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Essay 5: Connecting with Sources (15%)
Mon 3/13: Primary Source Activity (NP9) at University Archives
Wed 3/15: Online Archival Post (NP10)
Mon 3/20: Introduce Essay 5 Assignment + NP11
Wed 3/22: Discuss Reading 8 on Credible Research Process + NP12
Wed 4/5: Discuss Reading 9 on Ways to Use Sources + NP13
* SELECT PRIMARY SOURCES AT UNIVERSITY ARCHIVE BY CLASS TODAY*
Mon 4/10: WORKING THESIS STATEMENT + 3 SOURCE ANNOTATIONS ROUGH
DRAFT DUE (1%)
Wed 4/12: ESSAY 5 FULL ROUGH DRAFT (1000w) DUE (1%)
Sun 4/15: ESSAY 5 FINAL DRAFT of 1000 words (14%) + 3 SOURCE ANNOTATIONS
(1%) DUE BY 5PM (Upload on TITANium)
In Essay 3 you created your own primary source material – an interview with a member of a
student organization – shaped by ideas on leadership that Kouzes and Posner offered us in a
secondary source. In Essay 4 and 5 we replicate the same process (using secondary sources to
interpret a primary source), but this time the interpretation and connection process becomes more
complicated since you are not creating primary source evidence inspired directly by a secondary
source. Instead we’re turning to existing primary sources to interpret a moment or artifact in a
student organization’s history. The primary source itself will lead class members to a range of
different secondary sources and interpretations for them.
The broad research question that guides this assignment is, what activities, events, or
movements have CSUF student organizations participated in and how do we interpret their
Select a Primary Source from the University Archives
For this essay you need to select at least one primary source about a student organization
from the University Archives. Focus on interpreting a specific event, focused time, a single
publication, or a focused comparison of two sources since 1000 words is not a lot of space to
interpret the significance of a student organization’s entire history or whole range of actions. For
example, if you choose to write about the Daily Titan you might focus on one aspect of an issue,
like letters to the editor from students, and interpret one or two letters from one time or compare
two letters across two different times.
Brainstorm Questions, Keywords, and Tentative Interpretations of Your Primary Source
Notebook Posts 11-13 will focus on Essay 4 sources and your Essay 5 sources to develop this
Research Secondary Sources to Support a Focused Interpretation of the Primary Source
Reading 8 will guide you to honor your existing research behaviors at the same time you enhance
them through library database research. By the end of the research process, you will want to
decide on using at least 3 secondary sources that will help you offer a focused interpretation of
your primary source.
Read Secondary Sources and Draft Annotations
After skimming many sources and selecting the 3 secondary sources you want to use in your
essay, draft an annotation of your sources following the Summarize/Assess/Reflect model the
Purdue OWL outlines at https://owl.english.purdue.edu/owl/resource/614/01/
(also hyperlinked on our class TITANium site). If your essay uses more than 3 secondary
sources, you only have to compose three annotations.
Compose Working Thesis Statement and Rough Draft of Source Annotations by 4/10
Like previous drafts, bring in a working thesis statement as well as your drafted annotations for a
class peer review session and draft credit.
Compose Full Rough Draft of 1000 words by 4/12
Like previous drafts, bring in a full rough draft of Essay 5 for a class peer review session and
Revise and Submit Final Draft of Essay 5 and 3 Source Annotations by 4/15 at 5pm
Specific and Developed Thesis (30%)
The essay should possess a focused thesis about the primary source you’re writing about
that communicates a specific interpretation of that primary source that is “arguable” (not
readily knowable to your audience). The essay should communicate its overall thesis with
a primary claim or thesis statement in an introductory paragraph.
Focused and Organized Paragraph Development (30%)
- The essay should possess developed paragraphs containing claims that explain the
essay’s thesis, specific evidence using primary sources from the University Archives and
secondary sources, and transitions that connect the essay’s claims together.
- The paragraphs should be in an organization or order that helps outside readers
understand the development and significance of your argument.
- The conclusion paragraph should also work to restate the essay’s key claims together
and expand “outward” in some way (likely by calling for more research or connecting to
contemporary ideas about the significance).
Source Use (40%)
- For this essay you should collect at least one primary and three secondary sources to
use as evidence in your essay. As we will discuss in class, you should avoid using tertiary
sources (including wikipedia or other encyclopedias). The evidence you use from these
sources should be vivid and meaningfully connected to the thesis. Your source use should
demonstrate your ability to paraphrase and incorporate direct quotations (Reading 9).
- The essay should use quotation marks around any exact language you use as a source
for your paper, identifying tags identifying the source authors, and/or a parenthetical
notation after a sentence when you use a source in your paper. The essay should also
include a list of sources you used for your paper located at the end of the document file.
The overall formatting of the essay should conform to MLA academic formatting
guidelines (unless you really like/use APA).
Basic Formatting Guidelines (from MLA 7th edition and before):
- double-space the text
- use a 12 pt. font that is readable and preferably a serif font (such as Times New Roman)
- set the margins of your document to 1 inch on all sides
- in the upper left-hand corner of the first page, list the following on separate lines: your
name, the instructor’s name, the course, and the date
- include a header with your last name and page number on each page
- if you use a longer quotation (more than 4 lines or 40 words or so), format it by
indenting it from your writing (look up “MLA format for block quote” for complete
Annotations Works Cited Page (1%)
To receive full credit, the source annotations should appear in/as the works cited page and
conform to the Purdue OWL annotation format of Summarize/Assess/Reflect we discussed in
class through notebook posts and peer review.