Argumentative Essay: Overseas Expansion and Cross-Cultural Encounters in the Early Modern Period

 

Argumentative Essay: Overseas Expansion and Cross-Cultural Encounters in the Early Modern Period

No outside sources.  Sources must come from Chapters 15 & 16 of the Reilly Textbook, and any web course readings from Weeks 1 & 2: Ming Dynasty Chinese Commerce  &Cross-Cultural Encounters Web Course Readings. Also, it is very important that you review the Chicago Manual/Turabian Guide for Argumentative Essay on Overseas Expansion.

Here is a graphic organizer to help you keep track of all the potential sources you can use: 

http://www-tc.pbs.org/wgbh/nova/assets/img/ancient-chinese-explorers/image-01-large.jpg

Your Task: Examine the rise of Western Europe in comparison to emerging networks in other regions.  Choose only one topic.

Topic 1:  In the fifteenth century, China appeared on the verge of a large-scale maritime empire throughout the seas, bays, gulfs and straits of the Indian Ocean.  Whereas, Western Europe was an economic and technological backwater in comparison.  How and/or why did Western Europe emerge as the dominant force on the world’s economic and political scene instead of China?

OR

Topic 2:  In the fifteenth century, the world’s major economic regions appeared either prepared, or not as prepared, to enter the emerging global marketplace.  Why was Western Europe able to emerge as the dominant force on the world’s economic and political scene? (Hint: Think Comparatively) 

Step 1: Your answer to one of the questions in a complete sentence will be your thesis statement.   

Step 2:  Review Argumentative Essay Rubric.  In fact, keep it handy.

You will notice that the rubric reflects key components for assessment.

1. The Introduction, must include your Argument (Position)/Thesis statement.  Since I urge you to take ownership of your arguments/ideas, consider using this formula to write your thesis: I argue____________________________ because__________________________.

Writing your thesis statement in this format will help with the development of your argument. For instance, don’t just state your position. Instead, explain why you believe the way you do. Be advised that writing in first person (using ‘I’) is not always accepted in other courses, or even among other history instructors. The introduction should be one paragraph; but two is the max.

2. The Body consists of your claims and evidence that support your thesis. Notice that a minimum of three claims are needed to support your thesis (prove your point). You cannot make a claim, and give only one or two explanations; that is a weak substantiation, and your argument will appear unconvincing.

A historian’s evidence includes primary sources, as well as secondary sources; but Primary Sources hold more value. Make sure that your claims are backed by specific evidence. For instance, when you refer to your sources explain what they are, or at least list the title and/or author.

Anytime you provide evidence, make sure that it lists proper citations. This is how historians prove that we are not making things up. Check our readings for sample citations that I provided in Chicago Manual/Turabian.  Here is a cheat sheet that I prepared for you to use as a guide when citing your sources/evidence for this assignment: Chicago Manual/Turabian Guide for Argumentative Essay on Overseas Expansion

3. The Conclusion is a re-explanation of historical argument and reasons for your conviction. The conclusion should consist of one, but no more than two paragraphs.
For a killer paper, with added sophistication- try including a counter argument prior to conclusion. However, you need to also explain why this counter-argument, although valid, is not as powerful as your thesis statement. Counter arguments are usually key indicators that students have thought about their essay critically.

4. Try to make your prose read as smoothly as possible. You can do this by PROOFREADING and running essay through Grammar and Spell Check. Also, include transition words/phrases to prevent choppy writing.

Some Common Transition Words/Phrases
Although
Even though
Though
But
Yet
However
For example
For instance
As a result
Therefore
In contrast
Likewise
Meanwhile
Indeed
In fact
Incidentally
Coincidentally
Often
Oftentimes
In effect

Step 3: Write your essay using rubric and guidelines.

Specifications

a. PAPER MUST INCLUDE A BIBLIOGRAPHY (in MLA, they call this a works cited page) and CITATIONS USING CHICAGO MANUAL/TURABIAN style format embedded in your text.  Chicago Manual/Turabian Guide for Argumentative Essay on Overseas Expansion

b. Use Times New Roman, 12 point font, and only 1 inch margins.

c. Paper must have a separate cover sheet. Include a title (Paper 1 is not a good title), course (HIST 2322), your name and date on this cover sheet.

d. This is a 3-5 page, double-spaced paper. This excludes your title page and bibliography.

e. No outside sources. Sources must come from Chapter 15 & 16 and web course links for weeks 1 & 2.  Some exceptions can be made in order to make some minor points. However, contact me first. A successful paper will include 4-7 sources (2 secondary source max, with the rest being primary; failure to do so will result in point deductions).  Need a refresher on the difference between a primary and secondary source? click here:http://research.library.gsu.edu/primaryhistory Links to an external site.

f. Run through spell and grammar check.

