Assignment 3: America as a Superpower
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 9 and worth 120 points. The formal deadline is Monday at 9am Eastern Time, March 4.
[NOTE ON ECREE: As you know from our first two papers, the university is adopting a tool,
called ecree for doing writing assignments in many classes. We are using the ecree program for
doing our papers in this class. Instructions on this tool have been posted. You are welcome to
type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise
and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using
ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best
in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
Assignment 3: America as a Superpower
Due Week 9 and worth 120 points
The previous assignments focused on domestic matters in U.S. history. This last
assignment explores America’s international role in recent decades. By the mid-20th
century, the United States had become the dominant force in international relations.
Some have argued that the United States’ military functions as the world’s “police.”
This assignment covers the manner in which this shift occurred and the consequences
the United States faces as a result of its status as “policeman of the world.” One can
identify early steps this direction well before World War II, but in this paper focus on
the period from the 1940s to the present. Examine the statement below and drawing
from provided sources, present a paper with specific examples and arguments to
demonstrate the validity of your position.
NOTE: The word “policing” here has nothing to do with traditional law enforcement
agencies. It is more about trying to manage parts of the globe—usually by use of
military force or the threat of it. The aim of this management may be to maintain
stability, remove threats of “rogue” forces or terrorists or weapons, prevent the
expansion of autocratic rule, protect a fledgling democracy, etc.
BACKGROUND--The American international “policing” role developed because of
the Cold War, but now terrorists or any power having or trying to get weapons of
mass destruction (WMD) are the potential targets of such a role. Your paper will use
specific examples—two from the Cold War years and two from the past two
decades.
Choose one of these position statements (make it the last sentence of your
introductory paragraph):
1. By examples from different decades since 1950, it is clear that the international
policing role and strategy of the United States was once essential, but should now be
discarded as ineffective and counterproductive.
2. By examples from different decades since 1950, it is clear that the international
policing role and strategy of the United States during the Cold War has become even
more necessary in this period of terrorism and instability.
In your paper, use specific examples—two from the Cold War years and two from the
past two decades. After giving general consideration to your readings and your
research, select one of the positions above as your position—your thesis. (Sometimes
after doing more thorough research, you might choose the reverse position. This
happens with critical thinking and inquiry. Your final paper might end up taking a
different position than you originally envisioned.) Organize your paper as follows,
handling these issues with this FOUR-PART organization:
•
•
•
•
The position you choose —or something close to it—will be the thesis
statement in your opening paragraph. [Usually this is a one paragraph
introduction with your thesis statement being the last sentence of the
paragraph.]
To support your position, use four (4) specific examples from different decades
between 1950 and the present. However, two (2) examples must be from the
Cold War years (before 1991) and the other two (2) examples must be from the
past twenty (20) years. [Typically this takes two paragraphs. Stay focused on
having specific examples that you support with citations.]
Explain why the opposing view is weak in comparison to yours. [The opposing
view would be the thesis statement you did NOT choose. You might start this by
saying “someone will disagree with my thesis and will argue that ------.”
THEN—spend 3 or 4 sentences with your best reasoned argument why your
thesis is stronger.]
Consider your life today: In what way does the history you have shown shape
or impact issues in your workplace or desired profession? (This might be
unclear at first since it is foreign policy. But, super-power status does inevitably
provide advantages in a global economy.) [This might be easy if you work in
cyber security, criminal justice, IT, etc. You can consider the legal impact of
terrorism on justice system, privacy issues, etc.). Even a Business must now
plan accordingly. Every profession now must have security safeguards, plan
what to do with data, etc. A few comments on these things for your
profession—and some comments on how this impacts our lives in general.]
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of four quality academic
sources; the Schultz textbook must be one of them. Two of them must come from
the university’s online library—either those library sources listed below or
others. Your other source should be drawn from the list provided below. (Sticking
with the list is a safe strategy; sticking with the university’s online library is a must.)
This is guided research, not open-ended Googling.
Source list for Assignment 3: Some sources are “primary” sources from the time
period being studied. Some sources below can be accessed via direct link or through
the primary sources links on Blackboard. Each week has a different list of primary
sources. For others, they are accessible through the permalink to the source in our
online library: Sources below having libdatab.strayer.edu as part of the URL have a
permalink to that source in our university’s online library. (The link takes you to the
library log-in; you then log in, and then the source appears for you right away). Each
source below is shown in SWS form, so if you use it, you may easily copy the entire
entry onto your paper’s sources list. (On a paper, never list an item as URL only.)
