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UMUC HIST 156 ques week 1-8

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Week 1 Topic 1 “What History means to you?”

After reading Week 1, Topic 1 in the Course Content area, post an answer to the following question as a New Topic:What does the term "history" mean to you?

Take a moment of your time to tell me and your classmates how you define history. Some questions to consider: What is the purpose of history? What does history mean to your personally?

Document your subject as follows: First and Last name's definition, i.e. Molly Cule's definition

I look forward to reading your definitions and responses!

Remember to return in a few days to respond to your peers.

Week 1 Topic 2 Chapter 1

Each week you will have the opportunity to share what caught your attention when reading the assigned chapter(s). Furthermore, you will provide additional research in the form of a primary or secondary source. Construct your posts in sentence and paragraph form.

As a New Topic, share with the class what most interested you about Chapter 1. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, share a primary or secondary source** that pertains to/expands on your topic. The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter. Also, site your source in Chicago Style at the bottom of your post. If you are not quite sure how to do this, read Intro Doc. 3 located in the Course Content section of the class.

Remember to return in a couple of days to respond to your peers.

Happy Researching!

**Provide a source that is academically sound. Read the information provided at the following link to learn how to evaluate web resources:.umuc.edu/library/guides/web.shtml#Evaluate">www.umuc.edu/library/guides/web.shtml#Evaluate

Wikipedia/Encyclopedia entries are not considered acceptable sources to share.

Read the following for student examples:

Example 1:

"In the first chapter of the text, I learned that the Mesoamerican farmers utilized an interesting system of crop rotation. Rather than plant corn (maize) one season and beans or squash in another, they would plant these crops side-by-side during the same growing season. A by-product called lysine was released into the soil by the beans, which improved the nutritional value of the corn. I am interested in this because it never occurred to me that the Mesoamericans were so agriculturally advanced. Not only did they consider nutrient depletion of the soil, but also how to forestall it as long as possible.

I located a great resource on the web that discusses these techniques in great detail and provides further reading for those interested. The article is a little dated, but I believe the information is sound. The article is entitled “Mesoamerican Subsistence Techniques” and was later incorporated into a textbook. The information presented delved deeply into topics such as the geography, crops, plants, farming systems (including techniques such as “slash and burn”, which are discussed in our text), tilling, terracing, and irrigation.

Robert C. West, "Mesoamerican Subsistence Techniques - Latin American Geography: Historical-Geographical Essays, 1941-1998," Geoscience and Man, Dept. of Geography and Anthropology, Louisiana State University, 35 (1960): 77-101,.csuchico.edu/~sbrady/355westmeso.pdf">http://www.csuchico.edu/~sbrady/355westmeso.pdf (accessed March 22, 2012)."

Example 2:

"Native American women had more rights and played more important roles in most cases in their society than women from Semite time to the nineteenth century. In some cases there were women Pharaohs in Egypt and Queens in Europe through the development of western civilization. But in general the average woman, although she was of upper class or a peasant did not have any type of rights. They did not have the rights to own land, family properties, rights over their children, and the most important right to vote. In the text we read that in Native American culture, since the woman produced the food, they had more power in the community. Iroquois women owed fields, dish out the food, and had a great weight on who was selected the chief. This meant they had the right to vote. Native American Women could hold positions as political leaders. This shows me Native Americans were more advance socially and politically then their western European peers.

I was kind of shocked, but not really, to see young Native American teens practiced their sexual freedom as our youth do today. I wonder if there were a high teen pregnancy rate like we have today or did they have some kind of birth control.

