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Posted: April 30th, 2022
Negative Impact of Jim Crow on African Americans
Topic: Negative Impact of Jim Crow on African Americans in the 20th Century
You will use at least three scholarly sources (books, e-books, peer-reviewed journal articles ONLY).
Introduction
Include: context (when and where are you talking about; what’s going on as background)
Include: thesis statement (what you are asserting)
Include: Statement of Facts
What will the three parts of your essay be about?
2. Body
Divide your topic into three sub-topics
Include all of the evidence you have collected from your research
Don’t forget to cite your sources
3. Conclusion
This is your closing argument. Include your main points again, reiterating how you have proven your thesis.
Sources
Eriksson, Katherine. “Education and Incarceration in the Jim Crow South.” Journal of Human Resources, vol. 55, no. 1, 2018, pp. 43–75., https://doi.org/10.3368/jhr.55.2.0816.8142r.
Gates, Henry Louis, and Donald Yacovone. The African Americans: Many Rivers to Cross. SmileyBooks, 2013.
Godsil, Rachel D. “Michigan Law Review.” “Race Nuisance: The Politics of Law in the Jim Crow Era” by Rachel D. Godsil, Michigan Law Review Association, Dec. 2016, https://repository.law.umich.edu/mlr/vol105/iss3/2.
Pollak, Benjamin H. “‘A New Ethnology’: The Legal Expansion of Whiteness under Early Jim Crow.” Law and History Review, vol. 39, no. 3, 2021, pp. 513–538., https://doi.org/10.1017/s0738248021000110.
Research Essay Information-
Argumentative essay assignments generally call for extensive research of previously published material. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position (thesis) and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.
You will use at least three scholarly sources (books, e-books, peer-reviewed journal articles ONLY).
1. Introduction
Include: context (when and where are you talking about; what’s going on as background)
Include: thesis statement (what you are asserting)
Include: Statement of Facts
What will the three parts of your essay be about?
2. Body
Divide your topic into three sub-topics
Include all of the evidence you have collected from your research
Don’t forget to cite your sources
3. Conclusion
This is your closing argument. Include your main points again, reiterating how you have proven your thesis.
Use MLA as your citation style guide. Details may be found here:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html
Reminders:
Write in Standard English; avoid spelling or grammatical errors and fragments.
Be sure to CITE your source for ALL of the following: other people’s words, other people’s ideas, other people’s information. Use MLA In-Text citation. Details may be found here:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html
Do NOT use “I”, “you”, or “we” in your paper, only third-person declarative statements.
Proofread!
Create as a Word document: Times-New Roman, 12-font, double-spaced.
Turn in the last regular day of our class.
This is worth 20% of your sememter grade. Finish strong!
The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.
Please note: Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.
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