This class is about human rights withe the title “Who is Human? and what are rights?” so keep that in mind when writing the paper please
This is the main argument basis for the essay:
Draw on any three or more of the writings by Hamlet, Dubois (and Diouf), Mingo, Hobson, Baum, andBrigido-Corachón to discuss how their subjects drew on what we might call “religious” or “ritual”resources to achieve human-rights-related goals.
guidelines:
As you write your essays for this course or for any other purpose, keep in mind the following
questions, and use them as a guide as you proofread:
1. Does the first or second sentence of the essay contain an argument about your topic? It
should.
should.
2. Do you outline the evidence covered in your essay in the essay’s first paragraph so that the
reader knows what to expect and in what order? It will make reading easier for your reader.
reader knows what to expect and in what order? It will make reading easier for your reader.
3. Do the structure of your argument and that of your outline match each other? Be sure they
do. Organizing your essay in parallel ways throughout will guide the reader.
do. Organizing your essay in parallel ways throughout will guide the reader.
4. Does the structure of the paper reflect the structure of your outline? Reading will go smoothly
if it does.
if it does.
5. Do your sentences follow simple grammar? A clear, active subject (usually a person or group
of people or some other agent or agents) begins a good sentence, followed by a verb (that
names the subject’s action), and possibly an object (which receives the action).
For example: The student wrote the essay.
Subject + verb + object
a. Note any sentences that begin without an active subject. Correct them this way:
There was a river near the shore. A river ran near the shore.
b. Note subjects that are not people. This course concerns people. Focus on them.
c. Note the verb “affect” if it appears. Replace it with a more precise one.
of people or some other agent or agents) begins a good sentence, followed by a verb (that
names the subject’s action), and possibly an object (which receives the action).
For example: The student wrote the essay.
Subject + verb + object
a. Note any sentences that begin without an active subject. Correct them this way:
There was a river near the shore. A river ran near the shore.
b. Note subjects that are not people. This course concerns people. Focus on them.
c. Note the verb “affect” if it appears. Replace it with a more precise one.
6. Note sentences that contain the verb “to be” (am, are, is, was, were, will be, etc.), followed by
a word ending in -ed or -en (a past participle, such as written or liberated). This combination
amounts to the passive voice, where the object appears where the subject should:
The essay was written by the student. The student wrote the essay.
The essay was completed by the student. The student completed the essay.
Highlight and correct sentences like these.
a word ending in -ed or -en (a past participle, such as written or liberated). This combination
amounts to the passive voice, where the object appears where the subject should:
The essay was written by the student. The student wrote the essay.
The essay was completed by the student. The student completed the essay.
Highlight and correct sentences like these.
7. Find sentences where the verb “to be” (am, are, is, was, were , will be, etc.) appears alone.
Replace “to be” with an active verb. For example:
The musicians are on stage. The musicians play on stage.
Replace “to be” with an active verb. For example:
The musicians are on stage. The musicians play on stage.
8. Look for long, pretentious words. Replace them with simpler ones:
They utilized their time. They used their time.
Replace oftentimes with often, societal with social, amongst with among, amidst with amid,
etc.
They utilized their time. They used their time.
Replace oftentimes with often, societal with social, amongst with among, amidst with amid,
etc.
9. Do you see contractions: she’s, I’ll, etc.? If so, then rewrite them as full words: she is; I will.
10. Do you see the words, “that,” “these,” “this,” or “those” (demonstrative pronouns), standing
alone? If so, follow them with a noun if they need more precision:.
They took those. They took those paths.
alone? If so, follow them with a noun if they need more precision:.
They took those. They took those paths.
11. Do you see any negative statements, with “not?” If so, then find a positive replacement:
They did not accept it. They refused it.
They didn’t succeed. They failed. [The positive version requires fewer words].
They did not accept it. They refused it.
They didn’t succeed. They failed. [The positive version requires fewer words].
12. Do you see any punctuation standing outside of quotation marks? As a rule, “Place
punctuation within quotation marks,” as I just did in this sentence.
However, if you indent a long quotation, then remove the punctuation marks, and
place the punctuation before the citation, as I have below. Make sure the quotation
amounts to at least three or more lines. Otherwise, keep it within the regular margins
of the page. (Hanke 1974, 78)
For briefer quotations, citation appear before the punctuation, like this (Hanke 1974, 78).
13. Do you see hyphens (-) used as dashes (—)? Transform them into dashes.
They paused -they were resting- and then continued.
They paused—they were resting—and then continued.
Make a dash like this:
1. Follow the word with two hyphens: end–
2. Then write the first letter of the word that you intend to follow the dash: end–a
3. Now hit the space bar after that letter: end—a; and the two hyphens become a single dash.
4. Then complete the word after the dash: end—and …
5. These days, most people incorrectly use a hyphen instead of a dash: end- and …
Hyphens join compound adjectives, as in, second-half touchdown
punctuation within quotation marks,” as I just did in this sentence.
However, if you indent a long quotation, then remove the punctuation marks, and
place the punctuation before the citation, as I have below. Make sure the quotation
amounts to at least three or more lines. Otherwise, keep it within the regular margins
of the page. (Hanke 1974, 78)
For briefer quotations, citation appear before the punctuation, like this (Hanke 1974, 78).
13. Do you see hyphens (-) used as dashes (—)? Transform them into dashes.
They paused -they were resting- and then continued.
They paused—they were resting—and then continued.
