Expert answer:Consideration of how Italian immigrants and native

  

Solved by verified expert:You must consider how immigrant experiences of global migration and acculturation shaped their views. This paper also asks to evaluate how international events shaped the debate over immigration restriction in the 1920s.This paper will be evaluated based on the following:Strong thesis that answers the question and addresses the views of both native-born Americans and immigrants.Paragraphs with topic sentence, evidence, conclusion.Paragraphs that make an argument and are analytical.Understanding
of the historical context and particularly how international events
shaped the debate over immigration restriction in the 1920s.Introduction and conclusion.At
least two primary sources related to native-born perspective and two
primary sources to immigrant perspective, and analysis of those sources.
4 total primary sources. Also include secondary sources.minimum of 2000 wordsSee Rubric on thesis-driven essay in history.
rubric_20__20thesis_driven_20essay_20in_20history.docx

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RUBRIC – THESIS-DRIVEN ESSAY IN HISTORY
10
Easily identifiable, plausible,
novel, sophisticated, insightful,
crystal clear.
9
Promising, but may be slightly
unclear, or lacking insight or
originality.
8
Unclear (contains vague terms),
appears unoriginal, or offers
relatively little that is new;
provides little around which to
structure the paper.
7
Difficult to identify and may
blend restatement of obvious
point.
STRUCTURE
Evident, understandable,
appropriate for thesis. Excellent
transitions from point to
point. Paragraphs support solid
topic sentences.
Generally unclear, often wanders
or jumps around. Few or weak
transitions, and there are many
paragraphs without topic
sentences.
Unclear, often because thesis
is weak or nonexistent. Transitions
confusing and unclear. Few
topic sentences.
USE OF EVIDENCE
Primary and secondary source
information incorporated to
buttress every point. Examples
support thesis and fit within
paragraph. Excellent integration of
quoted material into
sentences. Factual information is
incorporated.
All ideas flow logically; the
argument is identifiable,
reasonable, and sound. Author
anticipates and successfully defuses
counter-arguments; makes novel
connections which illuminate thesis
Generally clear and appropriate,
though may wander
occasionally. May have a few
unclear transitions, or a few
paragraphs without strong topic
sentences.
Examples used to support most
points. Some evidence does not
support point or may appear
where
inappropriate. Quotations are
integrated well into
sentences. Some factual
information is incorporated.
Argument is clear and usually
flows logically and makes
sense. Some evidence that
counter-arguments
acknowledged, though perhaps
not addressed. Occasional
insightful connections to
evidence are made.
Examples support some
points. Quotations may be poorly
integrated into sentences. There
may not be a clear
point. Moderate amount of
factual information is
incorporated.
Very few or weak examples
and factual
information. General failure to
support statements, or
evidence seems to support no
particular point.8.5
No attempt has been made to
incorporate factual
information or interpret
primary and secondary
sources.
Logic may often fail, or the
argument may often be
unclear. May not address
counter-arguments or make any
connections with the thesis. May
also contain logical
contradictions.
Too incoherent to determine.
Sentence structure and
grammar strong despite
occasional lapses; punctuation
and citation style often used
correctly. Some spelling errors
and at least one run-on
sentence, sentence fragment, or
comma splice.
Minor problems in sentence
structure and grammar. Multiple
errors in punctuation, citation
style, and spelling. May have
several (two to five) run-on
sentences, sentence fragments,
and comma splices.
Ideas do not flow at all,
usually because there is no
argument to
support. Simplistic view of
topic, and there is no effort to
grasp possible alternative
views. Very little or very
weak attempt to relate
evidence to argument.
Huge problems in sentence
structure and
grammar. Frequent major
errors in citation style,
punctuation, and
spelling. May have many
(more than five) run-on
sentences, sentence fragments,
and comma splices.
THESIS
LOGIC AND
ARGUMENTATION
MECHANICS
Language is clearly organized.
Correct word usage, punctuation,
sentence structure, and grammar;
correct citation of sources; minimal
to no spelling errors; absolutely no
run-on sentences or comma splices.
6>0
Has no identifiable thesis or
an utterly incompetent
thesis. Shows obviously
minimal lack of effort or
comprehension of the
assignment.
No evidence structure or
organization.
Very difficult to understand
owing to major problems in
mechanics.

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