New York Times
case study: Vodafone Qatar
October 30, 2018“Chasing Hillary: Ten Years, Two Presidential Campaigns, and One Intact Glass Ceiling”
October 30, 2018Assignment 2 – RESEARCH PAPER AND PRESENTATION
Assignment 2 is an independent research project (paper and presentation).
You will produce an original, high-quality research paper on a subject that fascinates and
intrigues you, and you will share your research with your classmates in a group presentation.
To work on the essay of your choice, we will go through 3 steps together, and you will work
the rest independently:
Step 1: Research Paper
You will look at one of these sources:
• The New York Times
• The National Newspaper
• BBC website
• The Washington Post
You will choose a news topic related to the Americas, that resonates with one of these 6
weekly topics:
1. Indigenous peoples. History of indigenous America
2. The European Conquest of the Americas and Legacies of Empires
3. Slavery and Race
4. Revolutions and Independence
5. 20th Century: Economic and Social Upheaval, and the Rise of the American Brand
6. Migration, Borders
Step 2:
You will propose an essay question based on one of those topics and your newspaper article,
and I will help you refine it during a meeting in office hours, or after class.
Step 3:
Once the question is approved by me, you will source the readings for your question, and
start to work independently. Your final question needs to be approved by October 30 (week
10), or earlier.
Step 4:
You will submit an essay plan or draft of your paper by November 13 (week 12), on BB.
Step 5:
The due date for the final Research Paper (individual submission) is November 22 (week 13),
through SafeAssign.
Step 6: Poster/presentation
Students who have chosen the same reading topic will eventually be grouped (groups of 4-5),
to produce the poster and presentation together, by summarizing the individual essays of all
the group members into a single poster. Consider this when selecting your topic.
Step 7:
The due date for the Poster and Class Presentation will be week starting Nov 26 (week 14).
Writing instructions:
As with any research project, your work should begin with a clear and focused
question, problem, or observation. You should also ensure your work is led by a central
argument made in dialogue with the scholarly literature you have sourced; your paper should
not merely be a descriptive essay “about” a topic.
Integrate course ideas and readings within your paper and presentation to demonstrate
your understanding of the topic.
Paper:
• The final draft should be approximately 10 pages in length, excluding footnotes,
endnotes, and bibliography.
• You should find and use at least 5 academic sources in the paper, excluding the weekly
readings from the syllabus.
• Format your work carefully. In particular, all references and quotations should be
cited within the essay using a standard referencing style, such as MLA, APA, or
Chicago, and a bibliography should list all sources you have used in the paper.
Consult an expert if you are unsure how to cite sources correctly.
• Include a front page, with all the necessary details: name, title, etc.
• The paper will be designed, developed, and drafted in stages under supervision.
Class activities and pre-draft writing assignments will help you. Manage your time
carefully during the semester and seek advice and feedback regularly.
Presentation (groups of 4-5):
• You will make a 10-12 minute group presentation to the class on your research project.
• Your instructor may schedule presentations before the paper’s due date so your
classmates and instructor can offer feedback and suggestions.
• You are encouraged to use audiovisual and/or IT tools in the presentation to help
your audience better understand your research question, argument, and ideas.
Final papers and presentations should be uploaded to Safe Assign by the due date.
This assignment is worth 40% of your course grade. Study the attached rubric carefully for
information on how your paper and presentation will be graded.
| Criteria | Evaluation | % | CL | P | Z | A | B | C | D | F |
| O 4 |
L 5 |
U 3 |
1a. Conte nt and organi zation |
Does the paper respond to a clear and focused question, problem, or observation related to the topic? Does it demonstrate solid understanding of a particular subject? Is the paper organized |
10 | 9-10 An excellent paper overall, which responds to a clear and focused question or problem related to the topic. The essay shows strong understandin g of its |
8A strong paper overall, which responds to a clear and focused question. The essay shows good understandin g of its subject matter. All |
7A good paper overall. The paper responds to an adequate question or problem, if broadly defined. The essay shows a decent understanding of its subject matter. All requirements |
6 An adequate paper. Its question or problem is vague or unoriginal. The essay shows some understanding of its subject matter, but there are minor errors in understanding. |
0-5 The paper is not of an acceptable standard. Major errors in understanding. Requirements of the assignment are not met. |
| 1b. Understa nding and use of course ideas and material s |
Does the paper demonstrate an understanding of the topic as a theoretical, historical, and cultural concept? Does it integrate course ideas |
5 | 1 | 1 | 1 | 5 The paper demonstrates a strong understandin g of the topic as a theoretical, historical, and cultural concept. |
4 The paper demonstrates a good understandin g of the topic. Course ideas and materials are integrated well. |
3.5 The paper demonstrates a basic understanding of the topic. Some course ideas and materials are integrated appropriately. |
2 The paper demonstrates a limited understandin g of the topic. Limited ideas and materials from the |
