History of Civilization

HURRICANE IRMA REVISED SYLLABUS 9.21.17

History of Civilization I—FALL 2017—3 Credits

WOH 2012 (17844) WF 11:00-11:50 AM NU113 Instruct.Eric J. Hanne, Assoc. Prof of History

Graduate Student Teaching Assistants: Office: AL 152 Phone: 297-3847

Mr. Hunter Altschul ( [email protected]) Mr. Colton Babbit E-Mail: [email protected]

( [email protected]) Ms. Nayida Ocasio ( [email protected]) Ms. Vanessa Ramsey

( [email protected]) Mr. Brad Salzman ( [email protected]) Hanne’s Office Hrs: W & F 3:30-5:00 p.m.

T.A. Office: AH 2019 Phone: TBA T.A. Office Hours: TBA

COURSE GOALS AND OUTCOMES:

Students taking this course will be introduced not only to the history of a variety of world civilizations dating from the earliest known societies up until the rise of Europe in the sixteenth century, but to the nature of our understanding of said civilizations. The main themes running throughout the lectures will be Cultural Syncretism—the borrowing over time and space between various civilizations and cultures—and Humanity’s Relationship with “the Divine,”—the ways in which humans often have expressed their understanding of the universe around them and their roles in it. Lectures are on Wednesdays and Fridays; the topics for each are found in the attached schedule of class meetings. Monday Discussion Sections will be led by the Graduate Student Teaching Assistants who have been trained to facilitate discussions of the readings, organize activities related to the topics covered, and work with students on research, writing, and revision. Students successfully completing this course will have: 1) gained a better understanding of the nature and progress of civilizations and cultures over the millennia; 2) learned more about the “historian’s task” regarding historical inquiry, research, and writing; 3) and honed their research and writing skills through completing a series of small projects, culminating in the production of an original piece of historical research.

COURSE REQUIREMENTS:

This course is a Writing Across the Curriculum (W.A.C.) course, and each student will be required to produce 6000 words of written work. The goal of these assignments is to give students the opportunity to work on their writing skills and improve their critical thinking and critical writing abilities. To achieve this goal, students will produce a research paper throughout the term. See the end of the syllabus for a complete breakdown of the project. There will be three non-cumulative exams at set points throughout the term. The last exam will be administered during Finals week (i.e. December 13 10:30-1:00 PM). Finally, students will be graded on their attendance, activities, and participation in their Discussion sections. To receive W.A.C. credit for this course, students must achieve a grade of “C” or better. Assignments, due dates, and percentages of final grade are as follows:

ITEM DUE PERCENT OF GRADE

Document Analysis Paper 1 Monday, September 18 5% NEW DATE

Document Analysis Paper 2 Monday, October 2 5% NEW DATE

Exam I Wednesday, October 4 10% NEW DATE

Secondary Analysis Paper Monday, October 9 5%

Introduction Monday, October 23 5%

Exam II Wednesday, November 1 10% NEW DATE

First Draft Monday, October 30 20%

Final Draft Monday, November 27 20%

Exam III Wednesday, December 13 10%

Discussion Section Throughout term 10%

TOTAL 100%

COURSE GUIDELINES

Grading Scale: 100-93 = A; 92-90 = A-; 88-89 = B+; 83-87 = B; 82-80 = B-;

79-78 = C+; 73-77 = C; 72-70 = C-; 68-68 = D+; 63-67 = D;

62-60 = D-; 59-0 = F

Attendance: Attendance at lectures is mandatory and essential. Although we do not have assigned seating for lectures please note that a) the vast majority of the exam questions will originate from the lectures, which do not come straight from the text, b) missing lectures also means missing important announcements, and c) Instructor and GSTAs will not provide notes or Power Point presentations to students.  The Power Point presentations are only available on the Blackboard site the day they are addressed in lecture. Attendance in Discussion sections is also mandatory— attendance for sections will be taken. Absences due to medical/family emergencies require documentation and will be approved on a case-by-case basis.