The reason I picked this web link was because it tied directly into the chapter. It explains in more detail the development, characteristics, organization, architecture, exchange system, and urban center of the Mississippian’s culture. The web link talks about the beginning and ending of the Mississippian societies. After the decline of the societies it turns into different nations of which one is the Choctaws. This hit my interest because I have Choctaw ancestors in my family.

http://www.cabrillo.edu/~crsmith/mississ.html "

Example 3:

"I really enjoyed the first chapter of our text. The American Indian culture of the ancient Americas is dynamic and fascinating. I was not aware that there are many ancient stories and myths surrounding the mega-fauna in ancient America. We have come to find many fossils of the mega-fauna and it is interesting that these extinct creatures appear in the tales of the "hairy people" from Native American mythology. It just goes to show that we can glean astonishing insight into the cultures of ancient peoples by studying the mythologies.

One of the things that I do not agree with in the text is that all human migration to the Americas trace back to the ancient North Asians and Europeans traveling to the Americas over the frozen Bering Strait. The map on page 5 shows the only human migrations coming over from the Bering Strait, and then the text goes on to discuss the next human migrations in 980 CE from Iceland. African migrations are never discussed.

There is a theory that ancient African tribes managed to travel (by boat) to South America around 30,000 years ago, and that these people are the antecedents to the Olmec and Xi cultures in Mexico. This is not a universally held theory, some anthropologists disagree. Yet many anthropologists feel that there is sufficient evidence to support this theory. The facial features of the giant stone heads of the Olmec are just one of the reasons that anthropologists feel that the Olmec are of African descent.

.raceandhistory.com/historicalviews/ancientamerica.htm">Black Civilizations of Ancient America

.jpg" alt="Olmec stone heads">

These heads date to approximately 1500 BCE. The website states: 'The similarities between Olmec and West African civilization includes racial, religious and pyramid bilding similarities, as well as the similarities in their alphabets and scripts as well as both cultures speaking the identical Mende language, which was once widespread in the Sahara and was spread as far East as Dravidian India in prehistoric times as well as the South Pacific.'

It's hard to deny that there are striking similarities in pyramid building techniques as well."

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Week 2 Topic 1 Chapter 2

As a New Topic, share with the class what most interested you about Chapter 2. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a web link** (primary or secondary source) that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Remember to return in a few days to respond to at least one of your peers.

Happy Researching!

**Provide a link that is academically sound. Read the information provided at the following link to learn how to evaluate web resources:.umuc.edu/library/guides/web.shtml#Evaluate">www.umuc.edu/library/guides/web.shtml#Evaluate

Wikipedia/Encyclopedia entries are not considered acceptable sources to share.

**********************************************************************************

Week 2 Topic 2 Chapter 3

As a New Topic, share with the class what most interested you about Chapter 3. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a web link** (primary or secondary source) that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Remember to return in a few days to respond to at least one of your peers.

Happy Researching!

**Provide a link that is academically sound. Read the information provided at the following link to learn how to evaluate web resources:.umuc.edu/library/guides/web.shtml#Evaluate">www.umuc.edu/library/guides/web.shtml#Evaluate

Wikipedia/Encyclopedia entries are not considered acceptable sources to share.

**********************************************************************************

Week 2 –3 Brainstorming Ideas for the Final Paper

Over the next two weeks you will start brainstorming ideas for your personal final research paper. It may seem soon for this, but thinking early means starting early! If you have not done so already, take a moment to read the instructions for the Final Paper under the Course Content section of the class.

Please note that you should select a topic that falls under the time period we are covering for this session of U.S. History. A topic outside the scope of the time period we are covering is not acceptable.

I encourage you to designate a spiral notebook for your final paper work in progress. It is really helpful to have all of your notes/ideas in an easy, accessible place.

Some helpful hints:

  • Start by choosing three or four topics that you like or are interested in learning more about.
  • Do some preliminary searches on your topics to see if there are enough academic sources available for you to conduct research. Make sure there is plenty of published material for you to compose a five to seven page paper.
  • Keep in mind that the initial topic you choose may not be the exact topic you end up writing. Do not get discouraged, this is common. Research topics are usually dictated more by the sources that you are able to access.

After you spend some time thinking about your prospective topic, share your thoughts with us here as a New Topic.

The following excerpt from “A Short Guide to Writing About History,” by Richard Marius and Melvin E. Page (pgs. 16 -18) also provides some helpful advice.

