How the Vote Was Won: Woman Suffrage in the Western United States, 1868 – 1914, by Rebecca J. Mead (New York: NYU Press, 2004).

Up until now, you have been learning about the different components of your writing plan (and eventual historical analysis essay) through the frame of historical case studies. Breaking down the paper into these various components should make the final assessment seem less daunting when you submit the final essay in Theme: Thinking About History, Learning Block 8-4.

A major step toward that final essay is your writing plan. Between the draft of your writing plan, discussions with your classmates, and feedback from you instructor, you should have a writing plan that is almost complete. You will finish it during this learning block, which will require outside, independent work. You should plan to devote at least one hour to your writing plan in this learning block, and possibly more, depending on how many revisions you need to make.

Your writing plan will consist of:

A brief description of your topic—that is, the historical event you have chosen to analyze
The research question you will attempt to answer in your essay
Some primary and secondary sources you plan to utilize
A working thesis statement and the message of your essay
The audience for your essay and a description of how you plan to communicate your ideas to the chosen audience
SAMPLE WRITING PLAN
It is time to put the finishing touches on the writing plan for your historical event analysis essay. Reopen firstname_lastname.Writing_Plan and review what you have written to date. Be sure that you have already incorporated any feedback you have received from your instructor.

If you like, you can cut and paste these different elements into a single, separate document—or you can make all your edits to the current document.

Either way, the first step is to delete the section headings (e.g., Sources or Audience and Message).

Next, use transitional language—transitional words, phrases, or sentences—to guide the reader from one section to the next. Transitions help smooth out your writing, by helping readers see the logical connection between two sentences, paragraphs or sections; when readers see how the pieces of your essay fit together logically, it’s easier for them to make the jump from one piece to another.

Consider the following excerpt from a preliminary writing plan for an essay about the passage of the Nineteenth Amendment:

One important secondary source is How the Vote Was Won: Woman Suffrage in the Western United States, 1868 – 1914, by Rebecca J. Mead (New York: NYU Press, 2004).
Another good secondary source is New Women of the New South: The Leaders of the Woman Suffrage Movement in the Southern States, by Marjorie Wheeler (Oxford, UK: Oxford University Press, 1993).
A good transition will show the reader how these two sources relate to each other logically. For instance, do they both tell similar stories, or do they deal with two different sets of circumstances? Note the transitional sentence in bold italics:

One important secondary source is How the Vote Was Won: Woman Suffrage in the Western United States, 1868 – 1914, by Rebecca J. Mead (New York: NYU Press, 2004). While this valuable book explains the reasons for the suffrage movement’s success in the Western states, it’s equally important to understand why the cause of suffrage met such determined resistance in the South. Another good secondary source, then, is New Women of the New South: The Leaders of the Woman Suffrage Movement in the Southern States, by Marjorie Wheeler (Oxford, UK: Oxford University Press, 1993).
Finally, add context and explanatory information. What makes your topic historically significant? Why did you choose to use these particular sources—what unique insights do they provide? And how do they help you to present your argument?

When you are done, you should have a document that looks something like the sample below—a sample writing plan on the debate over ratification of the Equal Rights Amendment. Read it over as a reminder of what’s expected in your own writing plan; pay particular attention to the sections on thesis statement, audience, and message.

Click on the highlighted text to learn more about the individual pieces of the writing plan.This is the Sample of the paper need.

Jane Doe
HIS 200: Applied History
Southern New Hampshire University
April 12, 2016