FAU POLICIES AND PROCEDURES (SAS, ACADEMIC INTEGRITY):

SAS policy: In compliance with the Americans with Disabilities Act Amendments Act (ADAAA), students who require reasonable accommodations due to a disability to properly execute coursework must register with Student Accessibility Services (SAS)—in Boca Raton, SU 133 (561-297-3880); in Davie, LA 203 (954-236-1222); or in Jupiter, SR 110 (561-799-8585) —and follow all SAS procedures. For more information, go to http://fau.edu/sas/ Code of Academic Integrity: Students at Florida Atlantic University are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the University mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the University community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. For more information, see the Code of Academic Integrity in the University Regulations: http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf RELATED TO ACADEMIC INTEGRITY: The instructor asserts his right to the intellectual property of the lectures, the content of which may not be sold, disseminated, or otherwise distributed without his consent.

Conduct in Lecture: Students are required to arrive on time and prepared for lectures.  Latecomers are instructed to enter from the rear of the lecture hall in an unobtrusive manner.  Make sure Pagers (do people still use these? Hello? The 80s are calling), Cellular Phones , etc. are turned off during lecture as they will distract others.  This last rule is in accordance with FAU policy concerning electronic devices in class.  Those who create a disturbance in class will be ordered to leave. As this is an unusually large course (~200 students), let us work together. Taping Lectures: Taping lectures is allowed as long as the student obtains permission from the instructor first. Use of a taped lecture is restricted to the student who taped it. Use of taped lectures/other materials from the class for profit is a breach of ethical standards and is treated as a form of academic dishonesty (see above).  Attendance is required as well, regardless of whether or not one is taping the lecture.

Make-Up Exams: Dates for the exams are located on the syllabus.  For unforeseen emergencies, it is the student’s responsibility to contact the instructor as soon as possible to re-schedule the exam. Documentation of said emergency is required. Students failing to do so will forfeit their right to make up an exam. Make-up exams will take the form of Identification and Essay question exams for the materials covered.

Late Papers: Due dates for the paper assignments are located in the syllabus.  Late papers will not be accepted.  In the case of medical/family emergencies, proper documentation is required in order for the paper to be accepted for grading. Computer/Printing problems are not emergencies. (By the way, other invalid excuses include: Rickets*, Scurvy*, losing that loving feeling, attendance at the “Red Wedding,” Zombie apocalypse, failure to SWERLK, UFO abduction, out-of-body experiences, circuit parties that just won’t quit, having been to Paradise, but never to yourself, the doldrums, ennui, too much time spent searching for that artisanal bespoke grilled cheese, incapacitating Hipsterism, not giving a frog’s fat butt, failure to remain “on fleek,” or exhaustion from living life in the fast lane.) *unless you can provide JAMA-based case study of self.

How to Succeed in Lecture: Some Tips on Taking Notes http://www.dartmouth.edu/~acskills/success/notes.html

Online Writing Guide: Reading, Writing, and Researching for History: A Guide for College Students https://courses.bowdoin.edu/writing-guides/

COURSE MATERIALS: (REQUIRED)

Textbook: Spodek, Howard. The World’s History Volume I Fifth Edition ISBN 9781323339039 (Spodek) Research Materials: Materials from JSTOR ( http://www.fau.edu/library/ecollect/dbj.php ), Google Scholar ( www.scholar.google.com ) may be used to search for Secondary Sources. For Primary Sources, consult MyHistoryLab and the Internet History Sourcebook ( http://www.fordham.edu/Halsall/index.asp ) and use in consultation with the instructor and the GSTAs. Online Materials: URLs in Syllabus.

