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•In a 5-7 page double-spaced paper, advance an original interpretation of an issue, figure, moment, or phenomenon as it is represented in the photograph you selected. You will conduct research, guided by an inquiry question, in preparation for your paper. Synthesize three of the most useful essay sources from your Short Writing 4 annotated bibliography to support and extend your analysis. At least one of the essay sources you use in your paper must be from a peer-reviewed academic journal and at least one of the sources must be an essay we’ve read for this class. Employ at least one portable concept from your sources, and when you do, engage with nuance by offering a “does not fit.” o Your essay ought to have a specific, unobvious, and non-list thesis that establishes a relationship between the photograph and how it represents the issue, figure, moment, or phenomenon in question. Stay rigorously focused on defending this thesis. The thesis should be analytically rich enough to guide a paper 5-7 pages in length. o Introduce the photograph by briefly summarizing it. Also, introduce the issue, figure, moment, or phenomenon for your readers.o When performing your analysis of the photograph, do more with less (“10 on 1”) by focusing on a select few of the most significant details. Remember to connect the dots between evidence and claims by laying out your reasoning, which should occupy at least half of the analysis/P.C. paragraphs. When using your one required P.C., remember to execute the 6 steps faithfully and thoroughly. o The paper must be an absolute minimum of 5 pages and may not exceed the absolute maximum of 7 pages.o You must evolve your thesis once in the face of complicating evidence from the photograph. o Use transitions and topic sentences to express how points are related to one another. o Cite all paraphrases and quotes. You do not need to cite the photo as long as you attribute authorship to the photo somewhere in the relevant paragraph(s). If your photo does not have an author, provide the most relevant information in its place (such as the title or the date the photo was taken).o In the first paragraph of your paper, use any of the introductory strategies we’ve discussed in class to introduce your argument; the introduction should end with your thesis. Conclude the essay with a conclusion that does more than rehash your argument—answer “So what?” I will be paying very close attention to the quality of the introductions and conclusions submitted in Paper 3. Be sure to show respect for these absolutely essential paragraphs.o Provide an MLA formatted work cited page. Please staple the assignment.Objectives•To defend a reasoned judgment and to evolve it in the face of complicating evidence•To quote and paraphrase accurately and gracefully•To add nuance to the portable concept skill through the “does not fit” •To make use of original research•To practice all the most important skills you’ve learned over this course: summary, paraphrase, quotation, analysis, crafting specific and unobvious arguments, and using various modes of source integrationCriteria for Evaluation•Complete: Does the paper include all the necessary parts of the assignment? (thesis, summary of photo, analysis, portable concept with “does not fit,” evolution of the thesis, etc.)? •Accurate: Does your writing faithfully represent the source material?•Brief: Does the essay use language precisely and economically to say as much as possible in the allotted space? Does it fall within the 5-7 page range? •Independent: Would the paper make sense to readers who have not read your sources or seen the photographs? Are key terms clearly defined, if necessary?•Clarity and Design: Is the paper well written, easy to understand, and easy to follow? Does it have an effective structure and an appropriate style? Are sources properly documented? Are transitions used well? Is it organized and coherent? •Editing Skills: Is the paper free of grammatical and mechanical errors?
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Paper 3: Research-based Photograph Analysis
Total Points: 300
Description: A paper about how a photo represents an issue, moment, figure, or phenomenon
Format: MLA format, double-spaced, 12-point Times New Roman Font
Draft Paragraphs Due Date: Wednesday, April 17th
First Full Draft Due: Monday, April 22nd
Final Draft Due Date: Wednesday, April 24th
Task
• In a 5-7 page double-spaced paper, advance an original interpretation of an issue, figure,
moment, or phenomenon as it is represented in the photograph you selected. You will conduct research, guided by an inquiry question, in preparation for your paper. Synthesize
three of the most useful essay sources from your Short Writing 4 annotated bibliography to
support and extend your analysis. At least one of the essay sources you use in your paper
must be from a peer-reviewed academic journal and at least one of the sources must
be an essay we’ve read for this class. Employ at least one portable concept from your
sources, and when you do, engage with nuance by offering a “does not fit.”
o Your essay ought to have a specific, unobvious, and non-list thesis that establishes a
relationship between the photograph and how it represents the issue, figure, moment, or phenomenon in question. Stay rigorously focused on defending this thesis.
The thesis should be analytically rich enough to guide a paper 5-7 pages in length.
o Introduce the photograph by briefly summarizing it. Also, introduce the issue, figure, moment, or phenomenon for your readers.
o When performing your analysis of the photograph, do more with less (“10 on 1”) by
focusing on a select few of the most significant details. Remember to connect the
dots between evidence and claims by laying out your reasoning, which should occupy at least half of the analysis/P.C. paragraphs. When using your one required
P.C., remember to execute the 6 steps faithfully and thoroughly.
o The paper must be an absolute minimum of 5 pages and may not exceed the absolute maximum of 7 pages.
o You must evolve your thesis once in the face of complicating evidence from the
photograph.
o Use transitions and topic sentences to express how points are related to one another.
o Cite all paraphrases and quotes. You do not need to cite the photo as long as you
attribute authorship to the photo somewhere in the relevant paragraph(s). If your
photo does not have an author, provide the most relevant information in its place
(such as the title or the date the photo was taken).
o In the first paragraph of your paper, use any of the introductory strategies we’ve
discussed in class to introduce your argument; the introduction should end with
your thesis. Conclude the essay with a conclusion that does more than rehash your
argument—answer “So what?” I will be paying very close attention to the quality of
the introductions and conclusions submitted in Paper 3. Be sure to show respect for
these absolutely essential paragraphs.
o Provide an MLA formatted work cited page. Please staple the assignment.
Objectives
• To defend a reasoned judgment and to evolve it in the face of complicating evidence