Final Writing Plan
For my historical event analysis, I have chosen to focus on the failure of the Equal Rights Amendment to win strong support from Republican women during the mid-1970s. Despite decades of institutional backing from the Republican Party and the strong and vocal support of First Lady Betty Ford, the ERA was unable to attract clear-cut support from GOP women, many of whom sided with ERA critic Phyllis Schlafly.
In looking at efforts by the national Republican leadership to promote ratification of the ERA, I will pay particular attention to the high-profile advocacy many of the party’s “stars,” including Mrs. Ford. Specifically, I will try to answer the following research question: Why didn’t more Republican women respond to their party’s concerted efforts to build support for passage of the ERA?
The debate over the ERA highlighted the sharp differences between the Republican Party’s conservative and moderate wings. And probably no public figure of the time more clearly personified moderate Republicanism than Betty Ford, whose controversial comments about marijuana, contraception, and premarital sex attracted considerable media attention during her husband’s presidency.
Did Mrs. Ford’s progressive attitudes on these issues, which endeared her to many Democrats and liberals, affect her credibility with Republicans and conservatives? Was the emergence of Phyllis Schlafly as the ERA’s most visible opponent a reflection of grass-roots dissatisfaction with the perceived moderate image of the Ford White House? How did the Republican debate over the ERA reflect the larger Republican fight for the 1976 Presidential nomination between President Gerald Ford and conservative challenger Ronald Reagan?
In researching the impact of Mrs. Ford’s public comments, the first step is to look at the comments themselves. While Mrs. Ford spoke out frequently on controversial topics, her October 1975 interview on 60 Minutes, the widely viewed CBS newsmagazine program, caused a real sensation. A vital primary source, then, would be the transcript of her August 10, 1975 interview with 60 Minutes correspondent Morley Safer, on file at the Gerald R. Ford Presidential Library (https://www.fordlibrarymuseum.gov/library/document/0204/1511773.pdf). In this interview, Mrs. Ford’s comments about abortion and premarital sex generated widespread public commentary.
A fuller picture of Mrs. Schlafly’s emergence as the principal opponent of the ERA—and the philosophical and ideological rationale for her decision to take on the amendment—can be found in her own words. Another important primary source, then, is Schlafly’s critique of modern feminism, The Power of the Positive Woman (1977; New York: Arlington House).
While these primary sources illustrate the public and private thinking of Betty Ford and Phyllis Schlafly, understanding the reaction to their statements and private efforts requires scholarly analysis. One valuable secondary source, then, is ” Competing conceptions of the first ladyship: Public responses to Betty Ford’s 60 Minutes interview” a detailed analysis of the reaction to the 60 Minutes interview by Maryanne Borrelli (2001; Presidential Studies Quarterly Vol. 31, No. 3 (September 2001); 397-414). This scholarly article analyzes more than 1,400 letters that Mrs. Ford received after the interview, almost 67 percent of which expressed negative reactions.
Another extremely valuable secondary source is Republican Women: Feminism and Conservatism From Suffrage Through the Rise of the New Right, by Catherine Rymph (2006; Chapel Hill, NC: University of North Carolina Press). This book includes an account of Phyllis Schlafly’s decision not to make a public issue of Mrs. Ford’s comments, even as the primary battle between Gerald Ford and Reagan was showing the divisions in the Republican Party.
Based on my research to date, I will try to support the following thesis: Even with the strong support of an extremely popular Republican First Lady, the ERA could overcome neither the divisions within the Republican Party, nor the conservative appeals of Phyllis Schlafly.
I plan to write this historical analysis for > an audience that is already familiar with the history of the ERA, such as a seminar conducted by the National Organization for Women. This is an audience that does not need a great deal of background about the ERA itself, but one that would be interested in new insights into the factors the ultimately led to its defeat.
In writing for this audience, I plan to focus on the larger political divisions within the Republican Party that Mrs. Ford was not able to bridge—but which Mrs. Schlafly was able to take advantage of. Without devoting much time to the specifics of the ERA debate, with which my audience is already quite familiar, I will attempt to place this debate within the larger context of the Ford-Reagan contest, and the ongoing “culture wars” within the Republican Party and the public-at-large.
For this audience, my message will be a clear but perhaps disappointing one: The problem was not that Betty Ford was too controversial to rally Republican women to the cause; it’s that the Republican Party was already too divided to come together behind this or any other issue.
Spend some more time reviewing and tweaking your Final Writing Plan.

History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is. —R. G. Collingwood

Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.

For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment.

In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.

Project 1 addresses the following course outcomes:

 Select appropriate and relevant primary and secondary sources in investigating foundational historic events

 Communicate effectively to specific audiences in examining fundamental aspects of human history

 Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives

Prompt

Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay, describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed in a 1- to 2-page word processing document.

Specifically, the following critical elements must be addressed:

I. Describe the historical event that you selected. Why is this event significant?

II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes these sources appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices?

III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event?

IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your message?

VI. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand historical terminology and principles associated with your event, or will you need to explain these? How will you communicate effectively with your audience?