Intellectual Foundations Program Statement of Goals and Assessment Methods

IFP Course Goals: Students completing any IFP course will gain the following: The ability to think critically; the ability to communicate effectively; an appreciation for how knowledge is discovered, challenged, and transformed as it advances; and an understanding of ethics and ethical behavior. This section of WOH 2012 addresses these goals in the lecture and reading content and in the writing assignments that each student must complete. An assessment of each student’s outcome is made throughout the term in the form of period exams and individual grades for each writing assignment.

IFP Global Citizenship course goals: Students completing the Global Citizenship requirement will demonstrate an understanding of: Different individual, cultural, and national identities; the economic, political, environmental, and/or social processes that influence human action/interaction. This section of WOH 2012 addresses these goals in the lecture and reading content and in the writing assignments that each student must complete. An assessment of each student’s outcome is made throughout the term in the form of period exams and individual grades for each writing assignment.

SCHEDULE OF CLASS MEETINGS

Monday, August 21: Discussion Section—Introduction of GSTAs, Course

Wednesday, August 23: Topic: Introduction of Course, Procedures, Writing History

Friday, August 25: Topic: Footprints: From Pre-History to History Readings: Spodek, Introduction, Chapter 1, “The Dry Bones Speak”

Monday, August 28: Discussion Section—Engaging the Sources

Wednesday, August 30: Topic: Reason vs. Revelation: Who “wins”? Readings “The Scopes Monkey Trial” http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm

Friday, September 1: Topic: From Islands to Civilizations

Readings: Spodek, Chapter 2, “From Village Community to City-State”

Monday, September 4: LABOR DAY HOLIDAY—NO CLASSSES

Wednesday September 6 -- HURRICANE IRMA—FAU CLOSED

Friday September 15

Monday, September 18: Discussion Section—First DAP DUE in Section NEW DATE

Wednesday, September 20: Topic: It’s a Mesopotamian World Readings: Spodek, Chapter 2, “From Village Community to City-State”

Friday, September 22: Topic: “Way down upon the ________ River” Readings: Spodek, Chapter 3, “River Valley Civilizations: The Nile and the Indus”

Monday, September 25: Discussion Section: First DAP Returned in Section

WATER=LIFE MAKEUP LECTURE POSTED TO CANVAS

Wednesday, September 27: Topic: Beyond the Pale Readings: Spodek, Chapter 4, “A Polycentric World: Cities and States in East Asia, the Americas, and West Africa”

Friday, September 29: Topic: Beyond the Pale continued Readings: Spodek, Chapter 4, “A Polycentric World: Cities and States in East Asia, the Americas, and West Africa

Monday, October 2: Discussion Section—Second DAP Due in Section

Wednesday, October 4: EXAM I (Blue Scantron, NU 113)

Friday, October 6: Topic: “If I ruled the world” Readings: Spodek: Chapter 5, “Dawn of Empires: Empire Building in North Africa West Asia, and the Mediterranean”

Monday, October 9: Discussion Section— SAP Due in Section Second DAP Returned in Section

Wednesday, October 11: Topic: “It’s all Greek (or Persian, or ?!?) to me!”

Readings: Spodek, Chapter 5, “Dawn of Empires: Empire Building in North Africa, West Asia, and the Mediterranean”

Friday, October 13: Topic: “All roads lead to . . .” Readings: Spodek, Chapter 6, “Rome and the Barbarians: The Rise and Dismemberment of Empire”

Monday, October 16: Discussion Section—SAP Returned in Section

Wednesday, October 18: Topic: “What goes up . . . “

Readings: Spodek, Chapter 6, “Rome and the Barbarians: The Rise and Dismemberment of Empire”

Friday, October 20: Topic: China, a world unto itself. Readings: Spodek, Chapter 7, “China: Fracture and Unification: The Qin, Han, Sui, and Tang Dynasties”

Monday, October 23: Discussion Section--INTRODUCTION Due in Section

A SOLDIER AND A PHILOSOPHER WALK INTO A BAR MAKE UP LECTURE POSTED TO CANVAS

Wednesday, October 25: Topic: Empires for everyone! Readings: Spodek, Chapter 8, “Indian Empires: Cultural Cohesion in a Divided Subcontinent”

