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Testing Upload

by: Kayla Lusk

Testing Upload HIST 4700

Kayla Lusk
GPA 3.6

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original work
Texas History
Dr. Andrew J. Torget
Class Notes
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This 3 page Class Notes was uploaded by Kayla Lusk on Sunday September 11, 2016. The Class Notes belongs to HIST 4700 at University of North Texas taught by Dr. Andrew J. Torget in Fall 2016. Since its upload, it has received 12 views. For similar materials see Texas History in History at University of North Texas.


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Date Created: 09/11/16
Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s­1920 If you were going to teach someone to do U.S. gender history between the 1880s and 1920,  what factors would you advise them to analyze for a representative view, and how would you  convince them that these are the most important? [ Within the topics of ideals & realities, race, immigration  & labor organizing, progressive­era reform work, and suffrage we have covered aspects that influenced the  expressions of gender such gender roles, class, race/ethnicity, nationality, sexuality, & geography, types of  endeavors, methods women and men employed in their lives and activism, assessments of whose work was  important, differing views on how women and men experienced their lives, and types of history and historical  sources (like social, legal, economic .] • Determine what factors you consider most crucial and justify why they are the most important. • Pick three of the following articles in Women’s America: Gilmore, Pascoe, Orleck, Sklar (on Florence  Kelley), DuBois along with other readings that exemplify your factors.  • Assess how each of the three WA authors contributes to a broad picture. This is not a summary of  history. Rather, analyze their methods of arguing and presenting evidence about their topics and how their work exemplifies ways to convey gender history.  • Consider what factors they did not take into account that you find vital to understanding gender history  using at least four more sources Draw examples from other readings for how you would convey these  other crucial issues. This section should not be as long as the analysis of the three WA articles. Prewriting: This paper requires moving from reading through summary to analysis. Determine  what you think are the most important points in each article, how the articles relate to each other, the  effects of different authors’ contrasting pictures of gender relations. How did the authors’ choices of  topics or people, types of sources, and interpretations represent the authors’ different assumptions or  agendas? Do you see places where one could ask different questions or pose other interpretations?   Format: 1700­2000 word essay = ca. 3.5­5 numbered pages with 7+ readings, single­spaced, 11­12­ point font (Times New Roman, Garamond or Ariel), title that represents your position, no cover page Argument­Driven Essay: Construct an argument­driven essay that answers, “What are the most  important factors to analyze for a representative view of U.S. gender history from the 1880s through  1920, why are they the most important, and how should one cover them?”  1. Intro: Make your introductory paragraph about 1/10 the total paper length (not over 2/3 of a page).  Grab the reader’s attention, then present your thesis argument justifying your choice of important  factors for a representative picture. Underline your thesis sentence(s). Then summarize how the articles you chose exemplify ways to address these factors. This introductory paragraph serves as an  argumentative abstract. After reading it, I should know where you are going but not yet how you use  evidence. Revise your thesis after writing your whole paper to reflect where you ended up going. 2. Main paragraphs: Each main paragraph should start with a topic sentence and make one argument that  directly contributes to proving your over­all point. Include no summary of the articles; only use textual  evidence that is directly necessary to back up your argument. Check your parenthetical citation of all  quotations and paraphrases, so you are not plagiarizing. Concentrate most main paragraphs on  assessing the three articles. Main paragraphs after assessments of WA articles will use four or more  other readings for the crucial issues the WA authors could not address. Wrap up each main paragraph  with the broader importance of that paragraph’s evaluation of the author’s material—that is how this  specific example stands in for the significance of this general facet of gender history. Recheck the  clarity of your arguments, spelling, and grammar. 3. Transitions: Form transitional sentences between paragraphs to draw your reader along by showing  how logical it is to move from your previous argument to your next. Avoid weak transitions like “in  addition,” numbering points, or “also.” Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s­1920 4. Conclusion: Bring together the specific points you made in each paragraph, include important factors  that were not addressed by the authors, and explain what kind of larger picture that provides.  Evaluative Essay 1 for HIST 4470 Teaching the most important factors for a representative view of U.S. gender history 1880s­1920 Grading Rubric focused on Format, Argumentation & Evidence  Your name, next line = HIST 4470, next line = date + a couple lines of space + your essay title  11­12pt font, single­spaced, numbered pages 1. Intro ¶: Indent + short lead­in + underlined thesis argument in 1­3 sentences. o Finish the intro. paragraph by summarizing how sources you chose exemplify your points 2. Main ¶s: Topic sentences    →    1 paragraph per pt. o Evidence for your argument  o How sources address most important factors o Critical use of sources not hist. summary o Cite parenthetically readings and lecture  3 WA essays = 1._______________  2. _______________  3. _______________    Others = 4._______________ 5._______________  6._______________ 7._______________ o Broader significance of each paragraph’s argument o (Other important factors not covered by course?) 3. Transitions  4. Conclusion in relation to larger picture of U.S. gender history 1880s­1920  Word count for essay (should be 1,700­2,000 words)  Turned in on Blackboard course as a Word document not PDF


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