Preparing to Write an Essay Worksheet
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University of Texas, Arlington *
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Course
1302
Subject
Communications
Date
Feb 20, 2024
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docx
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6
Uploaded by GeneralFieldWren38
Preparing to Write an Essay Activity
Note that you WILL NOT write the essay with this activity. You are finding information to include in your essay and then outlining your essay. You will receive feedback in the form of yet/partially there/not yet on this worksheet. You may resubmit if you receive a partially there or not yet on your worksheet to raise your grade and get additional feedback to write an outstanding
essay.
There is also a workbook separate from this worksheet worth five points toward your total Preparing to Write grade. The grading scale is:
Yet = 95 +5 for completed workbook by initial due date
Partially There = 80 +5 for completed workbook by initial due date
Not Yet = 70 +5 for completed workbook by initial due date
WHERE IS THE PROMPT? – Your prompt is posted in the general information for the Preparing to Write assignment in Canvas and is also found in the Signature Essay assignment page in Canvas.
*******A Note on Required Sources for the Essay and this Worksheet: You are required to use materials assigned in the course (this includes American Yawp and the Primary Source documents at the end of each chapter of Yawp) – no outside sources permitted.
You will need a total of 3 different secondary sources and 3 primary sources for the essay and in this worksheet. A Yawp chapter is one secondary source *******
Step 1: Brainstorming the Essay
Sit back and think about the prompt. Then, in whatever way works for you (see booklet for some ideas) brainstorm the prompt – then choose the best three key points/ideas that address the prompt – these will be your points for the rule of three essay you will write.
List your three key points/ideas below:
1.)
Political Activism 2.)
Economic Justice
3.)
Social Justice and Equality
Step 2: Finding Evidence for Point 1
Provide three pieces of evidence you will use to support your first point. Be sure to provide a cite
with the location you found the information (you may only use assigned course materials) using simplified course citation style for each piece of evidence.
1.)
Muckraking Journalism - Journalists who exposed business practices, poverty, and corruption—labeled by Theodore Roosevelt as “muckrakers”—aroused public demands for reform. (The American Yawp, Chapter 20, Section 2) 2.)
Women’s Suffrage Movement – Alice Paul hunger strike (
Video
- By One Vote: Women’s Suffrage in the South.) 3.)
Social Gospel Movement – Walter Rauschenbusch – “
The social gospel seeks to bring men under repentance for their collective sins and to create a more sensitive and more modern conscience” (Walter Rauschenbusch,
A Theology for the Social Gospel
(New York: Macmillan, 1917)
Step 3: Finding Evidence for Point 2
Provide three pieces of evidence you will use to support your first point. Be sure to provide a cite
with the location you found the information (you may only use assigned course materials) using simplified course citation style for each piece of evidence.
1.)
“We return. We return from fighting. We return fighting. Make way for Democracy!” – blacks who fought in the war demanded equality. W. E. B. Du Bois, “Returning Soldiers,”
The Crisis
(May 1919)
2.)
“What the woman who labors wants is the right to live, not simply exist,” - Sarah Eisenstein,
Give Us Bread but Give Us Roses: Working Women’s Consciousness in the United States, 1890 to the First World War
(New York: Routledge, 1983), 32.
3.)
Croly and other reformers believed that wealth inequality eroded democracy and reformers had to win back for the people the power usurped by the moneyed trusts. – American Yawp, Ch 20, Sec 4
Step 4: Finding Evidence for Point 3
Provide three pieces of evidence you will use to support your first point. Be sure to provide a cite
with the location you found the information (you may only use assigned course materials) using simplified course citation style for each piece of evidence.
1.)
social gospel advocates encouraged Christians to engage society; challenge social, political, and economic structures; and help those less fortunate than themselves. – American Yawp, Ch 20, sec 2
2.)
“out of the ashes of the triangle fire came new safety and fire regulation, child labor laws,
and workman’s compensation.” - Triangle Shirtwaist Factory Fire video
3.)
Black Americans faced discrimination everywhere but suffered especially severe legal inequality in the Jim Crow South – American Yawp, Ch 23, Sec 11
Step 5: Outline Your Essay Using the Points and Evidence Above
1
st
Paragraph: Introduction Paragraph
Historical Context/Background
Populist and Progressive reformers of the late 19
th
and early 20
th
centuries played a pivotal role in molding American politics, and socioeconomics.