SWS Form for the textbook:
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
Choose sources relevant to the topic and position you are taking:
G. H. W. Bush. March 6, 1991. Address before a Joint Session of the Congress on the
Cessation of the Persian Gulf
Conflict. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/
ps/bushnwo.html
J. F. Dulles. Jan. 2, 1954. Secretary Dulles’ Strategy of Massive
Retaliation. http://college.cengage.com/history/wadsworth_9781133309888/unprotect
ed/ps/dulles.html
M. Klare. July 15, 2002. Endless Military
Superiority. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.as
px?direct=true&db=a9h&AN=6926412&site=eds-live&scope=site
C. Paul. 2008. Marines on the Beach: The Politics of U.S. Military Intervention
Decision
Making. eBook. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/log
in.aspx?direct=true&db=nlebk&AN=275009&site=eds-live&scope=site
C. Powell. Feb. 6, 2003. Transcript of Powell’s UN
Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/
R. Reagan. March, 1983. Remarks at the Annual Convention of the National
Association of
Evangelicals. http://college.cengage.com/history/wadsworth_9781133309888/unprote
cted/ps/evilemp.html
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
S. M. Tarzi. Sept. 2014. The Folly of a Grand Strategy of Coercive Global Primacy: A
Fresh Perspective on the Post-9/11 Bush
Doctrine. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=a9h&AN=98323177&site=eds-live&scope=site
Your assignment must follow these formatting requirements:
•
•
•
This course requires use of new Strayer Writing Standards (SWS). The format
is different than some other Strayer University courses. Please take a moment
to review the SWS documentation for details.
Be typed, double spaced between lines [single-spaced for ecree], using Times
New Roman font (size 12), with one-inch margins on all sides; [font flexibility
and margin flexibility with ecree.]; citations and references must follow SWS
format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name,
the professor’s name, the course title, and the date. The cover page and [Title
page and name info not needed for ecree. You might make up a title—put it
right at start of first paragraph—as part of first paragraph.] The Sources page
is not included in the required assignment length.
The specific course learning outcomes associated with this assignment are:
•
•
Analyze the rise of the United States to a world “superpower” and how that
status has shaped its internal developments in recent decades.
Examine how changes in social and economic conditions and technology can
cause corresponding changes in the attitudes of the people and policies of the
government
•
•
•
•
Summarize and discuss the ways that formal policies of government have
influenced the direction of historical and social development in the United
States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary
U.S. history.
Write clearly and concisely about contemporary U.S. history using proper
writing mechanics.
--------------------------------------
GRADING RUBRIC: Grading for this assignment will be based on answer quality,
logic / organization of the paper, and language and writing skills, using the following
rubric.
Points: 120
Criteria
Unacceptable
Below 60% F
1. Clearly
Poor or no
introduce your introduction.
paper with your No thesis
thesis.
statement used
Weight: 10% from those
provided.
2. Discuss four Did not submit
specific
or incompletely
examples from discussed four
different
examples from
decades
the correct time
(between 1950 period. The
and the present) examples
to support your covered are not
thesis.
supported by
However, two research and
(2) examples reason.
must be from
the Cold War
years (before
1991) and the
other two (2)
Assignment 3: America as a Superpower
Meets
Minimum
Expectations
Fair
Proficient
Exemplary
60-69% D
70-79% C
80-89% B
90-100% A
Insufficiently Partially
Satisfactorily Thoroughly and
introduced your introduced your introduced your clearly
paper with your paper with your paper with your introduced your
thesis
thesis
thesis
paper with your
statement.
statement.
statement,
thesis statement
chosen from the chosen from the
list provided. list provided.
Insufficiently Partially
Satisfactorily Thoroughly and
discussed four discussed four discussed four coherently
examples from examples from clear examples discussed four
the right time the proper time from the proper clear examples
frame. The
frame. The
time frame.
from the proper
examples might examples might Examples are time frame (at
not all have
not be as
based on good least one
clear relevance relevant or as research and are example being
to the thesis or well researched relevant to the from the last ten
strong support as they should thesis.
years). The
from research be.
discussion is
and reason.
persuasive and
with sound
reasoning and
good support.
examples must
be from the past
twenty (20)
years. Be
persuasive and
coherent with
sound
reasoning; have
examples based
on solid
research.
Weight: 30%
3. Explain
Did not submit
clearly and
or incompletely
persuasively
explained why
why the
the opposing
opposing view view to yours
to yours would would be in
be in error or error or would
would be a
be a weaker
weaker view. view.
Weight: 20%
4. Discuss
Did not submit
effectively the or incompletely
ways that the discussed how
history you
the history you
have covered have covered
shapes or
shapes or
impacts issues impacts issues
in your
in your
workplace or workplace or
desired
desired
profession.
profession.
