For this essay you will be establishing an argument based on the documents that are linked below. Make sure to include context, as you will be evaluated on that and your ability to write an analytical essay using writing conventions discussed in class (and outlined at the bottom of this). REFER to the PDF’s Attached for the full instructions.
For this essay you will be establishing an argument based on the documents that are linked below. Make sure to include context, as you will be evaluated on that and your ability to write an analytical essay using writing conventions discussed in class (and outlined at the bottom of this).
PROMPT: Using the documents linked below, establish an argument that determines who won the first day of the Battle of the Somme. Make sure to use the rubrics below for the learning targets that you will be evaluated on.
LT 1 – ARGUMENTATION RUBRIC
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Exceeding (4) |
Meeting (3) |
Developing (2) |
Beginning (1) |
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The student can clearly and convincingly establish an argument about a topic or issue by exploring the implications, limitations, or tensions found among multiple perspectives OR by explicitly relating it to a course theme or themes (for extended written assignments).
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The student can make an argument consisting of claims, evidence, and a line of reasoning that is logically organized and well-developed. For extended written assignments, the students can offer specific conclusions, solutions or resolutions that are at least partially related to the broader issue or thesis. |
The student can make an argument consisting of claims, evidence, and a line of reasoning, but struggles with execution. Problems include: a thesis that is hard to identify, vague or unclear claims, incoherent organization, and/or illogical reasoning. |
The student can summarize information (although summaries may be too generalized) but struggles to make an argument about a topic or issue. The student may offer a series of unsubstantiated claims in place of establishing a clear line of reasoning. |
LT 5 – CONTEXT RUBRIC
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Exceeding (4) |
Meeting (3) |
Developing (2) |
Beginning (1) |
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The student can accurately describe the complexities of broader developments or processes in history by highlighting tensions or multiple perspectives OR the |
The student can accurately describe broader developments or processes in history OR they can effectively situate people, events, principles, and/or developments in |
The student can describe broader developments or processes in history, but struggles with execution. Problems may include: difficulty explaining connections between |
The student can provide a superficial or vague reference to a broader historical connection, but cannot yet describe specific connections between people, events, and principles |
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student can connect people, events, and/or principles, to multiple historical themes (SPICE/PERSIA).
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history within a broader relevant context. |
people, events, and principles; accurately situating people, events, and principles within a relevant broader context. |
in history. |
LT 6 – CONVENTIONS IN WRITING RUBRIC
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Exceeding (4) |
Meeting (3) |
Developing (2) |
Beginning (1) |
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The student’s writing is clear, concise, and free of grammatical errors. Sentence structure and length varies and the writing enhances the material being delivered through word choices, appropriate academic language, transitions, and/or style. Sourcing and citations are accurate and precise. |
The student’s writing is clear and concise with few errors. Academic language is appropriately used, and citations and sourcing is appropriately used. |
The student’s writing conveys a clear enough concept, however the student might not apply an analytical writing style (or the writing style being asked for), with appropriate academic language being employed. |
The student’s writing is awkward and confusing. The narrative or response is distracted by grammatical errors. |
Analytical essay conventions –
1. Begin with context in a historical analytical essay as this “sets the scene” for the reader for a particular place and time in history.
2. Conclude your introduction with a thesis statement. Typically a good Sheridan Baker thesis statement (Although ______, _______.) will demonstrate your ability to make a good argument.
3. Don’t write in the first person. Do not use – I, me, we, us, you. Do not write things like, “This essay will show…” instead just make the arguments (claim, evidence, interpretation).
4. Use MLA format with proper indentation and spacing. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_g uide/mla_general_format.html
Recommended Format –
First Paragraph – Context then conclude with thesis statement (Context about 3 or 4 sentences, 1 or 2 sentences for thesis).
Second Paragraph – CEI Paragraph that addresses the main argument of your thesis (probably the effect, who won, of the first day of the Battle of the Somme).
Third Paragraph – Conclusion (restate, not copy your thesis) and attach your thesis to a concluding statement that attaches itself to the topic (the war).
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