Project 1 Rubric Guidelines for Submission: Your writing plan should adhere to the following formatting requirements: 1–2 pages, double-spaced, using 12-point Times New Roman font and one-inch margins.

These are the comments in my rubric from my instructor:

Criterion Feedback

Week 2-You have an excellent topic for your project. I cannot wait to see what you come up w/ in coming weeks on your topic. I am sure you will do great. Excellent description on the topic as well. Good set of secondary sources in this submission. I am sure these sources will help you out greatly in this journey. Great description of the sources as well. Good work. One suggestion, find sources which oppose each other. Analyze each, and then discuss which one makes more sense to you as a researcher. Just a suggestion. good research question regarding your topic. Moving forward I want you to use these questions to form a good, strong thesis statement.

week 1-You have chosen a great research topic. I know you will knock this out of the park. It is a very broad topic w/ immense implications for US development. Well done.   I like your research question(s). They are well-written and thought provoking. I am sure they will lead on an amazing path. Well done. A good starting point on this would be the actual wording of the VRA. See what you can find.

Sample Solution

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Rhetorical Knowledge: The Writer’s Situation and Rhetoric

Project Plan

Using the “Writing to Analyze” information discussed in Chapter 8 and feedback from previous assignments, answer the following to focus your analysis and rhetorical decisions. If you are using the same ideas from your Topic-Audience assignment, please remind your instructor of those decisions. If your ideas have changed, please use the new ideas on this assignment.

Part 1: Rhetorical Knowledge: The Writer’s Situation and Rhetoric

  1. Audience: Who is your specific audience within the context of your local community or workplace? What do they know about this topic already? Why do they care? Why should they care? What do you need to explain to them? What details do you know about your audience that you can incorporate into your project? (For example, if you are writing to a specific person, you can use that person’s name. If you are writing to a school, you can discuss specific features of that school. You can mention you work at store #297 on the corner of Sun Ave. and Devil St.)
    Remember, although your teacher and classmates are the initial audience for your analysis, they are not your target audience. Find an appropriate, specific target audience that is within the context of your local community or workplace to tailor your writing to.
    For example, your analysis of wages for restaurant workers in Tempe could be addressed to members of the City Council who are in a position to change the wage. Or, depending on your purpose, the analysis might be addressed to a group of low-wage workers in the city. The general public, all Starbucks partners globally, or all national customers of a particular establishment are not specific enough audiences.
  2. Purpose: What is your purpose in writing this document to your audience? What do you hope to accomplish? What is the new information you will give your audience?

Remember, an analysis is often an opportunity to help your readers understand a familiar topic in a new way. Whatever your topic, you will need to consider why you want them to gain this understanding.

  1. Voice and Tone: What kind of voice and tone would your audience expect from you? How will your audience know you are directing this document towards them and not a different group? List at least three examples of how you will address, target, or speak directly to your audience.
  2. Ethos, Pathos, Logos: At this point in the project, it is helpful to begin thinking about how you will use the rhetorical appeals ethos, pathos, logos in your piece. What ideas do you have so far in using the rhetorical appeals with your chosen audience? How will you establish your ethos in your document? Which appeals do you think your audience would respond to most strongly?

Watch this tutorial to remind yourself of the rhetorical appeals: https://www.youtube.com/watch?v=-oUfOh_CgHQ

Part 2: Medium and Genre

  1. Genre Features: What genre or form of text have you selected for your problem analysis? Why is this genre an effective choice for your target audience?

Complete a search for writing examples using the genre you selected for your project. You can peruse the eBook or simply conduct a Google search for what these documents look like.

a. List the visual characteristics of the genre, i.e. call outs, formal headings, multi-colored fonts/backgrounds, etc.

b. How will you tailor these elements to your audience? For example, if you are writing a newsletter to your ENG 102 group at ASU, you might use ASU colors of maroon and gold.

c. How will these visual elements support and enhance the points you’re making in your written analysis?

d. What trends in organization do you see in these examples? How will you organize your piece to align your piece with your chosen genre?

  1. Multi-Modal Elements: Include at least three multi-modal elements that you plan on using in your rough draft. You can embed images, links, and audio/video clips into your .doc file. If you will be collecting images, be sure that you review the guidelines for image use here. Include properly formatted APA citations for any content you find.