Weight: 20%
5. Used the
No references
MINIMUM of provided
FOUR
references,
drawing from
the list provided
(using at least
two sources
from our online
Library). The
Insufficiently Partially
Satisfactorily
explained why explained why explained why
the opposing the opposing the opposing
view to yours view to yours view to yours
would be in
would be in
would be in
error or would error or would error or would
be the weaker be the weaker be the weaker
view. The
view. The
view.
reasoning or
reasoning or
examples might examples might
be flawed.
be flawed.
Thoroughly and
clearly
explained why
the opposing
view to yours
would be in
error or would
be the weaker
view. Used
persuasive
reasoning or
clear examples.
Insufficiently Partially
Satisfactorily Thoroughly and
discussed how discussed how discussed how effectively
the history you the history you the history you discussed how
have covered have covered have covered the history you
shapes or
shapes or
shapes or
have covered
impacts issues impacts issues impacts issues shapes or
in your
in your
in your
impacts issues
workplace or workplace or workplace or in your
desired
desired
desired
workplace or
profession.
profession
profession.
desired
profession.
Does not meet
the required
number of
references;
Insufficient on
the reference
list or in-text
citations.
Does not meet Meets
the required
minimum
number of
number of
references;
required
some references references;
poor quality
most references
choices or not come from the
from the list
list provided.
provided.
Meets at least
the minimum
number of
required
references; all
references high
quality choices.
Sources are
listed at the end
and also cited in
class text is one
of the sources
used.
References are
listed at the end
and matching
in-text citations
are used.
Weight: 10%
6. Writing and More than 8
7–8 errors.
Presentation: errors present.
Used good
grammar.
Presentation
shows clarity,
reason, and
critical thinking
with proper
writing
mechanics.
SWS format is
used for
reference
entries, in-text
citations, paper
layout, and
organization.
Instructions
followed.
Weight: 10%
-------------------------------------------------
the body of the
paper. Solid
research is
evident.
5–6 errors.
3–4 errors.
0–2 errors.
[THIS IS A FORMAT SAMPLE for doing Assignment 3 using our ecree platform. The usual
SWS form calls for double spacing and a title page (so did APA)—but when we use ecree (as in
this HIS105 class), we won’t use double-spacing or a title page. It will be important to write
good quality, distinct paragraphs and to organize the paper in the four-part structure called for by
the instructions. So, this “format sample” of Assignment 3 has no title page and is singlespaced—except between paragraphs and between source entries at the end. It still has in-text
citations (see third paragraph below) and it still has the sources list at the end—you do
need those. As required by the instructions, the sources used in this sample are from the
REQUIRED list on the instructions sheet—though you are permitted this time to find two of
your sources “off the list”, as long as they are good sources from our university’s online library.
This sample does not really help you on content, but this gives you guidance on each part of the
paper—and illustrates the four-part set-up of the paper and the sourcing. America as a
Superpower—the International “Policing Role” More Necessary than Ever is the sample
title here—and I put it with the first paragraph. (with another thesis, you might choose America
as a Superpower—the International “Policing Role” Should Be Ended). Feel free to word
your title to fit your thesis. ]
America as a Superpower—the International “Policing Role” More Necessary than Ever-PART ONE: INTRODUCTION WITH THESIS Notice how this first line of the paragraph
and the heading can go together in this ecree approach to the paper. The PART ONE
heading is optional, but probably useful for your own clarity while writing and my clarity when I
grade it. You have no worry here about indenting or double-spacing; not needed or wanted for
ecree. In terms of content, a format sample like this does not provide that—this sheet just shows
the form and organization—and samples of citing. And I provide a few tips here. Keep in mind
the paper mostly focuses on a long period—from 1950 to 2019; and you will eventually need
specific examples---two from the period 1950-1991; two from 1991 to the present. But, in this
first paragraph, you will have an introduction to your paper and you will also include your
thesis statement as the last sentence of the paragraph. How do you view these things? Is our
international “policing role” still needed in an age of terror? More needed than ever? Or is it
time to scuttle that strategy? Will your thesis statement be something like this?: By examples
from different decades since 1950, it is clear that the international policing role and strategy of
the United States was once essential, but should now be discarded as ineffective and
counterproductive. Or, perhaps you will you take this position: By examples from different
decades since 1950, it is clear that the international policing role and strategy of the United
States during the Cold War has become even more necessary in this period of terrorism and
instability.
