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AsAm 308 Guidelines for the Final Project Outline 1 Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018 Submission due at Titanium Assignments by Friday, April 6, 12pm (noon). Suggested Length: 1 page, single-spaced Note: This handout is adapted from one by historian and Harvard professor Jill Lepore. By your project thinking and writing, you can engage and practice making a contribution toward our course objectives -- This course takes Asian women living in the US as the focus of analyses of identity, culture, and political economy. We will examine works by and about Asian American women from multiple disciplines, in order to elucidate how Asian American women have been represented and treated as the objects of history and culture, as well as how Asian American women in turn shape these forces. By exploring the areas of immigration and settlement, social stereotyping, identity construction, family, community, labor, organized resistance, and cultural production, we will attempt to answer questions such as: Who are “Asian American women”? What are the commonalities and differences of racialization, gender, class, sexuality, language and culture that delineate this category? How do Asian American women negotiate the complexities of multiple identities and positions of their lived experiences, both in the United States and transnational spaces? Requirement 1: What am I going to argue? This is my THESIS. An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people. __ In general, your thesis statement should be 1-2 sentences long and should be found at the end of your first paragraph (or occasionally your second paragraph). Requirement 2: A Well-Organized Body The body of the paper is where you flesh out your thesis and present your evidence. Most people find it helpful to outline before beginning to write. It is important that you move logically from point to point as you move from paragraph to paragraph. __ Present each of your paragraphs and its central idea. This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This should produce a coherent paragraph beginning with your thesis statement. ! What sequence of evidence best supports your claims? ! How and where will you engage both with what other scholars have written about your subject, or broader interpretations about his period in history, or with theories about the past, or historical forces? ! Are there counter-arguments that you haven’t considered? * T.

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The Research Process for the Informative Speech . 1. GENERAL PURPOSE: Determine whattype of speech you are doing: Informative speech. Example: “I am here to inform the class…” 2. SPECIFIC PURPOSE: Determine what your topic will be. Several of the databases will give you ideas. Examples: “…about the film director Steven Spielberg…” or “…about three types of cancer…” 3. THESIS STATEMENT is the 3 or 4 main points about the topic that you will discuss. Determine your main points from articles in the database. Examples: “…I will discuss his childhood, his directing career and his awards and charity work...’’ or “…I am here to inform the class about three types of cancer that affect women: breast, ovarian and uterine cancers…” 4. After forming your thesis statement, GATHER INFORMATION. Start at the Library homepage: http://libguides.elcentrocollege.edu/ and specifically for speech class-related topics: http://libguides.elcentrocollege.edu/speech/spch1311. Search the databases for relevant information. Remember, you must use a minimum of 3 database sources, but all of your articles can come from one database. Always ask your speech professor before using Google to find content sources or images. Many articles and images found on Googled sites are themselves uncredited, and using them may lead to unintended plagiarism. Look for database sources that provide information including: · An attention-getter to open with impact such as statistic or expert quote. Examples: “…Variety magazine reports that Spielberg’s Jaws made nearly $1 billion dollars since its release in 1975…” or “…Planned Parenthood reports that poorer women are 10 times more likely to die of breast cancer…” · A method of connecting to the audience (motivating the audience to listen to what you have to say), which can be utilized with a question to the members of the audience. Always allow them to answer and count the number who respond in the affirmative. Know some examples in case you get no responses the first time and need more information to ask another question. Examples: “…How many of you have seen a Steven Spielberg movie? 10 of you…” or “…How many of you have lost a family member to cancer? … How many of you have lost a member to breast cancer? ...” · Conclusion, such as another statistic or little-known fact for the end-of-speech attention-getter. · Photographs, maps and measured charts for Visual support (for PowerPoint) and facts that explain them. 5. Give credit to your sources by creating your works cited page as you gather your information. Keep in the required MLA (Modern Language Association) format. A Print version and a Web version of MLA document will be provided by the professor, compliments of Purdue University’s O.W.L. Department. Any photo used in your PowerPoint without a credit line on the slide that coincides with your works cited page sources, or any point or subpoint on an outline without a silent credit (author) list.

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AHVS 346C: Visual Culture in Jane Austen’s World Research Assignment Stage 1 Assignment: This is the birth of your major project for this semester. To begin, you will do a little digging. Consider what about this period is of particular interest to you, what do you have questions about when you consider the late 18thC/early 19thC (1790-1820). Now, find an object/artwork around which you can base your line of inquiry. Finally, start investigating sources that will help you along the way. This assignment includes your bibliography, including at least 4 preliminary sources (1 of which must be a primary source) as well as a short abstract introducing your proposed project. This must introduce your object and may ask the questions you are looking to unpack. ALSO - indicate if you will give a presentation or written essay for Stage 3. The Specifics: · Ensure that your name, student number, course number, and word count for your abstract (300-400 words) all appear on the first page. · Ensure your citations (footnotes and bibliography) are consistent. There is a link to this on BrightSpace. · This assignment assesses your ability to follow instructions, conduct research, and begin a line of original inquiry. I will be looking for at least 4 different sources. · Plagiarism WILL NOTbe tolerated. See your syllabus and the University of Victoria Calendar for details. Understanding what constitutes plagiarism is your responsibility and is vital as it could result in a failing grade or worse. Due: October 4, 2022, 2pm You will submit your work via BrightSpace in .pdf, .doc or .docx format. Failure to do this (if I have to chase you up for formatting) will result in a 1% deduction. This is worth 15% of your final grade; please review my lateness policies. Research Project Helpers: Special Collections Browse - Search (uvic.ca) Special Collections at UVic, great to be able to access works in person! Good for both your actual object as well as your finding of primary sources. Collection | British Museum Art, artifacts, prints, drawings. Online resources | The British Library (bl.uk) Artworks, digitized books, newspapers, manuscripts. V&A · Explore The Collections (vam.ac.uk) Costume, art, manuscripts, prints, SO MUCH here. Annotated Bibliographies: An annotated bibliography includes descriptions and explanations of your listed sources beyond basic citation information. Bibliographies demonstrate that you have done valid research and provide a point of reference for readers seeking more. An annotated bibliography provides specific information about each source. As a researcher, you become an expert on your topic: you will have the ability to explain the content of your sources and assess their usefulness. A successful annotated bibliography will prove you have read and understand your sources and encourages you to think critically about the content of the work ...

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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