Thesis Statement (One sentence located at the very end of this paragraph)
1. Political activism in this era echoed a period of social and economic turmoil, with various groups organizing to address injustices and promote reforms. 2
nd
Paragraph: Paragraph of the body about Key Point 1
Thesis Statement for Key Point 1 (first
sentence of the paragraph)
The late 1800’s was a period of political activism in the US, marked by substantial shifts in politics and social inequality.
Piece of Evidence/Analysis 1
Journalists like Upton Sinclair and Ray Stannard Baker exposed unethical business practices, poverty, and corruption.
Piece of Evidence/Analysis 2
Alice Paul leads NAWSA in protests at white house that led to the arrest of over 150 women.
Piece of Evidence/Analysis 3
Walter Rauschenbusch used the social gospel to try to persuade people to “enact the kingdom of God on earth.” An effort to get people to help those less fortunate.
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3
rd
Paragraph: Paragraph of the body about Key Point 2
Thesis Statement for Key Point 2 (first
sentence of the paragraph)
Reformers were motivated by a vow to seek and deliver economic justice.
Piece of Evidence/Analysis 1
Thousands of Black southerners traveled north and midwest for work and to escape poverty, but faced backlash from white northerners. W.E.B. Du Bois wrote, “We return. We return from fighting. We return fighting. Make way for democracy!”
Piece of Evidence/Analysis 2
There were groups of middle to upper class women who endorsed suffrage. Rose Schneiderman said, “What the woman who labors wants is the right to live, not simply exist…The worker must have bread, but she must have her roses too.”
Piece of Evidence/Analysis 3
The Promise of American Life, an era defining book by Herbert Croly, argued that corrupt politicians had seized too much power, and that those powers belonged to the people. “Croly and other reformers believed that wealth inequality eroded democracy and reformers had to win back for the people the power usurped by the moneyed trusts.”
4
th
Paragraph: Paragraph of the body about Key Point 3
Thesis Statement for Key Point 3 (first
sentence of the paragraph)
Various reform movements aimed to ensure equal rights for women, secure fair wages, and improve working conditions.
Piece of Evidence/Analysis 1
Instead of simply caring for friends and family, social gospel advocates urged Christians to contribute to society by challenging social, political, economic structures, and help those less fortunate.
Piece of Evidence/Analysis 2
A tragic industrial disaster known as the Triangle Shirtwaist Factory fire in Greenwich
Village, New York, had an overwhelming impact on labor and safety laws. Inadequate safety measures, and unethical shop owners, led to nearly 150 women losing their lives in a fire inside the factory owned by Max Blanck and Isaac Harris.
Piece of Evidence/Analysis 3
Black codes and Jim Crow Laws were laws passed that limited the rights of African Americans. “Black Americans faced discrimination everywhere but suffered especially severe legal inequality in the Jim Crow South.”
5
th
Paragraph: Conclusion
Major points of Analysis to sum up
These social movements displayed the varied troubles of American society in the late 1800’s. Reformers, fueled by ethical considerations to focus on social and economic biases, played crucial roles in shaping our country.
In conclusion, the Populist and Progressive reformers of the late 19th and early 20th centuries engaged in civic activism driven by ethical considerations aimed at creating a more just and equitable society. Their methods of civic engagement, ranging from political activism to social movements, reflected a commitment to democratic principles and the well-being of the broader population. The ethical considerations of these reformers revolved around challenging concentrations of power, promoting social justice, and advancing policies
that would benefit the common good
Political activism in the 1890s reflected a period of social and economic upheaval, with various groups mobilizing to address perceived injustices and advocate for reforms. In summary, the reformers of the late 19th and early 20th centuries were motivated by ethical considerations to address social and economic injustices. Their civic engagements took various forms, including political activism, social movements, and media advocacy. While some reforms were successful and reshaped American life, there was also resistance and pushback from segments of society, highlighting the complexity of navigating ethical considerations and civic engagement in the pursuit of societal change.
These social movements displayed the varied troubles of American society in the late 1800’s. Reformers, fueled by ethical considerations to focus on social and economic biases, played crucial roles in shaping our country.
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