Friday, October 27: Topic: Define the Universe and Give Two example

Readings: Spodek, Chapter 9, “Hinduism and Buddhism: The Sacred Subcontinent: The Spread of Religion in India and Beyond”

Monday, October 30: Discussion Section—FIRST DRAFT Due in Section—INTRODUCTION Returned

Wednesday, November 1: EXAM II (Blue Scantron, NU 113)

Friday, November 3: Topic: “We believe in one . . .” Monotheisms Readings: Spodek, Chapter 10, “Judaism and Chrisitanity: Peoples of the Bible God’s Evolution in West Asia and Europe”

Monday, November 6: Discussion Section—Peer Review of First Draft in Section

Wednesday, November 8: Topic: Recite! The Completion of the Message Readings: Spodek, Chapter 11, “Islam: Submission to Allah Muslim Civilization Bridges the World”

Friday, November 10: Veteran’s Day Observed—NO CLASSES

Monday, November 13: Discussion Section—FIRST DRAFT RETURNED IN SECTION

Wednesday, November 15: Topic: Muslim Empire (?)

Readings: Spodek, Chapter 11, “Islam: Submission to Allah Muslim Civilization Bridges the World”

Friday, November 17: Topic: The Rise of Europe Readings: Spodek, review pertinent sections

Monday, November 20: Discussion Section—Global Revision

Wednesday, November 22: Topic: Europe in its Adolescence

Readings: Spodek, review pertinent sections

Friday, November 24 THANKSGIVING BREAK—NO CLASSES

Monday, November 27: Discussion Section: FINAL DRAFT Due in Section

Wednesday, November 29: Topic: “So many heretics, so little time . . .” Readings: Spodek, review pertinent sections

Friday, December 1: Topic: “Ashes, ashes, we all fall down!” Readings: Spodek, Chapter 12, “The Opening of the Atlantic and the Pacific Economic Growth, Religion and Renaissance, Global Connections

Monday, December 4: MAKE UP Discussion Section—REVIEW

Wednesday, December 6: MAKE UP LECTURE Topic: The Phoenix from the Ashes: The Renaissance

Readings: Spodek, Chapter 12, “The Opening of the Atlantic and the Pacific Economic Grown, Religion and Renaissance, Global Connections”

Wednesday, December 13 EXAM 3 (Final) 10:30-1:00 p.m. (NU 113)—FINAL DRAFT RETURNED

Paper Writing Process/Assignments

Writing Across the Curriculum (W.A.C.) Statement: This writing intensive course serves as one of two "Gordon Rule" classes at the 2000-4000 level that must be taken after completing ENC 1101 and 1102 or their equivalents.  You must achieve a grade of "C" (not C-minus) or better to receive credit.  Furthermore, this class meets the University-wide Writing Across the Curriculum (WAC) criteria, which expect you to improve your writing over the course of the term. The University’s WAC program promotes the teaching of writing across all levels and all disciplines. Writing-to-learn activities have proven effective in developing critical thinking skills, learning discipline-specific content, and understanding and building competence in the modes of inquiry and writing for various disciplines and professions. If this class is selected to participate in the university-wide WAC assessment program, you will be required to access the online assessment server, complete the consent form and survey, and submit electronically a first and final draft of a near-end-of-term-paper.     

GENERAL PAPER GUIDELINES

The following guidelines are applicable for all writing assignments.  Failure to comply with these guidelines will result in grade penalties above and beyond the normal grading procedures.