PART TWO—FOUR EXAMPLES: The second and third paragraphs will cover your
four SPECIFIC examples supporting your thesis. Caution—don’t get bogged down in describing
long trends here, or events that don’t support your thesis. You need two Cold War examples
from 1950 to 1991. One could think of Korea, the Cuban Missile Crisis (Schultz, 1, p. 487-8),
Vietnam, etc. You need two examples from the period 1991 to the present. This could include
the first Persian Gulf War (Schultz, 1, p.538-9), the bombing of Libya (late 1990s), the invasion
of Afghanistan, etc. According to Schultz (1, p. 547), even President Clinton’s decision NOT to
intervene is Rwanda is a relevant example of “not” doing the policing role Be sure to use the
Schultz textbook as a priority source when deciding on your examples. Just above are three
examples of what an in-text citation to Schultz would look like. One scholar in 2002 called into
question the wisdom of such enormous costs (Klare, 2) projected for continuing a policing role in
the world, and even suggests doing this will be “exposing ourselves to an increased level of risk”
(p. 16).
EXAMPLES CONTINUED--In this part of the paper you really start developing the topic
and your position and evidence. Iraq, Somalia, the killing of Bin Laden, are all examples.
President Obama considered the war in Afghanistan as just and necessary, even though he
inherited the conflict, and he expanded the use of unmanned drones in key areas (Schultz, 1, p.
567). Christopher Paul (3, p. 1) notes the number of “small” interventions, such as Grenada
(1983) and Haiti (1994). So, there are many possibilities. It normally takes two paragraphs to
cover your four examples, but stay focused on the examples and don’t get sidetracked from
supporting your thesis. Be concise. By the way, you can make valid arguments for either thesis,
and present an “A” paper in doing so. The assignment requires you to use the Schultz
textbook and at least three other sources from the list on the instruction sheet (or—if not
listed—from the university’s library). Since those sources are listed in SWS form and also
have a convenient link with them, one can easily copy/paste the ones you use for your sources
list at the end. And, with the link, each source is very easy to access.
PART THREE: OPPOSING VIEW This third section of the paper involves some critical
thinking on your part. How might a reasonable person disagree with you and give a different
position or counter-argument? Keep this in mind---they are opposing the THESIS you chose to
argue for in your paper. So, in effect, think of them as adopting the other thesis—the one you
did not choose. For example, perhaps you argued that the policing role continues to be
necessary—then start this by saying, “some will disagree with my view, and they will argue that
our international policing role has become a bad strategy in the post-Cold War period.”
THEN—spend a few sentences arguing nicely why your thesis is better than that one. Debate—
but don’t be dismissive. Normally, this part is not so much doing more research or providing
more examples. Instead it is about suggesting what that different position might be, and then
your own logical rationale for favoring your own position instead. It is just critical thinking on
your part.
PART 4: LEGACY and IMPACT TODAY (CONCLUSION)
This fourth and concluding paragraph of the paper does not normally involve researching
information. It does involve some reflection about the issues covered in your paper and ways
those issues impact us—even in ways seldom considered. In any profession that you are
currently in or to which you aspire, there are numerous issues of security of data, security of
workplace, employees who get deployed, immigrants from unstable areas of conflict, travel, etc.
Cyber-security and Criminal Justice fields have more obvious relevance to these issues.
government regulations. The war against terror impacts privacy. Think about this—you will
then see some very good issues to comment on, as well as your general view on our proper role
in the world. Again, this fourth part is normally a paragraph or so—lengthy treatment not
2
needed here. This fourth part should normally serve as the conclusion of the paper. Be sure
your paper ends in some way that wraps up succinctly.
FOR SOURCES--Then, in ecree, click on the word “Conclusion” to add new paragraph boxes
below it that you can use for source entries—it works best if you can get each source into its own
paragraph box. As below, each source must be numbered and should be in SWS style (as can be
copied from the instruction sheet). Just do your best with ecree.
Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
2. M. Klare. July 15, 2002. Endless Military Superiority.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t
rue&db=a9h&AN=6926412&site=eds-live&scope=site
3. C. Paul. 2008. Marines on the Beach: The Politics of U.S. Military Intervention
Decision Making. eBook.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t
rue&db=nlebk&AN=275009&site=eds-live&scope=site
[It is best if you can get each source into its own paragraph box. As below, each source must be
numbered and should be in SWS style (as can be copied from the instruction sheet). ]
[Tip, if you upload a Word file of your paper to ecree, have the Sources list very close to the end
of your last paragraph—like an inch or so below it. If you have a lot of space between the last
paragraph and the list, the upload not include the Sources list.]
