Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Comparative Analysis Course Paper
Comparative, Analysis, Course, Paper
Goals
Analyze the different tactics advocated by Martin Luther King, Jr. and Malcolm X in the Civil Rights Movement
Write a cogent, well-developed argument that clearly articulates a thesis supported by textual evidence
Document sources (print, electronic, and other) in MLA style
Instructions
In a 1250-1500 word (approximately 4-5 page), write a thesis-driven pages that responds to the following prompt:
In “Letter from Birmingham Jail,” King tells the eight clergymen that the nonviolent direct action he advocates is preferable to the “hatred and despair of the black nationalist.” King compares his “more excellent way of love and nonviolent protest” to the “bitterness and hatred” of Black nationalist groups, like “Elijah Muhammad’s Muslim movement” (i.e., the Nation of Islam), which come “perilously close to advocating violence.”
As the spokesperson of the Nation of Islam, Malcolm X was the type of Black nationalist to whom King alludes. In “The Ballot or the Bullet,” Malcolm X says to his audience that when it comes to the struggle for civil rights, “We will work with anybody, anywhere, at any time, who is genuinely interested in tackling the problem head-on, nonviolently as long as the enemy is nonviolent, but violent when the enemy gets violent” (222).
After closely reading the primary texts, Martin Luther King, Jr.’s “Letter from Birmingham Jail” and Malcolm X’s “The Ballot or the Bullet,” whose claims about how one should fight for civil rights—King’s or Malcolm X’s—do you find more persuasive? Explain the reasons for your choice.
In your response, compare and/or contrast King’s and Malcolm X’s . . .
Intended audience(s) (Review Primary versus Secondary Audience)
Use of logos, ethos, and/or pathos to persuade the audience (Review Aristotle on Rhetoric)
Note: You can use text from your discussion posts (from previous modules) or Reading Response (from Module 4) if you would like to.
Title
Come up with your own creative and specific title for this work. Use the titles of secondary texts as examples, such as the title, “Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus” by August H. Nimtz. Note that Byerman uses a catchy title (“Violence and/or Nonviolence in the Success of the Civil Rights Movement”) and a more specific subtitle (“The Malcolm X–Martin Luther King, Jr. Nexus”).
According to MLA format, your own title should be in a normal 12-point font with no underline, italics, bold, or quotation marks (except for titles of works within your title, such as “The Ballot or the Bullet,” which would be in quotation marks).
Thesis
The thesis statement (which can be longer than one sentence) should . . .
Respond to the question above: “[W]hose claims about how one should fight for civil rights—King’s or Malcolm X’s—do you find more persuasive?”
Be arguable: a claim with which someone could agree or disagree
Be specific: state both your claim (what you believe) and your reasons (why you believe it)
Supporting your thesis
The strength of your pages will depend on how well you support your thesis and topic statements. The pages should include analysis of multiple quotations from both primary texts: Martin Luther King, Jr.’s “Letter from Birmingham Jail” Links to an external site. and Malcolm X’s “The Ballot or the Bullet.” (Links to an external site.) Furthermore, each body paragraph (not including the introduction or conclusion) should include at least one quoted passage from one of the primary texts.
In order to ensure that this textual evidence is well integrated into your work, you should introduce (with a signal phrase), closely analyze, and correctly cite the quotation. It should be clear how exactly the textual evidence supports your thesis and topic statements. To integrate a quotation well, try to always make a “quote sandwich (Links to an external site.).”
Organization
Your thesis and topic statements should make arguable claims about specific aspects of the texts. Your work should also include logical and smooth transitions between paragraphs, and the conclusion should not simply repeat your thesis or topic statements. Instead, in the conclusion, briefly examine the wider significance of the texts themselves and/or your critique of them.
MLA
Remember that you must correctly cite any print or web source that you quote or paraphrase. Submitting the words or ideas of someone else without proper citation is considered plagiarism.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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