To quote and paraphrase accurately and gracefully
To add nuance to the portable concept skill through the “does not fit”
To make use of original research
To practice all the most important skills you’ve learned over this course: summary, paraphrase, quotation, analysis, crafting specific and unobvious arguments, and using various
modes of source integration
Criteria for Evaluation
• Complete: Does the paper include all the necessary parts of the assignment? (thesis, summary of photo, analysis, portable concept with “does not fit,” evolution of the thesis, etc.)?
• Accurate: Does your writing faithfully represent the source material?
• Brief: Does the essay use language precisely and economically to say as much as possible
in the allotted space? Does it fall within the 5-7 page range?
• Independent: Would the paper make sense to readers who have not read your sources or
seen the photographs? Are key terms clearly defined, if necessary?
• Clarity and Design: Is the paper well written, easy to understand, and easy to follow?
Does it have an effective structure and an appropriate style? Are sources properly documented? Are transitions used well? Is it organized and coherent?
• Editing Skills: Is the paper free of grammatical and mechanical errors?
Grade Range





A – Model paper. One or maybe two minor errors and no major errors.
B – A few minor errors and perhaps one major error counterbalanced by better than average
execution.
C – Complete assignment. One or more major errors accompanied by several minor errors.
On balance, however, the paper does fair work satisfying the requirements. A “C” paper is
a successful paper.
D – A medley of major and minor errors. Usually an incomplete assignment. Often times
“D” papers demonstrate reading and assignment comprehension issues.
F – Failure.
Major Errors: Result in the loss of anywhere between 10-35 points, depending on the severity.
These errors usually involve issues related to accuracy and misrepresentation, the thesis, independence, citation, evidence (analysis), and completion.
Minor Errors: Result in the loss of anywhere between 1-9 points, depending on the severity.
These errors usually involve issues related to grammar and editing, organization, clarity, and neutrality. However, sometimes a problem with accuracy, the thesis, independence, evidence, or citation is insignificant enough to fall under this category.
Keep in mind that minor errors can snowball and cause major errors. For instance, minor errors in
organization could conceivably make a paper very difficult to follow overall, giving rise to a work
that lacks independence.
Short Writing 4: Annotated Bibliography
Total Points: 80
Description: An annotated bibliography
Format: MLA format, 12-point font Times New Roman Font
Due Date: Monday, April 15th
Task
• The purpose of this assignment is twofold: (1) to develop research skills with sources outside of the essays we’ve read for class and (2) to further your understanding of the issue,
figure, moment, or phenomenon you’ve identified in the photograph. You will come up
with an insightful Inquiry Question about the photo that you’ve chosen. Your Inquiry
Question will direct you as you locate, summarize, synthesize, and evaluate sources. Put
your Inquiry Question at the top of this Short Writing.

Produce an annotated bibliography of five written sources (+ a citation for your photo, so
a total of six citations) that addresses the inquiry question you created about your photo.
You will be required to use sources from your annotated bibliography in your final paper.