[LAST PART—try this on last part, but don’t worry if you can’t get it just right. Your final essay paragraph
will ideally be in the box “Conclusion”. Once typed, then click on that word “Conclusion and it will
create a new box below with three dots. Keep clicking “Conclusion” until you have 4 or more “threedot” boxes—one for the heading Sources and one for each source entry on your list of sources. If you
cannot quite get this to work, don’t worry about it—just be sure you have a final paragraph (Part 4—
Conclusion—Legacy) followed by the list of sources. Even if those boxes seem mislabeled, I will figure it
out ok in the grading. Don’t get worried about that.]
3
(Assmt 3; Week 9 paper): Using ecree
Doing the paper and submitting it
(two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 3. Your
previous experience doing this for Assignments 1 and 2 will come in handy. You get a bit better at it
each time.
1. Go to the Week 9 unit and find the blue link SUBMIT ASSIGNMENT 3: AMERICA AS A SUPERPOWER.
Click on it. You will see instructions on the screen and at the top “Assignment 3 ecree” (but don’t click
on it yet). Stay on this page for a bit. You will see a summary of the assignment instructions—and a list
with some important links to the instruction sheet, FORMAT SAMPLE PAPER, and some help videos.
(Make use of these files and helps if you have not already done so—download, save them, review
them).
2. ONCE YOU ARE READY, click on the link at the top that says “Assignment 3 ecree”. By doing this,
you enter the ecree platform for this assignment. Once in there, you will again see some summary of
the assignment instructions. Then, scroll down to the bottom of the screen to see the three long,
blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or
double spacing. Start composing your paragraphs. It will start as a rough draft.
3. As you start typing your introduction—notice on the right that comments start developing and also
video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first
the comments are red (unfavorable). The more you do, usually the more green (favorable) comments
start to appear. You can also keep revising.
4. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new
paragraph box for you.
5. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE
paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the
box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the
word “Conclusion” to form a following paragraph box marked by three dots. (You bumped the
“Conclusion” box & label up a notch.) Keep doing that and put each source in its own “three-dot” box.
In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at
the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of
those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by
paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will
be lenient on how you organize that last part, as long as you have that last paragraph and a clear
Sources list.
-----------------------------------UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it
organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload,
take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part
organization of the assignment.
----------------------- [continued on next page]
6. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see below for a few notes and comments on ecree)
------------------------------------------------NOTES AND COMMENTS ON ECREE
1. Watch the video about how to use ecree and the options.
2. Then click into ecree (in the week 9 unit’s SUBMIT ASSIGNMENT 3 link) and navigate around. Your
experience with ecree in Assignments 1 and 2 should pay off. But, once again, perhaps PRACTICE.
Practice a bit—keep practicing until comfortable (you can always click “delete” at the bottom to start
over if you wish). To practice, find the long rectangular boxes at the bottom of the screen. Start typing
into them and watch the feedback notes develop on the right side as you type. Note that things
automatically save. (You can delete after you play around some). The automatic saving means you
don’t need to worry about losing your rough draft and can always come back to right where you started.
Also, while it is best to type right into ecree, you can copy paste things from a document as you type
into the ecree squares.
3. You get more comfortable with ecree as you work with it. The comfort level will come.
4. SOME GREAT FEATURES--The ecree program is very good at helping with paragraph development,
sentence structure, and paper organization. And it provides some great immediate feedback on these
things. It also helps some on spelling and just a little on grammar. With ecree, you will not need to
double space or have a title page.
5. What ecree does NOT do: It cannot really judge content as per the paper and topic; it cannot detect
sources---it will not help you on where a citation is needed or on the form of your in-text citations or
your sources list. It only helps a little on grammar and spelling. So, don’t expect those things. Example-You could have a well, developed paragraph, but if your content is off topic, lacking in-text citations or
poor on the sources list—your grade will end up being lower (no matter what ecree says). Like most
writing tools one might use (Grammarly, tutor.com, etc), ecree is a good tool, but it is not a guarantee of
an A paper. It is only a tool that can really help move you the right direction in writing papers. Our
students who have used it have become real fans of it.
6. After doing and considering numbers 1-thru-5 above, determine whether you will compose directly
into ecree or whether you will compose on a traditional MS-Word file that you upload. If you type on a
Word file and upload it, you can still think of that as a rough draft that you finish polishing in ecree. The
main advantage of having a Word file is for your own records—or for doing a rewrite or for providing a
file copy to Prof. Stansbury.
7. The university is piloting this ecree platform in this and other classes. I am told that they will be
surveying you, probably near the end of the quarter. Tell them exactly what you think. They are trying
to find the most important aspects to improve and the best ways to use it and to evaluate student
opinions of the tool.
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