Interpretive Essay
History 170, Fall 2010
Due date for MW Class: Monday, 10/25
Due date for Monday evening class: Monday, 11/1
Description taken from Syllabus
Interpretive paper (4-5 pages): You will develop your own interpretation of an emerging
American society using the assigned primary source readings from the Reader. You will address
the following question: What kinds of conditions (or motives) created violent conflict in
sixteenth and/or seventeenth-century North America?
Detailed Description
You will use a total of four sources to write this paper. At least two of the sources must be
primary sources from the class reader. Remember, a primary source is a letter, poem, diary, or
account written by someone witnessing or living through the events of that time period. The
other sources (secondary or primary) may come from any of our class readings.
No outside reading is required for this paper.
Primary Sources (all in Reader)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Cortes’ letter
Aztec poem
Paul Le Jeune letter
Roanoke
Richard Hakluyt
Thomas Harriott
John White (drawings)
John Winthrop
Mary Rowlandson
Secondary Sources
1.
2.
3.
4.
5.
6.
7.
8.
Igna Clendinnen, “Fierce and Unnatural Cruelty” essay (online)
Richard Hofstadter, American Violence essay (reader)
Karen Kupperman Roanoke Colony (all)
Kathleen Brown, Pocahontas essay (reader)
Winthrop Jordan’s White Man’s Burden (Chap 1-4)
Edmund Morgan, Bacon’s Rebellion essay (reader)
Eugene Genovese, From Rebellion to Revolution essay (reader)
David Hall, Samuel Sewall essay (reader)
1
Format for paper
4-5 pages
Times, 12
One-inch margins on all sides
One-sided
Double-spaced
Specify a title for the paper
Rough Drafts
I am happy to look at multiple rough drafts via email or in person but you need to give me a full
week to provide feedback.
Citing Sources
After the sentence that incorporates the source, note the author’s last name and page number
in parentheses (Author, 25). If you are using a source from Maple Press, use the page number
superimposed on each page by Maple Press. Since the paper is based only on our class readings,
you do not have to include footnotes or endnotes.
Do not use multi-sentence quotes from any source. As much as possible, use your own words
and quote phrases which would otherwise be hard to paraphrase. As a general rule, cite directly
from each source just once and no more than twice in your essay.
Here are two examples of citing sources:
When using direct quotes from the source:
In his letter, Cortes felt confident about converting the natives in Mexico because he believed
they lived “equally and reasonably” (Cortes, 4).
When using information from the source but not direct quotes:
Repeatedly, Cortes compares Moorish mosques and fashions with Aztec temples and homes,
respectively (Cortes, 3).
What are other example sentences that cite primary sources?
• In her narrative, “Sovereignty and Goodness of God, “ Mary Rowlandson provides evidence
of English technology used effectively by the natives. For example, she writes that the
Indians used “Guns, Spears and Hatchets” (Rowlandson, 55).
•
George Washington’s second rule provides an instance of bodily self-consciousness in
eighteenth century colonial culture. Washington notes: “When in company, put not your
hands to any part of the body not usually discovered” (Washington, 187).
•
In response to sermons from George Whitefield, a Connecticut woman, Hannah Heaton,
experienced terror, wondered whether God was angry at her “wicked ways,” and felt the
“devil twitch” her cloathes (Heaton, 173).
2
•
Unsurprisingly, eighteenth-century slaveowners stressed very different qualities when they
sold their slaves. Instead of emphasizing the slaves’ sly or cunning nature, the owners
dwelled on the “Honesty and Sobriety” of the slave (Runaway Ads, 163).
Late Paper Policy
Late paper will be penalized 10% for each day late.
Grading
I expect the paper to have no typos or grammatical errors. In addition, the sequence of
paragraphs should be logical, coherent, and persuasive. Each paragraph should have a topic
sentence which prepares the reader for the argument to follow. Your introduction should set up
your argument and your conclusion should clinch it. The conclusion should not repeat the points
made in the introduction but provide the reader with new insights.
You will be graded on the clarity and depth of your argument as well as your careful use of
sources to build your paper. Make sure you introduce each source (provide the full name, the
date, and the setting for the source) and use it in the proper context. For example, do not cite
Mary Rowlandson’s captivity narrative if you are talking about conditions in Virginia because
Mary never set foot in Virginia.
Qualities of an “A” Assignment
Content and Organization (Argument)
-fulfills all the requirements of the assignment
- presents a recognizable, strong thesis or argument
-contains unified paragraphs that support recognizable topic sentences
- makes sure that the topic sentence of each paragraph relates to the thesis or argument in
some way
- presents accurate information, with generalizations supported by facts, examples, or
analysis
-displays original thought
-defines terms if necessary
-is clearly organized with an appropriate essay structure
-has an effective introduction and conclusion
-contains effective transitions between sentences and between paragraphs
Clarity and Correctness (Logistics)
-uses sentences that are easy to understand on a first reading
-includes a variety of sentence constructions
-uses document design to enhance readability
-has no serious errors of diction, syntax, grammar, punctuation, or spelling
-shows evidence of careful editing
Qualities of a “B” Assignment
Content and Organization (Argument)
3
-fulfills most of the requirements of assignment
-presents accurate information, with generalizations supported by facts, examples, or
analysis
-argues logically
-defines terms if necessary
-has a recognizable thesis or subject line
-has appropriate organization
-contains unified paragraphs that support recognizable topic sentences
-has appropriate introduction and conclusion
-contains transitions
Clarity and Organization (Logistics)
-uses sentences that are easy to understand on a first reading
-includes a variety of sentence constructions
-uses some document design elements
-has very few errors of diction, syntax, grammar, punctuation, or spelling. The
errors do not prevent comprehension.
-shows evidence of editing.
Qualities of a “C” Assignment
Content and Organization (Argument)
-fulfills the main parts of the assignment
-supports generalizations with some detail
-defines terms if necessary
-has a recognizable thesis or subject line
-uses appropriate organization
-contains unified paragraphs with topic sentences
-has an introduction and conclusion
Clarity and Correctness (Logistics)
-uses understandable sentences
-shows some variety in sentence construction
-has some elements of document design
-has a few errors of diction, syntax, grammar, punctuation, or spelling. Errors
occasionally prevent comprehension
-shows an understanding of the conventions of written English
Qualities of a “D” or “F” Assignment
Content and Organization (Argument)
-fails to fulfill main parts of the assignment
-provides scant information and little support
-has a barely recognizable thesis or subject line
-has poor organization
-contains some paragraphs with topic sentences
Clarity and Correctness (Logistics)
-many sentences are not understandable upon first reading
4
-shows little variety in sentence construction
-has many errors of diction, syntax, grammar, punctuation, or spelling. The errors often
prevent comprehension
5