Good historical essays have a sharply focused, limited topic.


You can develop a thrill of discovery only if your topic is sufficiently limited to let you study and think about the sources carefully. If you are able to choose your own topic, select one you can manage in the time and space you have available.

Most unsuccessful history papers, in our experience, fall short because the writer presents a subject no one can possibly treat in a paper of the short generally required in undergraduate history courses. Several years ago, an 18-year-old student of ours wanted to write psychoanalysis of Henry VIII--in seven pages! England’s Henry VIII was a complex an unpleasant man, as any one of his six wives as well as numerous courtiers might have testified. If a modern psychiatrist with degrees in medicine and psychotherapy put Henry on the couch and interviewed him week after week, two or three years would pass before the psychiatrist would feel capable of making a judgment about Henry’s character and motives. A student with no training in psychiatry and no more than limited knowledge of thousands of pages written about this complex and frequently ruthless king cannot say anything worthwhile on so broad a topic, and certainly not in such a brief essay.

Here is a lesson to brand in fire across any young historian’s mind: If you try to do too much, you will not do anything. To write a good essay in history you must be sure that evidence is available, that you have time to study it carefully and repeatedly, and that you choose a topic on which you can say something worthwhile. Some of our students have written papers such as these: “A Study of the Prejudices against Blacks and Women in the 1911 Edition of the Encyclopedia Britannica”; “The Impact of John H. Harris’s History, A Century of Emancipation, on British Twentieth-Century Anti-Slavery Policies”; “How a Confusion in Orders Caused the British Disaster in the Battles of Lexington and Concord on April 9, 1775,” and “A Study of the Causes of Food Riots in Eighteenth-Century France.” All of these papers depended on sources the writers could study carefully in the time available before the papers were due.

It is always a good idea to discuss paper topics with your instructor. Sometimes a brief conversation can sharpen a topic so that your paper will become a genuine exploration of an interesting subject. Or you may be able to discern a more focused approach to a topic your instructor has assigned. In either case, it is important that you write a good title for your essay, one that represents the contents of the essay as clearly as possible. And from a clear title, it will be easier to move quickly to the purpose of your paper. Remember: The title not only helps your reader know what you are talking about; it also helps you to be certain you have defined a subject clearly.

**********************************************************************************

Week 3 Topic 1 Chapter 4

As a New Topic, share with the class what most interested you about Chapter 4. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a web link** (primary or secondary source) that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

**Provide a link that is academically sound. Read the information provided at the following link to learn how to evaluate web resources:.umuc.edu/library/guides/web.shtml#Evaluate">www.umuc.edu/library/guides/web.shtml#Evaluate

Wikipedia/Encyclopedia entries are not considered acceptable sources to share.

**********************************************************************************

Week 3 Topic 2 Chapter 5

As a New Topic, share with the class what most interested you about Chapter 5. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a web link** (primary or secondary source) that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

**Provide a link that is academically sound. Read the information provided at the following link to learn how to evaluate web resources:.umuc.edu/library/guides/web.shtml#Evaluate">www.umuc.edu/library/guides/web.shtml#Evaluate

Wikipedia/Encyclopedia entries are not considered acceptable sources to share.

**********************************************************************************

Week 3-4 Primary Source Analysis

Instructions for Primary Source Analysis Essay

For this assignment, you will locate a primary source that you are considering using for your

final research paper. Keep in mind that primary sources can come in many forms. They can be

maps, diaries, letters, memoirs, newspaper articles, government documents, posters, pamphlets,

photographs, advertisements, paintings, films, novels, songs—just to name a few.

The purpose of this assignment is to work on how to analyze a primary source. Your goal is to

analyze your source excerpt as deeply and as thoroughly as possible. Do not simply provide a

general summary or overview of your source. Think concretely and critically about its content,

its historical context, the historical cultural values that shape it, and its relevance to your

research. What are the author’s tone, style, and argument? What are its strengths and

weaknesses? Read between the lines to discover its biases and assumptions. Depending on the

nature of the primary source you select, the source may be as short as a paragraph or two or as

long as dozens of pages.

