ENG 102 The Importance of the Holocaust Peer Review

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Paragraph 1

ONE SENTENCES ABOUT A SPECIFIC ASPECT of the project that the writer did well. Specific encouragement is not “This is really good.” OR “I liked your photos.” OR “I agree with everything you said.” Specific encouragement is “Your conclusion about hatred and genocide really got me thinking about this topic in a new light.”

ONE COMMENT ABOUT ONE MAJOR PROBLEM this is very specific and should be what the writer focuses on to improve their writing.

Paragraph 2

MLA structure.
Please format your paragraph according to my quick checklist. Please note that since this is

conversational, don’t worry about passive verbs! (:

Here are the MLA logical structure requirements to look for:

1 inch margins around all pages
Last name & page # in upper RH corner
Block of 4 in correct order. My designation is Prof. Kohl
Great Title
Everything is neatly double spaced. No extra spaces anywhere Paragraphs never longer than 1 page
No direct quote longer than 4 typed lines (no indented block quotes) Meets full six written pages of essay.
Works Cited: STUDENT HAS 7 ACADEMIC SOURCES.
Flawless spacing and indentation in Works Cited.

Paragraph 3

About the introduction. You will comment on all the checklist areas related to essay organization & content in the following order. In order to do this, you must now write a specific numbered sentence on each item:

1. HOOK is either a story, quote, or stat. NO questions.
2. Inspiration sentences talk about hook and introduce topic. 3. WHY question may or may not be included.
4. Philosophical thesis

Paragraph 4

Identify which body paragraphs wander off the topic. Identify which body paragraphs do not have an academic citation. Identify which body paragraphs do not have a correct in-text citation. Evaluate the strength of the direct quotes that don’t use numbers, dates, names that are unfamiliar.

Paragraph 5

Discuss the conclusion. Is the opening a ? OR a circle back to hook. Does the conclusion add thoughtful reflection to the genocide research and the Pyramid of Hate?

Paragraph 6

Discuss word choices in this specific order. You must help each other by clearing identifying where the problems are by page #.

1. 2. 3. 4.

5. 6.

No passive verbs except RBDQ
No use of you and other vague pronouns
No use of it, thing, and other vague words.
No use of needless words such as author, article, quote, title of articles, etc.

Each body paragraph has a strong topic sentence-=-that is a one focus.
Each body paragraph must have research evidence either in paraphrase or direct quote.

Paragraph 7

Evaluate the visual graphic in light of the assignment.

Paragraph 8

Works Cited evaluation. List the author name in which there are problems. You do not need to identify the problem.