Remember to tailor your multi-modal elements to your genre, medium, and technology. An e-mailed memo can contain different links while a printed newsletter cannot. For each element (at least 3), explain how that element will enhance your meaning for your audience.

Part 3: Problem Analysis

Now that you have narrowed and analyzed your audience, think about how you need to present your problem to your audience. Remember to include enough information to remind your instructor of your chosen topic.

  1. Focused Problem: When you consider a problem, you need to be able to breakdown your problem into its identifying parts. Your purpose is to explain this problem in a new and informative way to your specific audience so that they gain an in-depth understanding of the individual parts/aspects that make up the whole problem.

What is your focused, local problem? List 3-4 component parts that make up this problem. What is the relationship among these parts? How do they contribute to the problem as a whole?

  1. A clearly stated thesis: Create a thesis statement to help you organize your analysis. Ask yourself: What is the main idea I am trying to communicate to my target audience? Your thesis should convey this main idea (problem with its identifying parts) and preview your analysis in one succinct, audience-based sentence. Don’t tell your audience what they should do. Make them aware of the problem and its component parts that you are analyzing.
    Thesis:

Part 4: Discussion – Project 1 Real-World Example Analysis: Genre
In most cases, the audiences you will be appealing to in Projects 1 and 2 are not academic audiences. Given this, it would make sense to write your project as something other than an academic style paper, and you will need to choose a different genre that is more appropriate for your audience. To help you think about the genre and genre conventions you might use in Project 1, you will find a real-world example of a genre you might want to work with in your project. The example should be appropriate for your audience, purpose and rhetorical situation. The content of the example does not need to be related to the topic of your project, but your choice should reflect the audience, tone, content and style you discussed in your analysis plan. For example, if you are writing to someone at work, you might find a good example of a formal memo to analyze.
After you choose a specific genre example, you will examine it rhetorically. Rhetorical analysis is a critical reading of another’s work; and discussing the effectiveness of other writers’ rhetorical choices helps us become better writers ourselves. After you analyze the piece rhetorically, you will discuss how it might be useful for your own project.
Part I – Initial Post
Rhetorical Knowledge and Genre
To participate in this discussion, respond in detail to the following questions, using specific examples from the real-world example of the genre.

  1. Describe the example you chose: Who is the author of the piece? Where does it come from? Who is the intended audience for the piece?
  2. What are the main “external” conventions of your genre example (formatting, design, multimodal elements, etc.)?
  3. How do you think these “external” genre conventions help the piece appeal to the audience or help the audience understand the material in a specific way?
  4. What are the “internal” or writing conventions of your genre example? For example, how would you describe the tone, style, and level of formality in the example? What kind of diction or language choices does it use? Are there any phrases that stick out to you as good examples of the kind of language the piece uses?
  5. How do these “internal” genre conventions help the piece appeal to its audience?
    Composing Process and Conventions: Your own rhetorical strategies
  6. What is your own topic, purpose and audience for Project 1? (Provide a brief explanation for your peers)
  7. What are the specific ways the internal and external genre conventions in your example that might help you appeal to your audience in Project 1? Are there features of the genre that may not work for your audience and purpose? Why?

WPA Outcomes and Habits of Mind
The following are possible WPA Outcomes bullet points and Habits of Mind that connect with this assignment. As you develop your document, consider how you might use the following, perhaps even making some notes that could help develop your Mid-Course Reflection assignment due later in the term.

Possible WPA Outcomes:

Rhetorical Knowledge

• Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes
• Understand and use a variety of technologies to address a range of audiences
• Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations

Critical Thinking, Reading, and Composing

• Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations

Processes

• Use composing processes and tools as a means to discover and reconsider ideas
• Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
• Adapt composing processes for a variety of technologies and modalities
Knowledge of Conventions

• Gain experience negotiating variations in genre conventions
• Learn common formats and/or design features for different kinds of texts

Possible Habits of Mind:

Curiosity, Openness, Creativity, Flexibility

Sample Solution

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JA Day Reflection

What was your biggest take away from this experience? (mentor and/or class)
What would you do differently next time?
What would you tell your peers that will present next semester?

Sample Solution

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Personal Narrative & Post-Graduate Career Plans

How I chose my college major at PNW & my career path
summary of past educational and work/internship experience
short- and long-term career plan/goals following graduation

Sample Solution

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