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03.02.2024
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20571DocumentAnalysisOneInstructions.docx
DocumentAnalysisRubric21.docx

20571DocumentAnalysisOneInstructions.docx

Document Analysis One Instructions

Follow the links below and read the two newspaper articles about the Triangle Shirtwaist Factory Fire. Once you’ve read them, write an analysis of the articles which presents an argument about the message in the articles while answering the following questions:

What is the main point of each article? What is the tone of each article? What in the article demonstrates its tone? How do the articles refer to the victims? Does either article suggest a cause for the fire? Does either article assign blame for the fire? Do the articles mention any witnesses and their reactions? Does either article suggest what might be the outcome of such a fire?

The essay should be 1-2 pages double spaced and in 12-point font. It should be in essay format with an introduction, body paragraphs and conclusion. In addition to the primary source articles, you should use 3-5 other sources for greater understanding of the historical context and the historical consequence. Please follow the guidelines of the rubric as well. The assignment is due February 4.

Links:

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/nyt_032611.html

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/cst_032611.html

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

20571DocumentAnalysisOneInstructions.docx

Document Analysis One Instructions

Links:

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/nyt_032611.html

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/cst_032611.html

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

20571DocumentAnalysisOneInstructions.docx

Document Analysis One Instructions

Links:

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/nyt_032611.html

https://trianglefire.ilr.cornell.edu/primary/newspapersMagazines/cst_032611.html

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

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20571DocumentAnalysisOneInstructions.docx

DocumentAnalysisRubric21.docx

20571DocumentAnalysisOneInstructions.docx

DocumentAnalysisRubric21.docx

20571DocumentAnalysisOneInstructions.docx

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