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Oakley 1 Donovan Oakley Prof Kohl ENG 102 14 April 2021 The Armenian Genocide and the Prevention of Mass Murder During the infancy of the first World War, a deliberate and systematic attempt to eliminate Armenians from the Ottoman Empire resulted in the exodus and death of over half of the Armenian population in the world. The Armenian Genocide marked the first mass murder of what would become a century ravaged by similar massacres, a grim foreshadowing of the signs that historians have come to know all too well. Genocides continue to happen today, all following the same formula for destruction. Many people accept this as if mass murder occurs as a natural disaster, an imminent aspect of the human condition; others hide behind ignorance and indifference. Citizens across the globe feel numb in what they perceive as powerlessness to prevent events of genocidal mass murder. People of every nation need to understand that they do have power—that their power lies in widespread publicized recognition and education. This never has to happen again. Attention toward the warning signs of genocide creates pressure for crucial early intervention, for the implementation of preventative measures, and for the protection of human lives. The relationship between Turks and Armenians always defined itself with friction, from their first meeting to present-day society, the enclave remains an ethnic tinderbox. However, this conflict is far from equally matched. Over the course of the Ottoman Empire’s lifespan of more than half of a millennium, the Armenian ethno-religious minority sustained subjugation, massacres and scapegoating by their neighbors even before the official beginning of the Oakley 2 Armenian Genocide. A need to appeal to the Ottoman System as a means for survival manifested in submissiveness, both socially and politically, as the centralized imperial government passed laws to maintain the subordination of Armenians. Due to this unwavering compliancy, in contrast to Greeks’ and Slavs’ rebellious nature against the Ottomans’ suffocating reign, Armenians within the empire earned the title of loyal millet (“millet” translating to religious group or people). The pervasiveness of this label exemplifies the sturdy confidence bolstered by majority Muslim groups of the empire; this loyal millet class of society would never attempt to defy or resist them. Perhaps the first and most vivid instance of Ottomans consciously recognizing Armenians as subversive occurred during the tail end of the nineteenth century, following a disastrous defeat in the Russo-Turkish War. Ottoman powers drew conclusions of an alliance between the Eastern Armenians and their Russian neighbors, while impressions of Armenians as “alien” grew stronger. The empire employed loyal Kurds in new regimens to police the Armenian population and reinforce Ottoman power in the Eastern block; this only antagonized the Christian minority further, and as more Armenians actively desired autonomy and independence, the centralized power started to lose its grip on the loyal millet. Several massacres enacted by this Kurdish army took place on the eve of the twentieth century, as the autocratic state decided to deal with “The Armenian Question” not by reform of the empire, but by the blood of the subversive (Suny 215). Hundreds of Armenians died in the Ottomans’ violent efforts to reinforce the minority’s place in the sociopolitical food chain. The tightening clutch of the empire’s centralized autocracy lead to the formation of The Young Turks, also referred to as the Committee of Union and Progress (CUP) in its organizational form. Born in the wake of the new century, The Young Turks existed as a group Oakley 3 as well as a movement, committed to the reformation of the Ottoman Empire’s monarchy into a constitutional government. Despite the name, The Young Turks initially included several smaller committees, parties, and ethnic groups, including the rebellious Greeks as well as the empire’s loyal millet, Armenians (Parvanova 163). Perhaps the oppressed minority groups joined the movement as a way to incrementally gain autonomy, in hopes that the proposed constitution would provide sufficient shielding from the empire’s tightening grip. In a successful coup d’etat, The Young Turks’ small, closed circle of leaders seized power. In a time of nationalism, with independent states quickly replacing the archaic empires of centuries past, they introduced a new constitution, and executed their plans toward the modernization of the empire. Though generally more liberal than the monarchy, the CUP had no intentions to dissolve the power of the empire in favor of a single, wholly Turkish state. As nationalism began to color the movement, a specialized form of xenophobia, known as “Pan Turkism,” took hold. Once again, Ottomans severed Armenians from the privileges of unity as their identity became tied to political nationality, and the differences of culture and language designated them as “other” (Gibson 515). Though The Young Turks initially included Armenians as a vital part of a reconceptualized society, new CUP-backed pieces of media and photography alike illustrated