Make a dash like this:
1. Follow the word with two hyphens: end–
2. Then write the first letter of the word that you intend to follow the dash: end–a
3. Now hit the space bar after that letter: end—a; and the two hyphens become a single dash.
4. Then complete the word after the dash: end—and …
5. These days, most people incorrectly use a hyphen instead of a dash: end- and …
Hyphens join compound adjectives, as in, second-half touchdown
wirtting Suggestions:
1. Open with a clear argument followed by a discussion and outline of the main themes and bodies of
evidence that you will cover in the body of the paper. Cite your sources evern at this point and
throughout the paper. Respond at every point to the readings.
evidence that you will cover in the body of the paper. Cite your sources evern at this point and
throughout the paper. Respond at every point to the readings.
2. Transition to and among the three or so body sections, ensuring that the order in which you treat them
matches that in which you introduced them in your introductory outline. Develop your argument from
one section to the next, reminding the reader at strategic points of what your argument is and how you
are progressing in regard to it.
matches that in which you introduced them in your introductory outline. Develop your argument from
one section to the next, reminding the reader at strategic points of what your argument is and how you
are progressing in regard to it.
3. Conclude to remind readers of your original argument, briefly review the evidence that you used to
support it, and end with an insight or two that emerged in the process of writing the paper that you had
not foreseen when you began; these insights may involve links between your essay and other readings in
the course, for example.
support it, and end with an insight or two that emerged in the process of writing the paper that you had
not foreseen when you began; these insights may involve links between your essay and other readings in
the course, for example.
4. If you experience writer’s block, then start by summarizing the key points of each article on which you
would like to write. That should also spark ideas about similarities and contrasts between those pieces.
Start writing those down as a draft of your introduction.
Write your conclusion at the end unless you have a vision earlier of the larger lessons you will want to
convey in closing. Avoid thinking that you must write the paper from the beginning to end. Jump from
one section to another as needed. Never leave the page empty. You always have something to write
about what you have already read, so be sure to complete the reading first.
Another way to begin is to focus on a series of quotations that mean something to you. Write them down
and cite them, perhaps one or two per body section/source. Then summarize them the way you would
have expressed them yourself. Next, connect them one to the other with transitions. Frame them with
introductory remarks in relation to teach other, and write an outline for the reader to explain the order in
which you will treat the works of their respective authors. That will make a draft!
5. Please avoid the writing challenges you faced in your first papers, and consult the writing checklist.
Reference Lists: Please follow the form below and no other.
Book, Single Author
Reference: Smith, Zadie. 2016. Swing Time. New York: Penguin Press.
In-text citation: (Grazer and Fishman 2015, 12)
Book, Mulitiple Author
Reference: Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret to a Bigger Life. New York:
Simon & Schuster.
In-text citation: (Smith 2016, 315–16)
Translated Book
Reference: Lahiri, Jhumpa. 2016. In Other Words. Translated by Ann Goldstein. New York: Alfred A. Knopf.
In-text citation: (Lahiri 2016, 146)
Book Chapter, Single Author
Reference: Thoreau, Henry David. 2016. “Walking.” In The Making of the American Essay, edited by John
D’Agata, 167–95. Minneapolis: Graywolf Press.
In-text citation: (Thoreau 2016, 177–78)
Journal Article, Single Author
Reference: LaSalle, Peter. 2017. “Conundrum: A Story about Reading.” New England Review 38 (1): 95–109.
In-text citation: (LaSalle 2017, 95)
Journal Article, Multiple Authors
Reference: Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan,
1978–2014: Effects on Graduate Quality and Income Inequality.” Journal of Human Capital 11 (1): 1–34.
In-text citation: (Keng, Lin, and Orazem 2017, 9–10)
Link to the Quick Guide to the Chicago Manual of Style
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-2.html
would like to write. That should also spark ideas about similarities and contrasts between those pieces.
Start writing those down as a draft of your introduction.
Write your conclusion at the end unless you have a vision earlier of the larger lessons you will want to
convey in closing. Avoid thinking that you must write the paper from the beginning to end. Jump from
one section to another as needed. Never leave the page empty. You always have something to write
about what you have already read, so be sure to complete the reading first.
Another way to begin is to focus on a series of quotations that mean something to you. Write them down
and cite them, perhaps one or two per body section/source. Then summarize them the way you would
have expressed them yourself. Next, connect them one to the other with transitions. Frame them with
introductory remarks in relation to teach other, and write an outline for the reader to explain the order in
which you will treat the works of their respective authors. That will make a draft!
5. Please avoid the writing challenges you faced in your first papers, and consult the writing checklist.
Reference Lists: Please follow the form below and no other.
Book, Single Author
Reference: Smith, Zadie. 2016. Swing Time. New York: Penguin Press.
In-text citation: (Grazer and Fishman 2015, 12)
Book, Mulitiple Author
Reference: Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret to a Bigger Life. New York:
Simon & Schuster.
In-text citation: (Smith 2016, 315–16)
Translated Book
Reference: Lahiri, Jhumpa. 2016. In Other Words. Translated by Ann Goldstein. New York: Alfred A. Knopf.
In-text citation: (Lahiri 2016, 146)
Book Chapter, Single Author
Reference: Thoreau, Henry David. 2016. “Walking.” In The Making of the American Essay, edited by John
D’Agata, 167–95. Minneapolis: Graywolf Press.
In-text citation: (Thoreau 2016, 177–78)
Journal Article, Single Author
Reference: LaSalle, Peter. 2017. “Conundrum: A Story about Reading.” New England Review 38 (1): 95–109.
In-text citation: (LaSalle 2017, 95)
Journal Article, Multiple Authors
Reference: Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan,
1978–2014: Effects on Graduate Quality and Income Inequality.” Journal of Human Capital 11 (1): 1–34.
In-text citation: (Keng, Lin, and Orazem 2017, 9–10)
Link to the Quick Guide to the Chicago Manual of Style
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-2.html