1. PLACE YOUR TA’S NAME ON THE FIRST PAGE.  INCLUDE FINAL WORD COUNT FOR MAIN BODY OF TEXT. PLACE YOUR NAME ON THE BACK OF THE LAST PAGE. 2.   Papers must be typed (i.e., word-processed), double-spaced on 8 ½ x 11" paper. 3.   A 1" border (no more, no less) for the top, bottom, right, and left margins. 4.   Typeface shall be no larger than 12 point.   Fonts should be either Times New Roman or New Century Schoolbook. 5.   Paper length is measured by the number of words in the main body of the text--not footnotes/endnotes as well. 6.   In writing their papers, students must use the Chicago Manual of Style method for Citations, Bibliographies, as well as other matters.  7.   Plagiarism will be dealt with severely following the FAU guidelines for dealing with Academic Integrity.  (Consult your UG Catalogue/syllabus for the procedures). Use these as your guidelines and let it be known now that we have unfortunately had to deal with this is the past—an unpleasant but necessary duty that we take quite seriously.

RESEARCH PAPER—“Putting it together . . .”

A Few Words Before We Begin . . .

Many believe that we study history by interpreting the past in order to understand the present in preparation for confronting the future. Is it a simple task of remembering names and dates only to pass them on to the next generation? In a word—no. In two words—Hell no! Students in this course will be introduced to the nature of historical inquiry to aid them in attempting a bit of it on their own. As one of the more important aspects of “history” is the writing of it, the instructor and the graduate student teaching assistants will assist students each step of the way. Near the end of the term, you will turn in the final draft of your research paper; this version, however, will be the culmination of a series of writing assignments geared to train the student in critical reading, critical thinking, critical writing, and, of equal importance, revision of writing. Do not focus solely on the end result of the project (i.e., “the final version”)—think, rather, of the journey toward this goal. In other words, think about the answer to the age-old question, “How does one eat an elephant?”

Answer: One forkful at a time.

As the old scholarly adage goes “There are three kinds of history: What actually happened; what we are told happened; and what we come to believe happened.” Unless we each have a time machine and the ability to read minds, we will never know exactly what happened at any given time in the past or why it happened. We historians depend on primary and secondary sources to help decipher what happened in the past, when it occurred, who was involved, where it took place, how an event “played itself out,” and—of course—the most interesting and elusive of questions—why something happened. The primary and secondary sources go a long way in helping us in these endeavors, but like any good detective will tell you, we need to know what to look for, and how to interpret what we find correctly.

Now, to the topics . . .

THEMES FOR RESEARCH PROJECTS (Choose ONE from the list below)

Theme I: “It’s the Law!”: Ancient and Medieval Legal Systems Almost from the rise of civilization, humans have sought to control society through some form of a legal system. The foundations for these legal systems have varied from era to era and region to region. Who created the laws? How did they enforce them? Were legal systems organic in that they changed with the times, or were they “written in stone” for all time? Your task is to research the answers to these questions, looking at anywhere from two to three different cultures/civilizations/belief systems. From that initial research, come up with a thesis that analyzes the larger themes inherent in the answers found.

Theme II: “Missing from history?”: Women in the Ancient and Medieval World Some modern scholars argue that the history of the ancient and medieval world is only half-written as half the population has often been ignored or “written out” of history. Over the last few generations, much has been done to correct this gap in our collective knowledge of the past; women clearly played essential roles throughout ancient and medieval societies. Your task is to research what roles women played and how their presence was conceptualized and addressed in anywhere from two to three different cultures/civilizations and to determine the scope of these roles and the ways in which women of all ages were portrayed and/or portrayed themselves. From this research, devise a thesis that will address your findings and better explain the “missing half” of our past.

Theme III: “War…what is it good for?”: Ancient and Medieval Military History War is defined as many things—the failure of politics; the opposite of peace; a necessary evil. Over the years, civilizations have approached the nature of warfare, its main participants (the armies), and the role of the Divine in the process in different ways. Your task is to research how war is defined and/or talked about in anywhere from two to three different culture/civilizations and to determine whether there is a “universal understanding” of what it is “to fight” and how this process is realized. From this research, devise a thesis that will address your findings and help answer the age-old questions regarding this most human of practices.