them as enemies or excluded them entirely, as the empire literally erases Armenians from their new image (Low 54). As the world watched, The Young Turks made this abundantly clear—Armenians would never worship like them, speak like them, or look like them—and they have no place in the new, Turkish Ottoman Empire. The “Turkification” of the empire grew into an increasingly authoritarian regime as the first World War began, the CUP’s approach to internal politics its own kind of warfare; the movement quickly removed dissenting forces, journalists, and ministers. As the war intensified, Oakley 4 Ottoman forces moved into the Caucasus region, bringing soldiers from every corner of the empire—Turks and Armenians alike—to halt the Russian military’s advances. The Ottoman Empire suffered a familiarly crippling defeat due to ill-preparedness and harsh weather conditions. The empire’s highly influential military publicly blamed “Armenian treachery” within the regimen for their strategy’s failure (Suny 211). Seemingly overnight, the Ottomans’ loyal millet became treasonous and despicable; the seeds of hatred from the Russo-Turkish War came to fruition. Loyalty warped into a perceived calculated deviousness, and Armenians into a poisonous leech on the empire. The CUP’s fear of losing empirical reign, coupled with the anger over their repeated defeat, dredged up a deep-seated, long-standing contempt for the Armenian people; after milennia of simmering biases, anti-Armenian sentiment reached its boiling point. This shift of culpability, reinforced by centuries of tension and subjugation, quickly evolved into a massacre of horrendous proportions. The Young Turk government hastily gave orders to disarm, segregate, and exterminate demobilized Armenian soldiers. As the CUP became increasingly vocal about supposed Armenian treachery, they rounded up several hundred prominent Armenian figures in Constantinople for exile. Their deportation occured as a spectacle for all of the empire, and the world, to see. Stripped of their defending body and robbed of their unifying voices in a matter of months, the empire forced Armenians into an exodus of biblical proportions. By the hundreds of thousands, Armenian men, women, and children exiled from their centuries-old homes, marched across the Syrian Desert. Many endured rape and beatings, or died due to malnutrition and exhaustion under the Syrian sun. National security officials gave directions to exterminate any individuals who showed signs of resistance or attempted to escape (Manukyan 10). Those who did not perish in the desert languished in concentration camps where they faced starvation or murder. The Ottoman government had no intention of letting any exiled Oakley 5 Armenian return alive. Some women and children became forcibly assimilated into Muslim families instead, having left behind not only their homes, families, and churches, but their culture and way of life. While before the genocide many Armenian communities remained largely segregated from other groups, neighboring Muslim communities tended to vastly outnumber them, and just as many lived in regions where they existed as simple minorities. Soon after the exiles and massacres, Armenian businesses and homes went up for sale. The Young Turk government usurped church properties as old as the tenth century (I 240). While the CUP played the most major role in setting forth these events, the essential nature of the participation of local people can not go ignored. As noted by Kurt, “Already motivated by political and personal prejudice, and enticed by the promise of property, businesses and wealth of the expelled Armenians, they found sufficient reason to participate,” (60). The words and actions of the reigning government tapped into both centuries-old biases and newly-conscious desires for homogeny, freedom from the other. Though self-evident that not all Muslim citizens actively harbored resentment for their Armenian neighbors, enough residents of the empire stood to gain from their expulsion to justify their deaths and exile. The long-term effects of the genocide, dissipation, and forced assimilation of over half of all Armenian people continue to ripple into modern society. Religious leaders consider the loss of life, sacred properties, community, and both intellectual and financial wealth nothing short of tremendous (I 234). Today, Armenia exists as a free and independent nation, nestled between Turkey, Georgia, Azerbaijan, and Iran. Modern Armenians continue to rebuild their unity and faith with little or absent support from neighboring countries, piecing together Armenian identity after their genocide had taken so much. Turkey, the undisputed successor of the empire, has paid Oakley 6 no reparations, financial, physical, or otherwise, to the Armenian people. The Turkish government, and subsequently many Turkish citizens, do not choose to recognize their state’s past actions as genocide, some viewing accusations as a “new crusade” by the West, in an effort to humiliate Turkey (Tesón 816). Nations outside of Armenia have made some progress in (relatively) recent years regarding recognition; denial of the Armenian Genocide in French government became