by: Maureen Gaffney

WRA 125 First test study Guide WRA 125

Marketplace > Michigan State University > WRA 125 > WRA 125 First test study Guide
Maureen Gaffney

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About this Document

These notes will cover what could be on the test.
Writ: amer ethic & racial exp
C. Hooker
Study Guide
50 ?




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1 review
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"You're awesome! I'll be using your notes for sure moving forward :D"
Evelyn Kessler PhD

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This 4 page Study Guide was uploaded by Maureen Gaffney on Sunday February 28, 2016. The Study Guide belongs to WRA 125 at Michigan State University taught by C. Hooker in Summer 2015. Since its upload, it has received 35 views.


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You're awesome! I'll be using your notes for sure moving forward :D

-Evelyn Kessler PhD


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Date Created: 02/28/16
Research Paper vs. Research Essay  Research Paper o Writing Information you learned about the topic into a paper o No personal question asked o No expression of opinion o Didn’t really allow the writer of the paper to write what he wanted the  readers to know—more just general information about the topic o Wasn’t motivated by a specific question that the writer wants to learn  about  Research Essay o Purposeful writing  Writing on a specific part of your topic—not just relaying  information o Usually something the writer is curious about o Must evaluate, judge, interpret, and analyze the information collected Hierarchy of Sources  From more general and less authoritative to specialized knowledge and more  authoritative  o General encyclopedias o General interest magazines and newspapers o Specialized magazines o Trade books o Government document o Scholarly books o Academic Journals Note takers Triad—help avoid plagiarism  Quotation—using a quote from the passage o Reasons to Quote  To bring in the voice, not just the ideas, of a notable expert on your topic  To quote someone who says something effectively that supports a  key point you’re trying to make  When you’re writing an essay that uses primary sources—quoted  material is essential o Tips on Quoting  Quote selectively  Provide a context  Follow up   Paraphrase—say in your own words what the other is saying in about the same  length as the passage.  Written of what you understood the author to mean  Summary—a reduction of longer material into a brief statement that captures a  basic idea, argument, or theme from the original H &H Guidelines  11.1 Effective Paraphrasing o Place information in a new order o Break the complex ideas into small units o Use concrete, direct vocabulary in place of technical jargon o Use synonyms for words in the source o Accompany each important fact or idea in your notes with the source  author and page number o Incorporate the paraphrase smoothly into the grammar and style of your  own writing  11.2 Effective Summarizing o Identify the main points as you read the source o Put those main points into your own words o Condense the original, keeping the summary short o Use a table or a list when appropriate, to summarize information o Be objective rather than interpreting or judging source ideas o Integrate the summarized ideas into the flow of your prose o Provide proper documentation for the source you are summarizing   11.3 Effective Quoting o Use direct quotations sparingly as support for your own ideas o Use primarily short quotations (1­2 sentences) o Be careful to be accurate when copying a quotation o Attribute quotations to their sources and punctuate them correctly o Integrate quotations smoothly into the stylistic flow of the paper o Incorporate quotations in a way that is grammatically correct o Provide an explanation to place the quotation in context o Use the authors name or the work’s title to introduce the quotation o Use ellipses and brackets when words or phrases are omitted from the  quotation o Provide proper documentation for all quotations Library  Best method fro finding sources is searching by subject  What is Illiad? o It is the program MSU uses to borrow materials from other libraries, such  as books, and articles that the MSU library does not have.  How do you access our page? o Go to o Type Hooker into the search bar and click on WRA 125   What is on our page? o Links to many sources  Maps and geography  Articles  Books  Census data  Manuscript and genealogy BEA—organized into regions—for social and economic accounting Takaki  “Tempest”—Social Construction of Race o Characters  Caliban  Prospero—took control of an island inhabited by Caliban o First performed in London in 1611  After the invasion of Ireland  Before colonization of New England  After John Smith’s arrival in Virginia, but before the beginning of  the tobacco company  After the first contacts with the Indians, but before full­scale war  with the Indians o Imperialism and English­American identity based on race  English were better than Indians and Irish  Indians and Irish were considered “savage”  Racialized “savagery” o English over Irish  “wild Irish”  Caliban Resembled the Irish  Like Caliban, The irish were viewed as living outside civilization  Irish were considered lazy  Queen Elizabeth had her subjects take up private colonization  projects in Ireland—having control of Ireland helps protect  England from attack by France and Spain  English Colonizers established a two­tiered social structure  “Every Irishman shall be forbidden to wear English  Apparel or weapon upon death.  No Irishman, born of Irish  race and brought up by the Irish, shall purchase land, bear  office, be chosen of any jury or admitted witness in any real or personal action.”  British law prohibited marriage between the Irish and the  colonizers—creating British over Irish o English over Native Americans  The first English colonizers in the New World found that Indians  reminded them of the Irish  The way they dressed  Their houses  Initially savagery was defined in relationship to the Irish,  and the Indians were incorporated into this definition  Conquer a country: “man it, plant it, keep it”  Calibans island sounded like Virginia   Indians lacked everything that was considered civilized Colletta  Sources Used o 1870 census of “bayou state” o State and county histories o Baptismal record o Land plats—land ownership maps o Insurance policy o Financial account o Oral interviews o Historic photographs o Scholarly monographs  Steps to the amazingly simple method 1. Gather the ancestor’s biographical facts 2. Inspect thoughtfully the source for each fact, one fact and source at a time 3. Accumulate other sources in any way related to, or bearing on, the event a. Examples: baptismal records, insurance policy, census, land plats 4. Examine each of these in light of local history—cultural, economic,  geographic, political, and social a. Examples: state and county histories, oral interview, historic  photograph 5. From a hypothesis as to how this real­life event would have transpired 6. Test the hypothesis against the contents of all the sources collected 7. Conclude, to the best extent possible, what the past likely was


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