0-2 The paper does not demonstrate an adequate understanding of topic as a course conceptt. Course ideas and materials |
| and materials Does the student situate their project within a broader context, thus demonstrating a sophisticated grasp of particular challenges of the topic? |
Ideas and 5 The project is situated clearly within a broader context of debates, discussion, and current events. A sophisticat ed grasp of particular |
course are 3 The student attempts to place their project within a wider context. Links and relations to broader debates, discussions, and events are weak or ambiguous. |
are not 0-2 Ac ontext for the paper is missing or is limited. The student thus fails to demonst rate a |
1c. Frami ng and broad er releva nce |
5 | 2 | 4 | 2 | 4 The project is situated within a broader context, demonstratin g a good grasp of particular challenges of the topic. |
3.5 The project is situated within a context of debates and/ or literatures, though the broader relevance or significance of the paper is |
| challenges 26-30 Strong, clear, and possibly original argument(s). Compelling and original evidence is given to support the argument. Analysis is consistently strong. |
underexplore 21-23 Basic argument, supported by relevant reasons and examples. Basic analysis of issues and ideas. |
sophistic 0-17 Flawed, weak, or missing argument. Analysis is missing or very weak. |
2. Analy sis |
Does the paper evaluate ideas, weigh alternate perspectives, develop coherent arguments, and advocate informed, persuasive conclusions? Is the paper led by an argument, rather than by |
30 | 5 | 3 | 1 | 24-25 A sound argument, supported by compelling evidence, sources, and examples. Analysis is good overall. |
18-20 A basic argument is made, but supporting evidence is sometimes lacking. Student often reverts to summarizing issues and readings. Analysis is weak. |
| 3. Infor matio n Litera cy |
Has the student retrieved, assessed, and synthesized information from multiple sources effectively? Are sources relevant and reliable? Are the paper’s claims supported by sufficient |
15 | 3 | 3 | 3 | 14-15 Excellent use of sources and evidence. Sources are reliable. Sources are used and analyzed effectively. Evidence is abundant. Citations are consistently accurate. |
12-13 Good use of sources and evidence. Sources are mostly reliable and are used and analyzed well. Evidence is strong. Minor inaccuracies in citations. |
11 Good use of sources and evidence overall, though evidence is lacking in places. Most sources are reliable. Sources are used and analyzed somewhat effectively. |
9-10 Basic use of sources. Some sources are reliable, but others are not. Use and analysis of sources is limited. Evidence is limited. Frequent citation errors. |
0-8 Sources are missing, limited, or irrelevant. Sources are not particularly reliable. Little to no analysis of sources. Quotations are missing or are not relevant. No citations or seriously flawed |
coherently?
subject
requirement
of the
Most
opinions,
evidence? Are
Some
| 4. Lang uage |
Does the paper demonstrate proficiency in written English to a high academic standard? |
15 | 6 | 2 | 4 | 14-15 Language use is accurate, punctuation is controlled, and spelling is correct. Only occasional errors with complex prepositions and articles. |
12-13 Language use is mostly accurate. Punctuation is generally controlled. Some spelling errors in less common words. Some errors with prepositions and articles. |
11 Language proficiency is varied. Attempts at accurate punctuation, but some errors. Frequent spelling mistakes in less common words. Errors may be frequent, but |
9-10 Language proficiency is varied, punctuation is often inaccurate, and spelling mistakes in common words. Frequent errors with prepositions, articles, and verb forms. |
0-8 Little control of language. Inaccurate punctuation. Frequent spelling mistakes in common words. Accuracy errors are frequent and cause difficulty for the reader. |
| Errors 9-10 A basic presentation. Key elements were included, but others were missing. Poor delivery. Accompanyin g audiovisual materials were not entirely helpful or produced to a high standard. |
5a. Prese ntatio n – Conte nt and delive ry |
Did the student present their research clearly? Was necessary background information provided? Were key terms defined? Was the paper’s argument explained clearly in |
15 | 4 | 6 | 6 | 14-15 An excellent presentation – clearly structured, well prepared, and comprehensi ve. The presenter engaged the audience well. Accompanyi ng |
12-13 A strong presentation – well structured and mostly complete. The presenter engaged the audience well. Accompanyi ng audiovisual materials are |
11 A good presentation overall, though some elements are missing. The presenter did not consistently speak clearly and/or at an appropriate pace or volume. Audiovisual |
0-8 The presentation was weak. It was poorly structured and/ or poorly timed. Major parts were missing. Weak use of audiovisual materials. |
| audiovisual 5 Spoken and written language use is varied and accurate. Only occasional errors with complex terms. |
clear and 4 Language use is mostly accurate. Some errors in less common words. |
materials 3.5 Language proficiency is varied. Frequent mistakes in less common words. Errors may be frequent, but do not impede meaning. |
5b. Prese ntatio n – Spoke n and writte n langu age |
Did the student demonstrate proficiency in written and spoken English to a high academic standard? |
5 | 6 | 2 | 4 | 3 Language proficiency is varied. Mistakes in common words. Language errors sometimes impede meaning. |
0-2 Little control of language. Frequent mistakes in common words and sentence formations. Accuracy errors are frequent and cause difficulty for the listener and reader. |
relation to the