a crime, and the US House of Representatives publicly urged Turkey to return stolen churches, both of which resulted in an aggressive response from Turkish government (I 234). During the deportations and genocide of Armenians in the Ottoman Empire, many instances occurred where The Young Turks retroactively passed laws to legitimize their actions, creating a complicated present for international law today (Manukyan 9). Further, a stalling and unproductive debate remains on what constitutes a “genocide”, and unfortunately, deniers of the Armenian Genocide exploit significant leeway within the working definition, “the deliberate and systematic destruction of a racial, political, or cultural group,”. Officials of modern-day Turkey reject the genocide on the basis of this definition, claiming that they had no intention of wiping out all Armenians (Tesón 816). Though bold to clame they know the intentions of long-dead politicians, Turkish authorities consistently argue that this mass exodus of Armenians, decorated by massacres, occurred as means of relocation. Relocation accompanied by robbery, rape, and murder, reliably recorded by missionaries, foreign military, and diplomats alike (Suny 211-212). Current fears of stepping on the toes of Turkish allies continues to rob the world of justice, more than a century later. The term and definition of “genocide” itself did not come into existence until the mid-20th century, well after the Armenian Genocide. The purely semantic value of genocide versus mass murder aside, this loosely Oakley 7 enforced definition results in a world unwilling to give Armenian descendants the dignity and recognition they deserve. The concept of genocide has become hauntingly familiar to the modern world, and ethnic/political cleansing remains a continuous, looming threat to minorities and oppressed peoples across the globe. Considered the first genocide of the 20th century, the Armenian Genocide reveals a clear and calculated formula, timeline, and aftermath of the functions of mass murder. The Armenian Genocide sits atop a pyramid of hate, propped up and strengthened by years of biased attitudes, actions, and violence, but solidified by indifference. The Ottomans’ treatment and attitude toward Armenian citizens seemed to exist as a fact of life, a force of nature—unstoppable, unchangeable. In turn, people of the world continue to treat the Armenian Genocide as an unavoidable event. Many nations deal with strained inside relations, but have never, or perhaps will never, commit genocide of a populace. This doesn’t have to ever happen again. By dismantling the foundations that reinforce the possibility of mass murder—removing bias, showing no tolerance for bias-motivated violence, condemning these acts of the past and present, and recognizing the victims and factors contributing to genocides the world has already endured—we can put this crime against humanity behind us. Oakley 8 Image by Donovan Oakley Oakley 9 Works Cited Gibson, Stacy. “The Role of Structure and Institutions in the Genocide of the Rwandan Tutsi and the Armenians of the Ottoman Empire.” Journal of Genocide Research, vol. 5, no. 4, Dec. 2003, pp. 503-522. Academic Search Ultimate, doi: 10.1080/1462352032000149477. I, Aram. "The Armenian Genocide: From Recognition to Reparations." International Criminal Law Review, vol. 14, no. 2, 2014, pp. 233-241. Academic Search Ultimate, doi: 10.1163/15718123-01401001. Kurt, Ümit. "The Curious Case of Ali Cenani Bey: The Story of a Génocidaire During and After the 1915 Armenian Genocide." Patterns of Prejudice, vol. 52, no. 1, Feb. 2018, pp. 5877. Academic Search Ultimate, doi: 10.1080/0031322X.2018.1430887. Low, David. “The Returning Hero and the Exiled Villain: The Image of the Armenian in Ottoman Society, 1908-1916.” International Journal of Armenian Genocide Studies, vol. 3, no. 1, Jan. 2016, pp. 53-72. Academic Search Ultimate, https://libproxy.eku.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true &AuthType=ip&db=asn&AN=139423657&site=ehost-live&scope=site. Manukyan, Suren. “On the Hierarchy of Perpetrators During the Armenian Genocide.” International Journal of Armenian Genocide Studies, vol. 3, no. 1, 2016, pp. 5-26. Academic Search Ultimate, https://libproxy.eku.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true& AuthType=ip&db=asn&AN=139423655&site=ehost-live&scope=site. Oakley 10 Parvanova, Zorka. “Between Radicalism and Reformism: The Ideological Trends in Imaro and the Young Turk Revolution.” Makedonski Pregled, vol. 42, no. 3, 2019, pp. 160-169. Academic Search Ultimate, https://libproxy.eku.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true& AuthType=ip&db=asn&AN=137685926&site=ehost-live&scope=site. Suny, Ronald G. ""They Can Live in the Desert but Nowhere Else": Explaining the Armenian Genocide One Hundred Years Later." Juniata Voices, vol. 16, 2016, pp. 208-229. Academic Search Ultimate, https://libproxy.eku.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true &AuthType=ip&db=asn&AN=121256839&site=ehost-live&scope=site. Tesón, Fernando R. “National Law as Part of International Law: The Case of the Armenian Genocide.” San Diego Law Review, vol. 50, no. 4, Fall 2013, pp. 813-832. Academic Search Ultimate, https://libproxy.eku.