4-5 pages (1000-1250words)For this essay assignment , identify , explain , and analyze specific ways in which war has shaped or impacted the historical experiences of Asian Americans . Develop a focused , specific argument / thesis in response to this prompt and draw from relevant evidence from course readings and lectures this quarter to support your argument . In your response tothe prompt , be sure to be clear in identifying which specific war ( focus on only one specific war ) and the particular Asian ethnic group ( s ) experiences that you choose to write about and analyze in your essay . Your paper must demonstrate a strong understanding of major issues themes , and / or concepts from this course . Make sure you are specific and focused in your ideas and use of course materials. Your body of evidence MuST draw from at least THREE ASA 1 course readings assigned between Week 5 ( Nov 3 ) and Week 10 ( Dec 10 ) .course readings will be providedASA 001 Paper 2 Essay Assignment
Prof. R. Kim
Fall 2020
Context and Audience
To help give your essay a sense of purpose, imagine your high school has invited you to give a formal speech
about Asian American history. The organizers have asked you to share your knowledge of Asian American history
with students who are largely unfamiliar with the subject matter. Think of your essay as the equivalent of this
speech in which you seek to persuade or convince your audience to think differently about the subject matter
based on your own argument or perspective on an aspect of Asian American history provided by the prompt
below. Please remember you are composing an essay for this assignment, not an actual speech, and so your essay
should not contain any introductory or concluding remarks associated with the setting of an actual speech at your
former high school.
Essay Prompt
What do you think is the significance of war in Asian American history? For this essay assignment, identify,
explain, and analyze specific ways in which war has shaped or impacted the historical experiences of Asian
Americans. Develop a focused, specific argument/thesis in response to this prompt and draw from relevant
evidence from ASA 1 course readings and lectures this quarter to support your argument. In your response to
the prompt, be sure to be clear in identifying which specific war (focus on only one specific
war) and the particular Asian ethnic group(s) experiences that you choose to write about and
analyze in your essay. Your paper must demonstrate a strong understanding of major issues, themes, and/or
concepts from this course. Make sure you are specific and focused in your ideas and use of course materials.
Your body of evidence MUST draw from at least THREE ASA 1 course readings assigned between
Week 5 (Nov. 3) and Week 10 (Dec. 10).
Assignment Tasks and Requirements
Based on the prompt below, compose an analytical essay (4 to 5 pages/1000-1250 words).
• Your essay must consist of an argument with a clear thesis statement, supported by your own reasons and
backed by evidence drawn from the readings, lectures, and discussions from the course.Your argument will
structure the contents of your essay. SEE ATTACHED SHEET ON MAKING PERSUASIVE ARGUMENTS.
• While you may use material from lectures in your analysis and discussion, you CANNOT rely solely on
lectures as your primary source of information for your paper.
BETWEEN WEEKS 5 AND 10. If you do not incorporate and cite multiple course readings and
explicitly address key course concepts and themes in your paper, you are not completely fulfilling the
requirements of this assignment.
• Your response MUST draw ONLY from examples and evidence from course lectures,
readings, and discussions presented this quarter. The use of any examples or evidence
outside of this course is NOT permissible. Failure to abide by this requirement will result
in major points deducted from your paper grade.
• Grading will be based on the grading rubric provided. SEE ATTACHED SHEET.
• Be sure to read and follow the paper format guidelines below.
• Remember your goal is to persuade readers to think differently based on your own
argument or perspective on the prompt.
• Your essay should NOT be a simple summary or description of the readings or anything
resembling a book report.
Prof. R. Kim
Fall 2020
Paper Format and Directions
Each paper must adhere to the following format and requirements:
1) 4 to 5 pages/1000-1250 words in length (papers that do not meet the MINIMUM 4-page requirement
will be penalized grade points).
2) Double-spaced on 8 1/2″ x 11″ paper.
3) Standard 12-point fonts with standard 1-inch margins on all sides.
4) Paginated.
5) All citations MUST conform to standard the Chicago Manual of Style. SEE ATTACHED SHEET.
6) PLAGIARISM is a very serious offense and will not be tolerated in any form. Refer to the document on
plagiarism posted on Canvas for useful tips on how to avoid various forms of plagiarism. Please be
mindful that this course uses TurnItIn, an electronic resource that compares your work to online sources
and a comprehensive database of other papers. TurnItIn creates an originality report identifying whether
parts of your work match or are similar to any of their sources.
7) All papers MUST be submitted online through the Canvas course site by 5PM Wednesday
December 16. All late papers will be graded down one half grade every passing day.
8) Follow writing guidelines provided below
Writing Guidelines
1. Take a position. Construct a focused, specific thesis statement or question containing a single main idea. It
can be in the form of a question, which then you will seek to answer by looking at various materials we’ve
used in the class. Or it can be a statement, which you will then substantiate and defend with readings.