At least two of the five written sources should be articles from peer-reviewed academic journals. You must read the articles in full. Ensure that you keep copious notes
about the articles in the event you’re required to give evidence that you’ve read them in
full. Submission of this assignment signifies that you’ve read all the sources therein—turning in this assignment without having read all the sources therein is, therefore, academic
dishonesty. Three helpful databases for research are JSTOR, Project MUSE, and EBSCO
Academic Search Premier (available through the IUB library website; I include the links
below).
o At least one and as many as three of the five written sources required in your
annotated bibliography should come from among those essays we’ve read for
this class.
o Your sources need not (and very likely won’t) address the photo directly, but they
should speak in some useful way to the topic of your Inquiry Question.
o Book reviews, letters to the editor, and editorials do not count as peer-reviewed
sources.
o The peer-reviewed sources you include in your annotated bibliography must be at
least 5-pages long and should be no older than 1990.
o JSTOR – https://libraries.indiana.edu/resources/jstor
o EBSCO Academic Search – https://libraries.indiana.edu/resources/academicsearch
o Project Muse – https://libraries.indiana.edu/resources/projectmuse

Under each MLA-formatted bibliographic citation for the five written sources, you should
provide a single-spaced annotation paragraph of approximately 4-6 sentences that includes
the following/abides by the following guidelines below. Where appropriate (for all paraphrases and quotes), be sure to provide page number citations (failure to do so is strong evidence you have not read):
o A paraphrase of the author’s thesis. If the thesis is implicit, make it explicit in your
annotation paragraph.
o
o
o
How is this author’s position on your issue or question similar to and/or different
from that of one other author represented in your bibliography? For example: who
emphasizes what? How would they agree or disagree?
An explanation (name and definition) of a key concept from the source and how
you might use it to further your analysis of the photo in Paper 3.
You are not required to produce an annotation paragraph for your citation of the
photo.
Objectives
• To use an another writer’s ideas for your own ends
• To summarize and paraphrase accurately
• To perform outside research
• To prepare for Paper 3
• To lay the foundation for writing effective responses to civic and academic debates
Criteria for Evaluation
• Complete: Does the short writing include the necessary parts of the assignment (Inquiry
Question, at least two peer-reviewed sources, at least one class essay source, the MLA bibliographic citations, appropriate annotations with page number citations, portable concepts,
etc.). Have you read the essays in your bibliography, and do you have a documentary record in the form of copious notes and/or annotations to demonstrate that you’ve done so?
• Accurate: Does the short writing accurately capture each source’s thesis and accurately define a concept from each source? Do you cite page numbers when necessary? Is it evident
that you read and fully understand each source?
• Brief: Does the short writing use language precisely and economically to say what it needs
to in roughly 4-6 sentences per citation?
• Independent: Would the short writing make sense to readers who are unfamiliar with the
sources?
• Clarity and Design: Is the short writing well-written, easy to understand, and easy to follow? Does it have an effective structure and an appropriate style? Are sources properly
documented (use MLA format for your bibliographic entries)? Are transitions used well?
Is it organized and coherent? Is it the proper length?
• Editing Skills: Is the short writing free of grammatical and mechanical errors?
Grade Range





A – Model paper. One or maybe two minor errors and no major errors.
B – A few minor errors and perhaps one major error counterbalanced by better than average
execution.
C – Complete assignment. One or more major errors accompanied by several minor errors.
On balance, however, the paper does fair work satisfying the requirements. A “C” paper is
a successful paper.
D – A medley of major and minor errors. Usually an incomplete assignment. Often times
“D” papers demonstrate reading and assignment comprehension issues or are a product of
student sloppiness and laziness.
F – Failure.
Major Errors: Result in the loss of anywhere between 6-20 points, depending on the severity.
These errors usually involve issues related to accuracy and misrepresentation, independence, citation, and completion. If it’s evident you have not read one or more articles you include in your
annotated bibliography, you will receive an F (1/80) for this assignment.
Minor Errors: Result in the loss of anywhere between 1-5 points, depending on the severity.
These errors usually involve issues related to grammar and editing, organization, clarity, and neutrality. However, sometimes a problem with accuracy, independence, citation, or completion is insignificant enough to fall under this category.
Keep in mind that minor errors can snowball and cause major errors. For instance, minor errors in
organization could conceivably make a paper very difficult to follow overall, giving rise to a work
that lacks independence.
POWER
His tongue was framed to music,
And his hand was armed with skill,
His face was the mould of beauty,
And his heart the throne of will.
I
I
I
TIIERE 1s NOT yet any inventory of a man’s faculties, any more than
a bible of his opinions. Who shall set a limit to the influence of a
human being? There are men, who, by their sympathetic attractions,
carry nations with them, and lead the activity of the human race.
And if there be such a tie, that, wherever the mind of man goes, nature will accompany him, perhaps there are men whose magnetisms
are of that force to draw material and elemental powers, and, where
they appear, immense instrumentalities organize around them. Life
is a search after power; and this is an element with which the world
is so saturated,-there is no chink or crevice in which it is not
lodged,-that no honest seeking goes unrewarded. A man should
prize events and possessions as the ore in which this fine mineral is
found; and he can well afford to let events and possessions, and the
breath of the body go, if their value has been added to him in the
shape of power. If he have secured the elixir, he can spare the wide
gardens from which it was distilled. A cultivated man, wise to know
and bold to perform, is the end to which nature works, and the education of the will is the flowering and result of all this geology and
astronomy.
All successful men have agreed in one thing,-they were causationists. T11ey believed that things went not by luck, but by law; that
there was not a weak or a cracked link in the chain that joins the
first and last of things. A belief in causality, or strict connection between every trifle and the principle of being, and, in consequence,
belief in compensation, or, that nothing is got for nothing,-characterizes all valuable minds, and must control every effort that is made
by an industrious one. The most valiant men are the best believers
I
386
.
RALPH
h
WA
LDO
EMERSON
m t e te ·
f