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true &AuthType=ip&db=asn&AN=96088230&site=ehost-live&scope=site. Dotson 1 Carly Dotson Prof. Kohl 102 April 5, 2021 The Importance of the Holocaust A study conducted by the Conference on Jewish Material Claims Against Germany reported that 41 percent of Americans and 66 percent of millennials say they don't know about the Auschwitz death camp where more than a million Jews and others, including Poles, Roma people and gays were executed. The holocaust remains as a crucial educational factor for society today, so history does not repeat itself. Thinking about all the innocent lives tragically taken away makes this topic very important to me, as the topic should to many others. Why is understanding the particulars of the Holocaust important to humanity today? Simply because the Holocaust is the result of hate and discrimination, so the importance of understanding the Holocaust remains clear therefore history does not repeat itself. The holocaust is one of the most infamous events in history. Learning about the Holocaust provides an opportunity for society to understand the precautions of said genocide, so history does not repeat itself. A dictatorship government is when one person, or a group of people, have complete control over the government. This was the type of government Germany was under when the Holocaust took place. Understanding why Hitler and the Nazis had such an impact on millions of people’s decisions will stop similar dictatorships for nations now and in the future. Matías Grinchpun wrote, “This trend can be traced back to the dictatorship itself, which responded to international accusations of torture and executions by labeling them as forgeries made up by exiled left-wing extremists alongside the nation’s foreign enemies” this Dotson significant quote reveals the consequence of a dictatorship and discriminatory hate crimes. As a society, we strive on government administration for leadership, so understanding how a dictator, like Adolf Hitler, can easily interrupt a fair, civilized nation will cease any potential acts of prejudice, stereotyping, xenophobia, and racism brought on by the government. Hitler also used many forms of propaganda to manipulate the Germans into thinking Jews are worth the treatment they endured. The Nazi propaganda was one of the main reasons Jews were so hated, and why the non-Jewish civilians went along with said hatred. It remains important to understand Hitler’s tactics, so future civilizations can beware of a mass manipulation. “...Students will gain a more complete and nuanced understanding of these instances of mass atrocity, the global nature of these crimes, and (in earnest) begin to contemplate individual and collective actions/strategies toward their prevention” (Johnson, et al 235). Universities and schools should have an obligation to teach moral and social awareness to students. Young people are the future, so it crucial to teach such atrocities so they are not repeated. “Traumatic experiences can be passed down from one generation to the next” (Kovtiak 51). The teaching of the Holocaust should be implemented in schools so students will understand when hate crimes are taken place, and how to prevent any type of discrimination. With these teachings, future generations will become more comfortable with the concept of genocide and how to prevent history repeating itself. Studying the Holocaust also gives the opportunity to reflect on the delicacy of democracy, the importance of our participation as citizens, and the necessity of holding people in power accountable. “These efforts pointed toward the ongoing effort to ensure that education about the Holocaust and other genocides might help to reduce prejudice and bias in our civil society” (Rich p. 51). Rich was explaining the importance of Holocaust awareness that was mandated in the New Jersey school system, so the students will combat hate speech, Dotson reduce the violence and vandalism that are linked to hate speech, and learn tolerance to embrace the diverse makeup of the state. This is important because prevention starts with knowledge, and knowledge will lead to the cessation of a future genocide. Understanding exactly how the Holocaust happened is crucial to the prevention of another genocide. There are ten stages of a genocide: classification, being the first stage, was implemented upon the Jews when Nazis started to call Jews “them” like they were foreign beings who did not belong in society. Symbolization and discrimination- the second and third stagetowards the Jews started when they were forced to wear yellow stars on their clothing. Dehumanizing, organization, polarization, and preparation was implemented when Jews were not allowed to have certain jobs, marry certain people, and obtain many rights. Persecution and extermination were the final stages of the Holocaust that resulted in mass killings of innocent people. It is to be understood that the holocaust was not a spur of the moment event – it took time, planning, and preparation from Hitler to wipe out most of the Jew population. Hitler used his manipulative tactics to win over millions