2. State your position within the first paragraph of your paper. Let your readers know early what the central
point or idea will be. This thesis statement will also help you maintain unity in your paper, and help you
decide which details to include. As you write, refer to your thesis statement from time to time to see if you
have drifted away from your main idea. But don’t hesitate to revise your thesis if you find yourself writing on
something other than your original statement.
3. Keep your topic focused and narrow. The broader your topic, the less manageable it will be.
4. Develop your argument logically. Begin paragraphs with a strong, clear topic sentence and try to end each
paragraph with a concluding one. Let your reader know what will be covered in the body of the paragraph.
Each paragraph should explore only one point. Think about how each paragraph relates to one another, and
write the topic and concluding sentences as transitions.
5. Write simply and concisely. Clarity is extremely important.
6. Support your assertions with evidence. Be as specific as possible. Avoid generalizations.
7. Always cite an author when using his or her ideas, and when quoting from the work. If you use quotations,
remember to introduce them first. (For instance, As Sucheng Chan states, “quotation” and then cite the
quotation.) Always to provide your analysis of quotes, or remind the reader how they support your
assertions. REMEMBER your evidence never speaks for itself! Also, avoid the use of extended block quotes.
8. Run spell-check and proofread.
Making persuasive
I CLAIM (or thesis) that => because of these REASONS => which I base on this EVIDENCE
I acknowledge these questions, objections, and alternatives,
and I respond to them in these ways
From: Wayne C. Booth et al. The Craft of Research (2008), p. 113
ASA 001
Fall 2020
Prof. R. Kim
This handout contains information on The Chicago Manual of Style method of document formatting
and citation.
In the Chicago NB system, you should include a note (endnote or footnote) each time you use a source,
whether through a direct quote or through a paraphrase or summary. Footnotes will be added at the end
of the page on which the source is referenced, and endnotes will be compiled at the end of each chapter
or at the end of the entire document.
In either case, a superscript number corresponding to a note with the bibliographic information for that
source should be placed in the text following the end of the sentence or clause in which the source is
Here are general examples of how to cite sources for your papers based on Chicago Manual of Style.
Footnote or endnote:
First name Last name, Title of Book (Place of publication: Publisher, Year of publication), pp. **.
Milton Murayama, All I Asking for is my Body (Honolulu: University of Hawaii Press, 1994), p. *
Articles and Book Chapters (secondary sources):
Footnote or Endnote:
First name Last name, “Title of Article” (ASA 1 Coursepack Reader, Fall Quarter 2020), pp. **.
Ronald Takaki, “Native and Asian Labor in the Colonization of Hawai’i” (ASA 1 Coursepack Reader,
Spring Quarter 2019), p. 61.
Primary Source Materials:
Footnote or Endnote:
First name Last name (if provided), “Title of Document” (ASA 1 Coursepack Reader, Spring Quarter
2019), pp., **.
“Foreign Experts Stress Optimism for Agriculture in Hawai’i, 1850” (ASA 1 Coursepack Reader, Fall
Quarter 2020), p. 57.
ASA 001
Fall 2020
Prof. R. Kim
Using Your Word Processing Program’s “Insert Footnote” Function
Most, if not all, word processing programs have an automatic function for inserting a footnote/endnote.
It is important to learn how to do this in your word processing system. This will save time and will
guarantee that the footnote reference mark (the superscript in the text), footnote numbering, and the
footnote/endnote placement are consistent. Do not try to insert footnotes manually by typing numbers
and guessing where to place the footnotes should go at the bottom since errors will creep into your
For example, here are the instructions for Inserting a Footnote or an Endnote in Microsoft Word 2003:
1. In print layout view (print layout view: A view of a document or other object as it will appear when
you print it. For example, items such as headers, footnotes, columns, and text boxes appear in their
actual positions.), click where you want to insert the note reference mark:
• On the Insert menu, point to Reference, and then click Footnote.
• Click Footnotes or Endnotes.
2. By default, Word places footnotes at the end of each page and endnotes at the end of the document.
You can change the placement of footnotes and endnotes by making a selection in the Footnotes or
Endnotes box.
• In the Number format box, click the format you want.
• Click Insert.
3. Word inserts the note number and places the insertion point next to the note number.
• Type the note text.
• Scroll to your place in the document and continue typing.
4. As you insert additional footnotes or endnotes in the document, Word automatically applies the
correct number format.
5. When you add, delete, or move notes that are automatically numbered, Word renumbers the footnote
and endnote reference marks (note reference mark: A number, character, or combination of characters
that indicates that additional information is contained in a footnote or endnote.
6. You can view and edit footnotes and endnotes in your word processing system using the Footnote
function in the View menu. This will open a window below your text with all your footnotes. You can
scroll through and edit all your footnotes as you work.