Step 4:
Turn in your essay through submission link found in this learning module by due date indicated. Rubric

Argumentative Essay Rubric (50 x 2) 2.0 (3)Argumentative Essay Rubric (50 x 2) 2.0 (3)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroduction2.0 ptsstudents sets up essay with sufficient context and accurate information1.0 ptsstudent introduction required more contextual information and set-up. Marginal context provided.0.0 ptsstudent introduction provides little to no context2.0 pts
This criterion is linked to a Learning OutcomeThesis Statement4.0 ptsstudent makes an argumentative thesis that is insightful and original, and may even synthesize other arguments3.0 ptsstudent makes an argumentative thesis that is clear and concise2.0 ptsstudent makes a descriptive thesis, with an analysis that is implied1.0 ptsstudent makes a descriptive thesis, with marginal analysis; purpose not clearly expressed0.0 ptsstudent does not provide a thesis statement; no clear purpose evident4.0 pts
This criterion is linked to a Learning OutcomeClaim 14.0 ptsstudent makes a claim that clearly supports the thesis3.0 ptsstudent makes a claim that supports the thesis, yet the claim is implied2.0 ptsstudent makes a claim that is related to the thesis, but claim’s support of thesis is unclear or weak1.0 ptsstudent makes a descriptive thesis, with little to no analysis4.0 pts
This criterion is linked to a Learning OutcomeClaim 1: Supporting Evidence3.0 ptsstudent uses a variety of academically relevant evidence to support claim (at least 2 sources)2.0 ptsstudent uses minimal evidence to support claim, or reflect weakness in academic relevance.1.0 ptsstudent uses evidence that is unrelated to claim, or evidence is incorrect.3.0 pts
This criterion is linked to a Learning OutcomeClaim 1 Citations2.0 ptsstudent cites evidence/sources effectively and consistently1.0 ptsstudent cites evidence/sources moderately to weakly0.0 ptsStudent incorporated no citations2.0 pts
This criterion is linked to a Learning OutcomeClaim 24.0 ptsstudent makes a claim that clearly supports the thesis3.0 ptsstudent makes a claim that supports the thesis, yet the claim is implied2.0 ptsstudent makes a claim that is related to the thesis, but claim’s support of thesis is unclear or weak1.0 ptsstudent makes a descriptive thesis, with little to no analysis4.0 pts
This criterion is linked to a Learning OutcomeClaim 2:Supporting Evidence3.0 ptsstudent uses a variety of academically relevant evidence to support claim (at least 2 sources)2.0 ptsstudent uses minimal evidence to support claim, or reflect weakness in academic relevance.1.0 ptsstudent uses evidence that is unrelated to claim, or evidence is incorrect.3.0 pts
This criterion is linked to a Learning OutcomeClaim 2: Citations2.0 ptsstudent cites evidence/sources effectively and consistently1.0 ptsstudent cites evidence/sources moderately to weakly0.0 ptsStudent incorporated no citations2.0 pts
This criterion is linked to a Learning OutcomeClaim 34.0 ptsstudent makes a claim that clearly supports the thesis3.0 ptsstudent makes a claim that supports the thesis, yet the claim is implied2.0 ptsstudent makes a claim that is related to the thesis, but claim’s support of thesis is unclear or weak1.0 ptsstudent makes a descriptive thesis, with little to no analysis4.0 pts
This criterion is linked to a Learning OutcomeClaim 3: Supporting Evidence3.0 ptsstudent uses a variety of academically relevant evidence to support claim (at least 2 sources)2.0 ptsstudent uses minimal evidence to support claim, or reflect weakness in academic relevance.1.0 ptsstudent uses evidence that is unrelated to claim, or evidence is incorrect.3.0 pts
This criterion is linked to a Learning OutcomeClaim 3: Citations2.0 ptsstudent cites evidence/sources effectively and consistently1.0 ptsstudent cites evidence/sources moderately to weakly0.0 ptsStudent incorporated no citations2.0 pts
This criterion is linked to a Learning OutcomeCounter Argument2.0 ptsstudent makes a counter argument that thoughtfully synthesizes other possible arguments, then supports that counter argument with a claim and evidence1.0 ptsStudent makes a counter argument, but failed to fully support the counter argument with claim and evidence, or counter argument was a weak a claim2.0 pts