In structuring your Primary Source Analysis Essay, you must address the following questions.

Do not simply list answers to the questions below. Rather, you must write your paper in essay

form. It should have an introduction, several body paragraphs, and a conclusion. You do not

need to address the questions in order, but be sure that you address all questions that are relevant

to your source in your essay. Your essay must be a polished piece of writing. I will grade it for

both content and style.

The essay should be a one to two page analysis of that source. All writing must be in 12-point,

Times New Roman, double-spaced and follow the Chicago Style Manual. Submit your analysis

as a Word Document in your Assignment Folder. Additionally, share you work in progress as a

New Topic post in the Conferences with your peers. You will have two weeks to work on this

assignment. It is due by the end of Week 4.

Basic Identification

1. What type of source is it? (newspaper article, map, letter, film, etc.)

2. When was it created?

3. Where was it created?

4. Who created it?

Author’s Intent

1. What is the author’s place in society? (profession, status, class, gender, ethnicity, etc.)

2. How might the factors listed in the question above shape the author’s perspective in this

source?

3. Why do you think the author created this source?

4. Does the author have an argument? If so, what is it?

5. Who is the intended audience for this source?

6. How might the intended audience shape the perspective of this source?

Historical Context

1. Under what specific historical circumstances was this source created?

2. What larger historical events, processes, or structures might have influenced this text?

3. Is this source consistent with what you know about the historical record from that time?

Content of the Source

1. What historical facts do you learn from this source?

2. What biases or other cultural factors might have shaped the message of this source?

3. How do the ideas and values in the source differ from the ideas and values of our time?

4. What historical perspectives are left out of this source?

5. What questions are left unanswered by this source?

Relevance of the Source

1. What research question are you using this source to answer?

2. How might this source confirm or contradict issues raised in secondary sources?

3. What does this source tell you about the history of everyday life during this particular time

period?

**********************************************************************************

Week 4 Topic 1 Chapter 6

As a New Topic, share with the class what most interested you about Chapter 6. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

**********************************************************************************

Week 4 Topic 2 Chapter 7

As a New Topic, share with the class what most interested you about Chapter 7. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

**********************************************************************************

Week 5 Topic 1 Chapter 8

As a New Topic, share with the class what most interested you about Chapter 8. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

**********************************************************************************

Week 6 Topic 1 Chapter 9

As a New Topic, share with the class what most interested you about Chapter 9. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Week 6 Topic 2 Chapter 10

As a New Topic, share with the class what most interested you about Chapter 10. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Week 7 Topic 1 Chapter 12

As a New Topic, share with the class what most interested you about Chapter 12. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Week 7 Topic 2 Chapter13

As a New Topic, share with the class what most interested you about Chapter 13. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Week 8 Topic 1 Chapter 14

As a New Topic, share with the class what most interested you about Chapter 14. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Week 8 Topic 2 Chapter 15

As a New Topic, share with the class what most interested you about Chapter 15. Some questions to consider:

  • What did you learn that you did not know before?
  • What exactly about this particular topic intrigued you?
  • Was there anything documented in the chapter that you did not agree with? If so, what? Provide evidence to support your perspective.

Additionally, locate a primary or secondary source that pertains to the chapter to share with your peers (this can, but does not have to correlate with your topic of interest). The source you choose can include videos, interviews, journal articles, photographs, maps, and/or interactive media.

  • Provide a few sentences describing the source; including what information it contains and how it pertains to the chapter.

Return in a few days to respond to at least one of your peers.

Happy Researching!

