Hist 1302 writting assignment

HIST 1302 Fall 2018

US History Since 1877

Instructions for Writing Assignment (30% of the Course Grade) Each student is required to submit one Book Critique for Hidden Figures. Paper Requirements: This critique must be 3 to 5 pages of text (word count does not include your name, the date of submission, or any heading information), which will be turned in electronically in D2L only on December 9th, by 10 pm. No email submissions of the assignment will be accepted. Format for the essay is as follows: typed, Times New Roman, 12 point font, and double-spaced, with one-inch margins. This assignment must be an original work of the student, with proper citations throughout the text. No internet sources are to be used for this critique. Plagiarism will not be tolerated and is not acceptable (see the Academic Integrity section of this syllabus and/or the Academic Integrity & Student Success pamphlet provided with the syllabus for more information regarding plagiarism.) All assignments will be processed through the TurnItIn Similarity checker for plagiarized and/or copied material. A student who submits work that is plagiarized will receive a zero for their writing assignment grade. It is the student’s responsibility to ensure their assignment is submitted via D2L by the due date. Any difficulties encountered in posting the submission must be communicated to the professor by December 8th. No submissions will be accepted after December 15th. Any submission posted after 10 pm on December 9th will be counted as late and will have the paper grade reduced 5 points for late submission. Submissions must be proofread carefully. To be eligible for full credit on the assignment the work must be formatted properly without any syntax or grammar errors and must be written in simple past tense. Simple past tense means to write using was, were, had, instead of using could be, to be, may be, should be, etc. Do not use contractions (don’t, wouldn’t, won’t, etc.) in the paper. Submissions that present a pattern of such errors will result in a significantly reduced grade.

Assignment Purpose: The purpose of a book critique is to have the student recognize the author’s thesis or main intent of writing the book. This thesis is then proven by the author using facts and/or historical accounts to substantiate their reason for producing the work. For more information on the structure required for this book critique, see the Structure of Critique descriptions within these instructions. The submission of the Book Critique will include the following at the top of the first page. Your paper does not need a title. *************************************

[Student's Name] Professor Smith HIST (Section #) (Semester) (Year) Substance of the Critique: Citation in Critique: Throughout the entire critique, each student must use MLA style parenthetical citations when referring to a particular passage in the text. Any paper that does not have citations throughout the text will receive a zero for their Writing Assignment grade.

Structure of Critique: Introduction: Each student will begin their introductory paragraph by describing the main thesis of the book. The thesis is the main argument of the book. This will be followed by three or four key points that explain or substantiate the thesis in detail. Body: The body of the critique will discuss the key points according to the chronological order of their mention in the opening paragraph. Specifically, each point needs to be discussed in full detail using references from the source to prove the point’s significance to the thesis. The student must express the purpose of the point discussed, the significance the point has to the thesis, and the significance the point has to the entire work. The references used must show evidence that the each point supports the thesis of the work. Conclusion: This section must wrap up the discussion of the three to four main points and restate the thesis mentioned in the introductory paragraph. The student will then discuss how this book enhanced or did not enhance their understanding of the book’s subject matter. This is where the student is allowed to express their comments in the first person.

Writing Sample

Student Name

Prof Smith

HIST (Section #)

Linda Kerber’s Women of the Republic: Intellect and Ideology in Revolutionary America

discussed the “origins” of “Republican Motherhood” during the Revolution. Kerber traced these

origins from Colonial times through the Revolution (Kerber 11-12). Kerber used the historical

accounts of women who were influential in making strides in the development of politics and

influence of women in the world during the Revolution era. She showed the link between the new

nation after the Revolution and women. The points that substantiated her work’s purpose were the

discussion of female patriotism, reading and education for women in the Republic, and the creation

of Republican Motherhood.

Kerber stated that female patriotism, much like male patriotism, was rooted in their

involvement to their country; specifically, the Revolutionary War. Women served during the

military as nurses, cooks, maids, or ran boarding houses for the soldiers (Kerber, 73). Women who

were part of the developing “patriot circles” were seen as “politically conscious women” who had

more influence because of their position or status in society. Sarah Livingston Jay and Catharine

Livingston were two women who wrote many letters which discussed their personal political

opinions, and criticized others for their warped opinions on politics (Kerber, 76 – 79).

Of course, the most well-known female patriot Kerber discussed, Mercy Otis Warren, was

part of “intensely political circles” throughout her life. At one point, Warren received

communication from Hannah Lincoln that questioned her outward role in politics and stated that

Lincoln’s own husband disapproved of women in political venues or discussions (Kerber 80-83).

Warren replied to Lincoln that women were just as important to politics as men and that women

were capable of discussing politics while still maintaining their “domestic responsibilities” (Kerber,

83-84) Warren understood what it meant for women involved in politics. These women faced

opposition from the men outwardly in politics because they failed to believe that women were

capable of intellectually participating in political discussion, debate, or even to form their own

opinion. Warren proved to men in her societal circles and the world that women were capable of

handling political discourse and keeping their domestic duties fulfilled (Kerber 84 – 85).

Kerber stated that the educational opportunities for women expanded after the end of the

Revolution mainly because it was believed the new country needed educated individuals among its

citizenry in order to survive as a nation. Despite this needed educational advantage, women were

still forced to read mainly fiction books rather than scholarly works. Some families risked being

labeled eccentric because they taught their daughters the Classics. Aaron Burr was one of many

men who insisted his daughter learn “Latin and Greek” and studied the great Classics.

Improvements in education for women occurred despite the negative criticism from some within

the new Republic. According to Kerber, expanded education and reading materials made available

created a different sphere of domesticity for women. Men in society sought solutions to keep

women engaged in domestic duties despite the changing circumstances. These men claimed that

educated women had more influence in raising the children than out in society (Kerber, 189, 199,

215-218, 213, 235).

The Republican Motherhood, according to Kerber, consisted of women determined to

obtain education, more “recognition” for their works in the world, and a “strong political” life in

“the Republic” (Kerber, 284). Kerber stated that Republican Motherhood created opportunities for

political socialization that were never available to women before the Revolution; however, these

opportunities were restricted to the home. There were those that believed home was the only place

women were allowed to have political opinions or discourse. The Republican Motherhood needed

dissolution for women to gain their place in society. Women like Elizabeth Cady Stanton knew this

and used the backdrop of Republican Motherhood to further the struggle for equality (Kerber, 284

– 288).

Kerber traced origins of Republican Motherhood in Women of the Republic: Intellect and

Ideology in Revolutionary America and found that it was after the Revolution era when political

activism and political involvement for women expanded. However, this expansion was only within

their current sphere of domesticity. Kerber’s work provided an alternate view of the continuing

struggle faced by all women in American society and traced this struggle back to its origins in our

past as a nation.