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I sent over what I did for the analysis prep 1 to the professor inbox and what is in the picture is her feedback to fix so I get full credit.
it is the American yawp’ there is no author for it. That’s the unique part of this, she states in our modules how to cite it when there’s no author in that case or multiple authors. so I was trying to send over different sections of the module that specify how to show the primary source.
1.clarify which primary source you intend to analyze in Paper 1 (from Ch. 3, 4, or 5 of the Yawp Reader) by preparing the in-text citation (so that you don’t have to do it later!). Note that you should already have prepared the work cited and in-text citations using the Primary Source Analysis Worksheet. You should be prepared to provide citations for any textbook or lecture content you use, too. See Module 1 for how to properly cite these sources.
2.provide at least (1) commonality and/or disconnect between your source and the larger time period. Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period (as addressed through the textbook and lectures)? In other words, does it reflect colonial America/Revolutionary America or does it present a more narrow or ideal “view?” Provide specific support from the primary source and course content to demonstrate the commonalities and/or disconnects. Note: Although I am not expecting citations in this part of this assignment, you will want to make sure and provide cited support (via lecture, textbook, other primary sources) in Section 3 of your paper. Otherwise your similarities/disconnects will remain vague and lack clear support
Extra Credit: Extra credit will be offered to those of you who choose to develop at least two (2) other commonalities/disconnects and provide sufficient support/elaboration.
Example (not from Colonial America, so it can’t be used by you):
John Winthrop dreams of a city on a hill, 1630 (Winthrop, Yawp Reader, Colliding Cultures, #2).
Disconnect: John Winthrop’s vision of Puritan-led Massachusetts Bay Colony was an ideal. While many Puritans did agree with Winthrop’s vision, some colonists did not. John Williams and Anne Hutchinson, for example, spoke out against the Puritans’ strict approach to faith and settlement. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of colliding cultures in the Americas was through the eyes of religious New England. God was THE central component of his message. This stood in contrast, for example, to Jamestown, whose focus was on economic gain. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of settlement was one of idealism. In reality, however, conflicts between the native population and New England settlers demonstrate a much more complex process to settlement. For example, King Philip’s War … [elaborate here], [I would cite the Colliding Cultures lecture here].
want to point out some common errors I see in assignments year after year. Since they are mentioned here, I expect you to keep an eye out for them when you proofread your own paper.
Names: When you introduce a historical figure or author, please use their full name. Afterwards you can use their last name but never their first name. You are not on a first name basis with George Washington so please use his full or last name. You’ll see this is the way historians (and journalists) address people.
Casual Language/ Slang: Since this is a formal academic paper, please use formal language. Avoid slang and abbreviations, including contractions (like don’t, can’t, I’ll). Sometimes students turn in papers with “text” language like “u” or “lol.” Please don’t be that person.
Italics (or Underlining) vs. Quotations: Please review the rules regarding when to use italics vs. quotation marks.
You italicize or underline:
Titles of Books
Plays
Magazines
Newspapers
Films
Television Programs
Radio Programs
Long Poems
Works of Visual Art
Comic Strips
Software
Websites
But you use “quotation marks” for:
Essays from journals, anthologies, etc.
Articles from magazines, newspapers, etc.
Short Stories
Short Poems
Songs
Television Program Episodes
Ellipses: Be sure you are using ellipses correctly. Ellipses look like this: “…” When you use them in a quotation, they imply that you have taken something out of that quote. The reader assumes you took something out before the quote begins and that the work continues even after your quote ends. Therefore you should not place ellipses at the beginning nor the end of your quotation. You should only use them if you took words out of your quotation in the middle or so. Learn more here . Here’s an example:
Correct: “Four score and seven years ago our fathers brought forth… a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.”
Incorrect: “…Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal…”
Tenses: There are times when you should use present tense and times when you should use past tense. Often students are confused by these rules. I want to remind you that unless you are confident with the rules, you might wish to stay in past tense. Remember history has already happened- so better to stick it in past tense.
Missing Info: If you get to pick your primary source from a book or other collection- your intro MUST include the author’s full name and the title of the document. Simply writing “I picked article 4 in chapter 3” will not work! Can you imagine having to look up that info every time? It’s not fun- and it’s not good writing. Instead provide me with your specific title and author.
Say what you mean: There are some words that seem like they mean the same thing but they do not. Here are some ones I commonly see.
Novel vs. Book vs. Document: A novel is a work of FICTION, meaning a story of some sort that is not necessarily true. All novels are books, but some non-fiction (like history books) are also books but not novels, because they are not made up, fiction stories. Many times in this class, we use documents, small writings that are included in a bigger book. If you’re talking about just one of these documents, you can’t call it a book. In most of your writing for this class, you might use “excerpt,” “document,” “text,” or “article.”
Image vs. Photograph vs. Picture vs. Painting: Pay close attention to the images you see in this class. They are not all the same. A photograph/ picture is taken by a camera. You shouldn’t call a painting (created with paint and brushes) a photograph. All artwork can be called an “image” “depiction” and “art piece.”
Differentiate between your views and the views of the text. Sometimes you may read a document that contains statements that you disagree with. For example, if we read a document written by a white supremacist, he or she may speak at length about how they think that African Americans or Asian Americans are inferior. This is not a fact. This is not the truth. It is an opinion of the white supremacist but (I hope) not your view. So when you write about this you’ll need to clearly phrase your work so that it tells the reader that this is the viewpoint of the primary source’s author but not your view point. Here’s another example:
“The document suggests that women were perceived to be the “weaker” sex during the 1890s and were widely seen as inferior to men.”
If instead you said that “women are weaker and less than men,” I have to assume you think that today- not that you are talking about how the document refers to women. How did I signal to you this was not my own thought? I used the introduction “the document suggests,” and say they were “perceived” or “seen as.”
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