of people, so it important for society to recognize if any of the ten stages of genocide is being implemented. In some circumstances, society likes to go with the crowd – which is exactly what Germany did during World War II. These ten stages implemented fear in civilians, so they would act out of fear and do what everyone else is doing. Some civilizations can be pushovers, so the importance of learning when manipulations is taken place remains crucial. Understanding the ten stages of genocide will bring awareness to simple discriminatory acts, like being forced to wear something, that could result in a mass genocide. The Holocaust had a huge impact on the human beings involved, and it is important to understand this so human rights can be uplifted. “During World War II, the Jews suffered from ongoing health issues, malnutrition, and constant psychical pressure during their forced stay in Dotson shelters, ghettos and concentration camps” (K. Horáčková 237). Why is this statement significant to society today? During the Holocaust, the victims were treated worse than prisoners with an end result in murder, so understanding how badly the conditions that were faced will allow the sacredness of human rights to be uplifted and appreciated. Innocent children endured terrible things that no child should ever see. “...a child Holocaust survivor reveals that after the war therapists used to convince children to let go of significant memories and silenced those who wished to speak in the belief that this would help them to look to the future and forget the past” (Rabinovitch 444). Learning more about survivors’ stories will allow the nation to seek thanks in the previous fights for human rights. Thankfully, there are current survivors who are able to tell their encounters of from the Holocaust, so the world can precisely be educated about this genocide. Not only did the victims of the Holocaust endure physical trauma, they also endured several mental traumas. The survivors today still have post-traumatic stress disorder when remembering or talking about what they encountered. “For a long time, I could not hear the sound of locomotives, because it always reminded me how trains arrived in the camp. For a long time, even today, I cannot pass by a German shepherd dog and not wince” (Cosman, Iona, et al 109) These physical and mental tolls are still carried by the survivors today. Elie Weisel wrote in his world-renowned book, “Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. Never shall I forget those flames which consumed my faith forever” (Cosman, Iona, et al 112) Why are these awful encounters important to remember? Mainly so society is thankful for their situations and rights. It’s important to show respect towards the survivors so they can be reassured that these terrible events will never happen again. It’s important to hear the traumatic Dotson stories from the survivors so society knows how the terrible conditions they were put through. These stories do not only bring awareness to the Holocaust, but they bring a new sense of respect and honor towards the people affected. That is exactly why it is important to remember the Holocaust and the stories told by the surviors. The importance of remembering the Holocaust is not only to remain educated but to honor the people who survived the genocide. Historical sites that memorialize the Holocaust give full insight on what it was like to endure such a tragic event. By visiting historical sites, such as Auschwitz, people may become morally and socially aware of genocide events. “This part of history had been transmitted as oral narrations by the locals so the memory of the dreadful events survived” (Kovtiak 59). It has been known that the Holocaust has been discredited over the years, or that some people simply did not believe that it actually happened. “Dario Lopérfido— then Buenos Aires city’s minister of culture—made headlines when he claimed that ‘there were not thirty thousand desaparecidos (disappeared) in Argentina’” (Grinchpun 153). This statement is very offensive to the people who was affected by the Holocaust. This is why is it important to have memorials of the Holocaust, so that there is living proof of the genocide, and so people can learn about it first-hand. There are memorials all over the world so people will never forget, or discredit the actuality of the Holocaust. One of the major memorial sites is the still standing concentration camp, Auschwitz. In this camp, millions of innocent people were murdered, tortured, and stripped of their human rights. Some people often wonder if it’s insensitive to allow people to visit Auschwitz because of the terrible things that happened there. Other people agree that it is important for the concentration camp to be accessible so there can be a chance for knowledge of what the innocent prisoners endured. The Holocaust likes to be tucked under the Dotson rug by some people because of how brutal it is, but there is no sugar coating the event. It should be talked about and remembered. The holocaust had a major effect on the economy during World War II. The wiping out of millions of people is obviously going to affect the progress of the economy. Not