Theme IV: “It’s good to be the king.”: Rulership in the Ancient and Medieval World “Who should rule?” is a key question asked throughout the ancient and medieval world in every culture and civilization. Does might make right? Is the ruler divinely ordained or inspired? These are just a few of the issues rulers, philosophers, scholars, and the masses debated, sometimes in words, and sometimes at the point of sword. Your task is to study how rule was conceived and manifested in anywhere from two to three different cultures/civilizations and to ascertain the foundation for later developments in political thought and action. From this research, devise a thesis that will address your findings and help us better understand why “uneasy is the head that wears the crown.”

Theme V: “We’re No. 1!!”: The “Other” in the Ancient and Medieval World The concept of the “other” is as old as humanity itself; the way in which many defined themselves was often in distinction to others around them (e.g., animals, kinship groups/non-kin, foreigners, “barbarians”, etc.) Over the centuries and in myriad cultures/civilizations, the “other” has been the object of curiosity, derision, fear, and even admiration. Your task is to research how the “other” was depicted/discussed in two to three different cultures and to determine the ways in which this depiction/discussion influenced how given cultures viewed themselves and those around them. From this research, devise a thesis that will address your findings and attempt to tackle this most basic of human psychological traits.

Theme VI: “First, do no harm!”: Medicine in the Ancient and Medieval World With all the obstacles we have faced over the millennia, it is amazing we have lasted this long as a species. One factor that has aided humanity over the eons has been the development of medical techniques and care. Each civilization/culture has had a different approach to the practice of medicine with varying results. Your task is to research at least two but no more than three cultures/civilizations/belief systems in terms of how they have treated their ill and infirm. What methods were used? What is the nature of medical knowledge? From this initial research, come up with a thesis that addresses how cultures/civilizations/belief systems have addressed the issue of “healing themselves.”

Theme VII: A Few Inconvenient Truths: Humanity and Its Environment In the ancient and medieval worlds, Nature was both the greatest benefactor and the greatest threat to humanity. Over the centuries, civilizations and cultures have had to learn to live within their environmental and topographical means; to do otherwise was to court extinction. Your task is to research how the environment was conceptualized and dealt with by at least two but no more than three cultures/civilizations and develop your topic. From this, come up with a thesis that addresses the larger ideas surrounding humanity’s relationship with the natural world.

WRITING ASSIGNMENTS/WORD COUNTS/DUE DATES/PERCENTAGE OF GRADE

1) Document Analysis Paper 1 Length: 500 words Due: Monday, September 18 in Section (5%)

Analyze one of the primary sources you will be using for your paper. Using the P.A.P.E.R. technique as well as guidelines provided by your instructors, discuss how and why your chosen primary source is important to your topic of study. Be sure to address the larger historiographical issues associated with your chosen source.

This will be returned to you on Monday, September 25, 2017 in Section

2) Document Analysis Paper 2 Length: 500 words Due: Monday, October 2 in Section (5%)

Analyze one of the primary sources you will be using for your paper. Using the P.A.P.E.R. technique as well as guidelines provided by your instructors, discuss how and why your chosen primary source is important to your topic of study. Be sure to address the larger historiographical issues associated with your chosen source.

This will be returned to you on Monday, October 9, 2017

3) Secondary Analysis Paper Length: 500 words Due: Monday, October 9 in Section (5%)

Analyze one of the secondary sources you will be using for your paper. Using the S.T.A.M.P. technique as well as guidelines provided by your instructors, assess the strength of the author’s thesis and whether or not the author proved this thesis. Also address the sources used by the author. Make sure to clarify how this source will fit into your larger study.

This will be returned to you on Monday, October 16, 2017 in Section

4) Introductory Section Length: 500 words Due: Monday, October 23 in Section (5%)

By now, you should have a clearer idea about the nature of your topic and the argument you are going to make in your paper. In this assignment, provide a clear introduction to your paper, addressing your topic and clearly stating your thesis. In addition, you should delineate how you intend to prove this thesis, discussing the various sources your will be using.

