Argumentative Essay
A. Assignment Overview
Total 60 Points
You’ll be graded on your ability to demonstrate comprehension and critically reflect on the following selected reading(s):*
Takaki, Chapter 8, 10, 14, 17
*No external sources. Base your response on the author’s conversation in the assigned book and, as an add-on, you can tie in lectures, multimedia, and your own personal experiences, stories, and examples.
B. Essay Guidelines (60 Points)
Your essay should be 1,150+ words in length. There is three (3) dimensions used to evaluate this assignment.
Documentation (20 points): the topics discussed in your essay are supported by sources in this course by using page citations.
Structure (15 points): the technical/organizational requirements for your final exam.
Elements (25 points): the understanding and ability to academically apply course curriculum effectively in writing.
This is an academic course which means all responses are graded based on academic integrity and structure. Please remember to cite and substantiate your claims/argument with book/page or lecture references.
SUPPORTED DOCUMENTATION
Worth 20 points: Discuss and analyze the institutions, histories, and identities that shape the experiences of Americans throughout U.S. history.
8pts | Based on your readings, lectures, and multimedia in this course.
10pts | Use of in-line citations with page numbers is required (MLA or APA).
2pts | Include a Works Cited page at the end of the essay.
STRUCTURE & ORGANIZATION
Worth 15 points: Apply a clear and effective outline of the institutions, histories, and identities that shape the experiences of Americans throughout U.S. history.
3pts | Introduction with Thesis: Set the stage in one paragraph.
10pts | Body with Quote Analysis: Use 2-3 quotes to answer each prompt. When using a quote, apply the following critical steps:Introduce and frame the quote.
Write the Quote with citation.
Paraphrase the quote.
Analyze the quote.
Evaluate the quote.
2pts | Closing remarks: Discuss the historical implications behind your response(s) and thesis.
ELEMENTS
Worth 25 points: Apply varied strategies and elements in effective writing about institutions, histories, and identities that shape the experiences of Americans throughout U.S. history.
5pts | Definitive quotes: The quotes you select should support your thesis statement. Never let quotes stand on their own—explain them. Use the five steps outlined in Structure & Organization.
3pts | Historical Dates: Your final argument concerns history; dates matter. Incorporate important dates and events into paragraphs to provide a sense of time and place in history.
5pts | Thesis Statement: A sentence that answers the question, “What is the main point I want to make about the main prompt?” Your thesis needs to be stated upfront, usually at the end of the introduction. The thesis ought to tell your reader exactly what you will be arguing in your paper. In addition, it ought to give the reader some hint about why you’re going to argue that way.
2pts | Academic Coherence: Throughout the body, the thesis is supported by documented analytic points. Each paragraph is unified around a clear main point. Quotations are punctuated correctly and integrated well into the essay to narratively support your thesis. Finally, there is use of proper grammar, consistency in citation style (MLA or APA), and insignificant spelling errors.
10pts | Course Concepts: Your writing needs to demonstrate your ability to apply course concepts in your quote analysis. In other words, use concepts discussed in class to analyze quotes and create a strong argument. Unlike the opinions or commentaries, analysis considers the evidence at hand and draws meaning from it using theoretical concepts and frameworks.
C. Discussion Prompt
MAIN PROMPT
Compare and contrast Asian-American experiences with “other minorities” in U.S. history
Your essay must address all the below prompts according to (1) Professor Ronald Takaki as explained in A Different Mirror; (2) lectures given by Professor Francisco Fuentes; and, (3) course multimedia.
Discuss Chinese immigration during California’s Gold Rush (Ch. 8).
Discuss Japanese immigration to the U.S. (1880s to 1920s) (Ch. 10).
Discuss the concept of the “Color Line” during WII (Ch. 14).
Discuss the American (ethnic) dilemma of WWII (Ch. 14).
Discuss the concept of “We Will All Be Minorities” (Ch. 17).
D. Resources
Curious to know what an ‘A’ paper looks like? Visit Course Grading to find out.
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