Tags week ques hist umuc source topic chapter share provide primary learn questions choose evidence know does information secondary consider support days link agree respond including articles intrigued documented particular exactly interestedyou describing contains maps

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HIST 156 ANS week 1-8

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Preview: Several xxxxx ago, xx 18-year-old student xx ours wanted xx write xxxxxxxxxxxxxx xx Henry xxxxxxxx seven pages!  xxxxxxxxxxx Henry VIII xxx a xxxxxxx xx unpleasant xxxx as any xxx of his xxx wives xx xxxx as xxxxxxxx courtiers might xxxx testified   xx a xxxxxx xxxxxxxxxxxx with xxxxxxx in medicine xxx psychotherapy put xxxxx on xxx xxxxx and xxxxxxxxxxx him week xxxxx week, two xx three xxxxx xxxxx pass xxxxxx the psychiatrist xxxxx feel capable xx making x xxxxxxxx about xxxxxxxxx character and xxxxxxx   A xxxxxxx with xx xxxxxxxx in xxxxxxxxxx and no xxxx than limited xxxxxxxxx of xxxxxxxxx xx pages xxxxxxx about this xxxxxxx and frequently xxxxxxxx king xxxxxx xxx anything xxxxxxxxxx on so xxxxx a topic, xxx certainly xxx xx such x brief essay xxxx is a xxxxxx to xxxxx xx fire xxxxxx any young xxxxxxxxxxxxx mind:  If xxx try xx xx too xxxxx you will xxx do anything xx To xxxxx x good xxxxx in history xxx must be xxxx that xxxxxxxx xx available, xxxx you have xxxx to study xx carefully xxx xxxxxxxxxxx and xxxx you choose x topic on xxxxx you xxx xxx something xxxxxxxxxx   Some xx our students xxxx written xxxxxx xxxx as xxxxxx “A Study xx the Prejudices xxxxxxx Blacks xxx xxxxx in xxx 1911 Edition xx the Encyclopedia Britannica”; xxxxxx Impact xx xxxx H xxxxxxxxxx History, A Century xx Emancipation, on xxxxxxx Twentieth-Century xxxxxxxxxxxx xxxxxxxxxxxx “How x Confusion in xxxxxx Caused the xxxxxxx Disaster xx xxx Battles xx Lexington and xxxxxxx on April xx 1775,” xxx xxxx Study xx the Causes xx Food Riots xx Eighteenth-Century xxxxxx xxxxx All xx these papers xxxxxxxx on sources xxx writers xxxxx xxxxx carefully xx the time xxxxxxxxx before the xxxxxx were xxx xx is xxxxxx a good xxxx to discuss xxxxx topics xxxx xxxx instructor xx Sometimes a xxxxx conversation can xxxxxxx a xxxxx xx that xxxx paper will xxxxxx a genuine xxxxxxxxxxx of xx xxxxxxxxxxx subject xx Or you xxx be able xx discern x xxxx focused xxxxxxxx to a xxxxx your instructor xxx assigned xx xx either xxxxx it is xxxxxxxxx that you xxxxx a xxxx xxxxx for xxxx essay, one xxxx represents the xxxxxxxx of xxx xxxxx as xxxxxxx as possible xx And from x clear xxxxxx xx will xx easier to xxxx quickly to xxx purpose xx xxxx paper xx Remember: The xxxxx not only xxxxx your xxxxxx xxxx what xxx are talking xxxxxx it also xxxxx you xx xx certain xxx have defined x subject clearly x have xxxxxxx xxx Refining x Research sheet xxxx you gave xx please xxx xx know xx you need xx to write xx outrefining-research-question xxx xxx 1KB)**********************************************************************************Week x Topic 1 xxxxxxx 4As a New xxxxxx share xxxx xxx class xxxx most interested xxx about Chapter x Some xxxxxxxxx xx consider:What xxx you learn xxxx you did xxx know xxxxxxxxxxx xxxxxxx about xxxx particular topic xxxxxxxxx you?Was there xxxxxxxx documented xx xxx chapter xxxx you did xxx agree with? xx so, xxxxx xxxxxxx evidence xx support your xxxxxxxxxxx Addi.....
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