This will be returned to you, Monday, October 30, 2017

5) First Draft Length: 2000 words Due: Monday, October 30 in Section (20%)

Produce a first draft of your paper. Use your initial writing assignments with additional sources as needed to prove your thesis. This paper must be a well-formed piece of historical research including proper citations and a bibliography. You will have an opportunity to have your draft peer-reviewed during the April 4, 2015 Discussion Section.

This will be returned to you on Monday, November 13, 2017

6) Final Draft Length: 2000 words Due: Monday, November 27 in Section (20%)

This is your revised final version of the paper, addressing the comments, corrections received on the first draft in addition to your own continued work on the project. The First Draft MUST BE turned in with the Final Draft. The Final papers will be returned on Wednesday, December 13, 2017 (after Exam)

FAU Writing Across the Curriculum Student Writing Assessment Class Rubric: 4-Point Primary Traits

Please mark the appropriate number following each primary trait.

PURPOSE: This rubric evaluates substantial, argument-driven, out-of-class papers. Typically such papers develop a thesis in which students build a case for a particular analysis, interpretation, or evaluation of data/readings that leads to recommendations or specific conclusions.

NOT READY FOR GRADING: If the paper does either of the following, then it would be deemed NOT READY FOR GRADING: a) does not respond to the assignment; b) is so fraught with sentence-level error that it impairs comprehension.

ADDITIONAL TRAITS: You may choose to add additional traits, depending on the requirements of each of your assignments.

OPENING: A) thesis/purpose/argument : primary argument B) organizational statement : description of how the argument will proceed C) Assignment fulfillment
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
A) thesis/ purpose/ argument	Fully and completely articulates primary argument in its context at the beginning of the paper.	Generally articulates primary argument in its context at the beginning of the paper.	Vaguely or partially articulates primary argument with minimal context in the paper.	May not articulate primary argument or provide context anywhere in the paper.
B) organizational statement	Presents a clear and direct statement located in the beginning of paper that demonstrates how the argument will track the fundamental, secondary, and implied problems/questions/issues. Readers should be able to anticipate how the paper will proceed.	Presents a general statement located in the beginning of the paper that demonstrates how the argument will track the fundamental, secondary, and implied problems/questions/ issues. Readers should be able to anticipate how the argument will proceed.	Presents a vague or partial statement located somewhere in the paper that demonstrates how the argument will track the fundamental, secondary, and implied problems/questions/issues. Readers may have to infer how the paper will proceed.	Presents no organizational statement. Readers are not able to infer how the paper will proceed.
C) assignment fulfillment	Fully and completely fulfills the assignment.	Generally fulfills the assignment.	Vaguely or partially fulfills the assignment, missing some elements or performing them in perfunctory ways.	Does not fulfill the assignment, missing substantial elements.

ARGUMENT: D) reasoning : depth and complexity of thought E) support : data/evidence/visuals
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
D) reasoning	Exhibits substantial depth, fullness, and complexity of thought supported by sophisticated ideas/analysis that support the paper’s thesis.	Exhibits some depth, fullness, and complexity of thought though reasoning and evidence may not be uniformly conclusive and convincing.	Exhibits very little depth, fullness, and complexity of thought; a reasoned response, but the reasoning and presentation of evidence may be somewhat simplistic and/or repetitive.	Exhibits no depth, fullness, and complexity of thought; lacks clear reasoning, and supporting ideas, or evidence may be contradictory, repetitive, or inadequately linked to the thesis.
E) evidence	Seamlessly incorporates and explains the accuracy and relevance of data/evidence/ quotations/paraphrase/visuals; offers evidence from a variety of sources, including counterarguments/contrary evidence.	Incorporates and examines data/ evidence/quotations/paraphrase/ visuals; offers evidence from some sources, including some counterarguments/ contrary evidence.	Incorporates data/ evidence/quotations/ paraphrase/visuals without much explanation, and offers limited evidence or counterarguments/ contrary evidence.	Incorporates little or no data/evidence/quotations/ paraphrase/visuals nor corresponding explanation, and fails to address counterarguments/ contrary evidence.