This criterion is linked to a Learning OutcomeConclusion2.0 ptsstudent re-explains the thesis in conclusion and explains why the evidence presented proved the argument1.0 ptsstudent may summarize thesis in conclusion, but does not explain why the evidence proved the argument0.0 ptsStudent incorporated no conclusion2.0 pts
This criterion is linked to a Learning OutcomeQuality of Writing: Mechanics1.0 ptsStudent followed rules of standard English (grammar, punctuation, spelling and usage)0.0 ptsStudent followed rules of standard English (grammar, punctuation, spelling and usage) inconsistently1.0 pts
This criterion is linked to a Learning OutcomeOrganization1.0 ptsStudent wrote essay that clearly adhered to logical structure0.0 ptsStudent wrote essay that did not adhere to a logical structure1.0 pts
This criterion is linked to a Learning OutcomeStyle/Diction2.0 ptsstudent chose clear and concise language to coherently communicate their ideas1.0 ptsstudent chose language that communicated their ideas with some confusion0.0 ptsstudent chose language that communicated their ideas with confusion2.0 pts
This criterion is linked to a Learning OutcomeDetails: Information Literacy2.0 ptsstudent successfully utilized Chicago Manual/Turabian format style (or any other style assigned) in their citations embedded in text, and in Bibliography1.0 ptsstudent marginally utilized Chicago Manual/Turabian format style (or any other style assigned) in their citations embedded in text, and in Bibliography. Errors or incomplete citations are present.0.0 ptsstudent unsuccessfully utilized Chicago Manual/Turabian format style (or any other style assigned) in their citations embedded in text, and in Bibliography. Significant errors or incomplete citations are present.2.0 pts
This criterion is linked to a Learning OutcomeDetails: Instructions2.0 ptsStudent followed assignment instructions in regards to font, spacing margins, page requirements, source requirements; Bibliography INCLUDED1.0 ptsStudent followed assignment instructions in regards to font, spacing margins, page requirements, source requirements inconsistently; Bibliography may or may not be INCLUDED0.0 ptsStudent did not followed assignment instructions in regards to font, spacing margins, page requirements, source requirements; Bibliography not included2.0 pts
This criterion is linked to a Learning OutcomeOriginality/Thoughtfulness5.0 ptsessay demonstrated original analysis, successfully incorporated and evaluated academically relevant primary and secondary reading material as claims and evidence. Essay shows sensitivity to historical causality. Essay works at evaluation to synthesis level of Bloom’s Taxonomy4.0 ptsessay demonstrated good analysis, incorporated and evaluated academically relevant primary and secondary reading material as claims and evidence sufficiently. Essay shows sensitivity to historical causality. Essay works at synthesis to analysis level of Bloom’s Taxonomy3.0 ptsessay may have demonstrated good analysis, but did not incorporate and evaluate academically relevant primary and secondary reading material as claims and evidence sufficiently. Source material may have relied too heavily on online secondary sources. Essay shows sensitivity to historical causality. Essay works at the analysis level of Bloom’s Taxonomy2.0 ptsessay required more analysis. The essay insufficiently incorporated primary and secondary reading material as claims and evidence. Errors may even be present and source material may even reflect poor academic/intellectual integrity. Essay works at the minimal level of analysis to knowledge according to Bloom’s Taxonomy.1.0 ptsessay required significant analysis. The essay insufficiently incorporated primary and secondary reading material as claims and evidence. Errors are present and source material may even reflect poor academic/intellectual integrity. Essay works at the most minimal level of analysis to knowledge according to Bloom’s Taxonomy.5.0 pts
Total Points: 50.0PreviousNext Submission

Nov 10 at 11:01pmSubmission DetailsDownload Why_Western_Europe_emerged_as_the_dominant_force_Autosaved_.docxGrade: 0 (100 pts possible)Graded Anonymously: no