only was there the disappearance of millions of people, but this was during a world war that costed millions of dollars in up keep. This is important to understand because there was a rippling effect from the Holocaust. “In the 11 oblasts that suffered most under Nazi occupation, voters in the 1990s were more favorably disposed toward Communist candidates than were citizens in other regions” (Johnson, et al. 236). This significantly shows that the Holocaust had long term effects on regions that did not even participate in the genocide. This is important to know because when a country does such drastic things, other countries will potentially suffer, which is one of the reasons why world wars happen. The Holocaust did not only affect the victims, it affected many other regions and still has to this day. The Pyramid of Hate was very much implemented throughout the Holocaust. Starting with the biased attitudes, acts of bias, discrimination, violence, and eventually genocide. The stages of the Holocaust perfectly fit the stages of the Pyramid of Hate. The importance of learning about the Holocaust is crucial so history does not repeat itself, and so this generation will have a clear understanding of this genocide. Dotson This graphic shows the ten stages of genocide. A genocide does not just happen due to the fact that there are always circumstances leading up to the event. In the Holocaust, all of these ten stages were implemented upon Jews, Poles, homosexuals, the disabled, etc. https://www.hmd.org.uk/learn-about-the-holocaust-and-genocides/what-is-genocide/the-tenstages-of-genocide/ Dotson Works Cited Cosman, Iona, et al. "Describe Fear in Your Own Words. Stories from the Holocaust: A Historical and Psychological Analysis." Holocaust. Study & Research/Holocaust. Studii Şi Cercetări, July 2012, pp. 104-114. Academic Search Ultimate. Grinchpun, Matías. “Not Six Million nor Thirty Thousand: From ‘Holocaust Revisionism’ to ‘State Terrorism’ Denial in Argentina, 1945-2016.” Journal of the History of Ideas, vol. 82, no. 1, Jan. 2021, pp. 153–174. EBSCOhost, doi:10.1353/jhi.2021.0007. Horáčková, Kateřina, et al. "Consequences of Holocaust on Physical Health of Survivors: Bibliography Review." Central European Journal of Public Health, vol. 28, no. 3, Sept. 2020, pp. 237–244. CINAHL Complete, doi:10.21101/cejph.a5650. Johnson, Aaron P., and Lisa Pennington. “Teaching ‘Other’ Genocides: Exploring the Intersection of Global Education and Genocide Studies.” Social Studies, vol. 109, no. 5, Sept. 2018, pp. 227– 237. EBSCOhost, doi:10.1080/00377996.2018.1483312. Kovtiak, Elisabeth. “Bringing Back the Silenced Memories: (Un)Official Commemorations of the Holocaust in Belarus.” Baltic Worlds, vol. 13, no. 4, Dec. 2020, pp. 50–60. EBSCOhost, search.ebscohost.com/login.aspx direct=true&AuthType=ip,uid&db=asn&AN=148525876&site=eds-live&scope=site. Rabinovitch, Galiya, and Efrat Kass. “Avoiding Longing: The Case of ‘Hidden Children’ in the Holocaust.” Israel Affairs, vol. 22, no. 2, Apr. 2016, pp. 444–458. EBSCOhost, doi:10.1080/13537121.2016.1140350. Rich, Jennifer. “‘It Led to Great Advances in Science’: What Teacher Candidates Know About the Holocaust.” Social Studies, vol. 110, no. 2, Mar. 2019, pp. 51–66. EBSCOhost, doi:10.1080/00377996.2018.1515060.
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Oakley 1
Donovan Oakley
Prof. Kohl
ENG 102
18 April 2021
The Armenian Genocide and the Prevention of Mass Murder
1) Your essay has an exact reason for genesis of Armenian genocide. Since this was the first
mass murder, current genocides that have occurred have been promoted by it. However, your
perception about people accepting genocides as natural disasters and that they are ignorant is
uncalled for. This information provides wrong impression about people.
2) MLA format is correct throughout your work and it is recommendable. You have 1-inch
margins in all pages of the paper. There are page numbers on all pages, last name and page
numbers in upper right corner of all pages of the paper. Lecturer’s designation is in incorrect
format. The title for the paper is clear and succinct because one can clearly get what the paper
entails. All lines are neatly double spaced with no extra spaces. Paragraphs all through the paper
were not longer than one pages except paragraph four which was relatively long. The sentences
are also long. Direct quotes throughout the paper are not longer than four lines. Works cited are
exceeding the recommended seven academic sources. They are eight cited works. There is
exquisite hanging indentation of works cited with perfect spacing.
3) a. The opening statement of your paper is factual and statistic hence is able to grab anyone’s
attention.
b. The topic and hook are elaborated well by inspiration sentences in the paper.
c. “Why” question is not included in the introduction.
d. This paper has an ideal philosophical argument since any one reading it is led to this logic of
what really caused the Armenian genocide, involvement with Turks and Ottoman empire.
4) The sentences in all the paragraphs seem to be in line with the main story. All paragraphs are
cited well except paragraph two...


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