ORGANIZATION AND STRUCTURE: F) rhetorical structure : transitions, headers, bullets, and other structural indicators appropriate to the discipline
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
F) rhetorical structure	The argument’s focus is abundantly clear to the reader and paragraphs logically and coherently build upon each other through the complete and fluent use of transitions and/or headings.	The argument’s focus is generally clear to the reader and the use of transitions lends a sense of progression and coherence.	The argument’s focus is unclear to the reader. Some, mostly formulaic transitions are used, providing little or no sense of direction.	Transitions and sense of progression are absent.

CONCLUSION: G) implications and consequences : importance of claims and future possibilities in conclusion
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
G) implications and consequences	Identifies, discusses, and extends conclusions, implications, consequences, and/or future research possibilities. Considers context, assumptions, data, and evidence.	Identifies some implications, some consequences, and/or some future research possibilities.	Simply restates argument with little or no reflection on implications or consequences.	Fails to identify conclusions, implications or consequences.

DISCIPLINARY CONCERNS: H) academic tone : specialized terms and concepts I) disciplinary conventions : document format (not including citations) J) presentation and citation format : in-text citations, works cited, bibliography, references
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
H) academic tone	Tone is mature, consistent, and suitable for topic and audience. Uses specialized terms accurately and consistently.	Tone is usually appropriate. Specialized terms usually used, often consistently.	Tone may have inconsistencies in tense and person and may lapse at times to colloquial discourse. Specialized terms, if present, are used superficially.	Tone is superficial and stereotypical; oral rather than written language patterns predominate.
I) disciplinary conventions	Fully adheres to disciplinary conventions genre, format (including paragraphing, titles, identifying information), document design, and presentation of graphs, tables, images, and footnote/endnotes.	Generally adheres to disciplinary conventions appropriate genre, format (including paragraphing, titles, identifying information), document design, and presentation of graphs, tables, images, and footnote/endnotes.	Attempted, but awkward and inappropriate adherence to disciplinary genre, format (including paragraphing, titles, identifying information), document design, and presentation of graphs, tables, images, and footnote/endnotes.	Fails to adhere to disciplinary genre, format (including paragraphing, titles, identifying information), document design, and presentation of graphs, tables, images, and footnote/endnotes.
J) citation format	Cites and formats sources accurately and consistently and provides appropriate and complete works cited/ bibliography/ references.	Cites and formats sources consistently and provides appropriate works cited/ bibliography/ references. Some errors or flaws are present.	Cites some sources but often inaccurately. May neglect to include works cited page or to cite some sources altogether. References typically present, but inaccurate.	Little or no use of citation formats.

GRAMMAR AND SYNTAX: K) mechanics : sentence-level patterns of error (e.g. comma splices, run-on sentences, subject/verb agreement) L) clarity: in sentence structure M) style : sentence variety
	4. Extremely Effective	3. Effective	2. Adequate	1. Inadequate
K) mechanics	Contains virtually no sentence level errors.	Contains infrequent sentence level errors; one or two patterns of error may be present.	Contains multiple errors, including several patterns that do not impede comprehension.	Contains consistent error patterns that impede comprehension.
L) clarity	Sentences consistently communicate thoughts clearly.	Sentences usually communicate thoughts clearly.	Sentences may be wordy and contain unclear phrasing and vocabulary.	Sentences are frequently wordy and contain unclear phrasing and vocabulary.
M) style	Sentences are varied, convincing, nuanced, and eloquent.	Sentences are generally varied and convincing. May, at times, be nuanced and eloquent.	Sentences may not be varied or convincing. Language is not nuanced or eloquent, but it does not generally interfere with communication.	Sentences are not varied, convincing, nuanced or eloquent. Sentences are frequently confusing.