ASA 1 Essay Grading Rubric 1
Grading Criteria
Ideas, argument,
and analysis
Evidence and
20.0 to 18.5 pts
Excels in responding
to assignment with
originality and
sophistication in
thought. Central thesis
is well-focused,
relevant, and clear.
30.0 to 28.0 pts
Clear analysis of key
issues. Fully developed
argument, which
shows strong
understanding and
synthesis of materials
and good judgement of
25.0 to 23.5 pts
Uses evidence
appropriately and
effectively, providing
sufficient evidence and
explanation to make
convincing argument.
Selection of sources is
well-balanced and all
sources properly
Above Average
18.0 to 16.5 pts
A solid essay that
appropriately to
assignment. Has
clearly stated central
27.5 to 24.5 pts
Good level of analysis
but not always fully
developed. Shows
careful reading of
materials, but may not
evaluate them
23 to 20.5 pts
Begins to offer
reasons to support
main points. Begins to
interpret evidence and
explain connections
between evidence and
main ideas. Examples
bear some relevance
to argument. Less
balanced selection of
sources and
adequately referenced.
16.0 to 14.5 pts
Adequate but weaker
and less effective
response to the
assignment. Presents
thesis in general terms
often depending on
platitudes and clichés.
24.0 to 21.5 pts
Needs better balance of
analysis and
description. Shows
basic comprehension
of sources, perhaps
with some lapses in
14.0 to 12.0 pts
Does not respond
appropriately to
assignment. Lacks a
clear central thesis.
Thesis may be too
vague, descriptive, or
21.0 to 18.0 pts
Very simplistic and
descriptive in
development of
assertions. Paper may
20.0 to 18.0 pts
17.5 to 15.0 pts
Often uses
Depends on clichés or
generalizations to
support main points.
for support. Offers
May use examples, but little evidence of any
they may be vague or
kind. May be a
not relevant. Often
personal narrative
depends on
rather than an
unsupported opinion
analytical essay. Very
or summary rather than limited range of
analysis. Examples are
materials and incorrect
referencing of sources.
Limited range of
sources and incomplete
referencing of sources.
11.5 to 0 pts
Fails to respond to
assignment. No
sense of any thesis.
17.5 to 0 pts
No analysis. Overly
assertions and
May neglect to use
sources where
14.5 to 0 pts
Uses irrelevant
details and lacks
supporting evidence
entirely. May be
unduly brief.
Extremely limited
range of materials
and little or no
referencing of
Grading Criteria
Organization and
Style and
15.0 to 14.0 pts
Clear focus on thesis.
Clear indication of
definitions and
coherent direction of
argument. Guides
reader through chain
of reasoning or
progression of ideas.
10.0 to 9.5 pts
Exceptional quality of
writing, including
sentence structure,
grammar, punctuation,
transitions, and
appropriate sentence
and paragraph lengths.
Sentences are varied,
yet clearly structured
and carefully focused,
not long and rambling.
Paper is spell-checked
and proofread.
Above Average
13.5 to 12.0 pts
Focus on thesis.
Attention to
definitions with
generally clear and
coherent direction of
argument. Shows
logical progression of
ideas with some minor
lapses in development.
11.5 to 10.5 pts
Needs greater focus on
thesis. Lacks clear
definitions. May list
ideas or arrange them
randomly rather than
using evident logical
structure. Better
organization would
give more coherence
and direction.
9.0 to 8.5 pts
8.0 to 7.5 pts
Good quality of
Fair quality of writing,
writing, including
including sentence
sentence structure,
structure, grammar,
grammar, punctuation, punctuation,
transitions, and
transitions, and
appropriate sentence
appropriate sentence
and paragraph lengths. and paragraph lengths.
Sentences generally
Sentence structure
clear, well-structured, generally correct, but
focused, though some sentences may be
may be awkward and
wordy, unfocused,
ineffective. Paper is
repetitive, or confusing.
spell-checked and
Paper is spell-checked
and proofread.
10.0 to 9.0 pts
Very limited reference
to thesis. Very loose
or inaccurate
definitions. Poorly
organized and difficult
to follow. May have
random organization,
lacking internal
8.5 to 0 pts
Ignores thesis. No
sense of line of
argument. No
organization or
7.0 to 6.0 pts
Poor quality of
writing, including
sentence structure,
grammar, punctuation,
transitions, and
appropriate sentence
and paragraph lengths.
Sentence structure is
unclear. Numerous,
repetitive mistakes.
Failure to spell-check
or proofread.
5.5 to 0 pts
Unacceptable quality
of writing, including
sentence structure,
transitions, and
appropriate sentence
and paragraph
lengths. Usually
contains so many
mistakes that is
impossible for
reader to following
thinking from
sentence to
Adapted from “General characteristics by letter grade of university-level student papers,” University Writing Program, UC Davis, January 1995.

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