nsion o the laws. “Al1 h
t e great captains,, said Bo
have performed vast ach.
the art,-by acli·usti
ff ievements by conforming’ with th naparte,
e ruJes of
Th e key to the ang e artsb to obsta c1es. ”
ge may e th.
orators clescribe·-t] k
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, 1e ey to all
. ages is-Imbecility· imbe .1. . 0 ung
vast majority of me
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.
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oments· victims 0 f
.
s, m al! b
gravity, custom a cl f
gives force to the st

Ut
.
rong,-that
the
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mu btucle have no h b’ear· ….__
re11ance or original t ·
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ac ion
a 1t of
We must reckon
·
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success
a
co
ft
.
ns I ubonal trait. Coura
P h ys1cians taught (a cl th .
en mea nmg
. l1olcls if their ph ge,-the
l1·t t le mythical ) , co n
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oId
.
, urage or th cl

ys101og 1·
circulation of the bl cl . ‘ h e ~gree of life, is as th cl Y s a
trials of strength w oot]”m t e a~tenes. “During passion e egrec of
!ectecl in the art~rie:e~ng, fi~htmg, a large amount ot’b~ng~r~ fury, /
00
it~ and but little is ; t e_mamtenan_ce of bodily strength
is_ ~oJ.
with intrepid persons ~n~~to th e veins. This condition 1. requmng
age and adventure · “bl ere the arteries hold their bl ~ c?nstant
the veins, the spirit _P~ssi e. Where they pour it unres~o .’ is c?ur0
it needs extraorclin:s w alnhd feeble. For performance of ra mec] Into
ry 11ea
· 1s
· m
. robust hea]tlgrea t mark,
SJ_ep t well, and is at th
t t · If. E nc
1
his departure from G e
of his condition, and thirty ‘ aoc] has
n
reach Newfoundland r~en a cl, he will steer west and /ea~- old, ~t
bolder man,-Biorn · u-h:ake out Eric, and pu~ in a
s ips Will
much ease sail six ,hor d orfin,-ancl the ships will w:toln~er and
, 1 1 Just
f. urt h er, and’ reach L bun cl red ‘ on e th ousancl, fifteen hu
cl cl . as
~n results. With ad altsra or a~c] Ne_w England. There in re hmiles
1th children, one class
m to the game and u h’.
no c ~nee (
th
cold hands a~c] re w_ irbwi the whirling world· the etrl co rclially
,
mam
,
o 1ers
humor and vivacity f th Ysta nders; or are only dragged . b have ,
:,vealth is health. Siciness ~se who c~~ carry a dead weigh/~[ th e (
it must husband i·ts
s poor-spmtecl, and cannot se
first
.
resources to 1·
B
rve any one·
ive. ut health or ful
·
its own ends and h t
borhoocls and creeks afs oh spare, runs over, and inunclatenetshs ans~ers
..
s e neigho ot er men’
A ]] power is of
k . cl
~ necessities.
O
mind that is paral1e~e
,ha sharmg of the nature of the
lei Th -~
1
events, and strong -~ ~ t_e laws of nature will be in th war · e
stuff of which eve w~ t eir st ren_gt?· One man is made c;rent of I
things; can predict ~h made; IS m sympathy with th O
e same ·r·

atever befaHs, befalls him’ first·e co~rse of
‘ so t at he
8
3 7
. equal to whatever shall happen. A man who knows men, can talk
15
· t ra d e, 1aw, war, re1·1gion.
·
F or, everywhere men are
Il on po1·1tics,
11-e

d in the same manners.
f
.
.
Ie
fhe advantage o a strong pulse 1s not to be supplied by any labor,
· l”k
· rears a crop, which
t or concert. It 1s
I e t h e c1·1mate, wh”1ch easily
ar ‘
. . .
·11
glass,
or
ungatwn,
or
ti
age,
or
manures,
can
elsewhere rival. It
n. Olike the opportumty
· o f a city
· l”k
N ew York, or Constantinople
1 ‘e
1s



vhich needs no diplomacy to force capital or genius or labor to it.
1
f h
·

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