1600 word max excluding sources, Book report on either All the Presidents men or Dispatches

1600 words max. The main question is Does Dispatches or ATPM offer useful insights into how Americans thought of themselves and how the nation should work – both within the 1970s era and inmore recent past and in terms of the role of journalists, press and news media in the nat. dialogue. With including sources from class Only allowed one: The first paragraph of your essay should clearly identify the theme(s) and clearly contain a single, overarching thesis in response to the question above – yes it does, no it doesn’t or some combination. (The “no” answer may be a bit less obvious here, but there is no requirement to argue yes and there are valid ways to argue a “no” position – we are happy to chat strategy as helpful.) You should organize your discussion as a unified essay that includes three main sections. Essentially, make this the outline for the body of your essay.1. Use the text of either Dispatches or ATPM as the central focus to discuss the relevance of their themes for the 1970s era. Important: make sure you draw direct textual evidence (quotations, stories, passages) from the book. Failure to do so will negatively affect your grade (see rubric). Optional sources you might draw on to supplement your analysis or illustrate your themes include:Hall, Vietnam Era Antiwar Movement Herring, Vietnam SyndromeO’Brien, On the Rainy River Documentary film clips from lecture Newsweek, The Nixon TapesFoner textWoodward & Bernstein, Nixon Was Far Worse Carter, Crisis of ConfidenceSchultz, What It Was LikeEconomic expectations handoutNetwork “Mad as hell” clip from lecture Slow Burn podcastYou are welcome to reference issues/sources in the era before the 1970s where useful to your analysis – i.e. Cold War, long boom, GI Bill, Second Bill of Rights, the Civil Rights movement, etc.2. Explore how and to what extent these themes continued to resonate and/or evolved – expanded, receded, intensified, or changed – in American life in the decades since (1980s- 2010s). Include at least TWO (2) sources from D2L in the “Sources” folder, film clips/handouts appearing in the “Lecture Slides” folder (but not individual lectures themselves) for weeks 13-15, or the source you used for HW10. See folders for all eligible sources, but for example, you might consider:Cigelske, The Continuing ImpactReagan, Speech to Nat. Assn. of Evangelicals Morning in America ad shown in lecture Reagan’s Approval Ratings and Iran-Contra Reagan at Brandenburg gate clipBush, New World OrderHuntley, Who Won the Cold War? Declaration for Global Democracy MCI/Worldcom ad shown in lectureNational Security Strategy of the U.S. Byrd, Speech on the War in IraqIraq: Voices of the Fallen NewsweekBranding of the Occupy Movement Women in Combat articlesSnowden on PrivacyUfford, 18 Years Ago I Helped Start a War Veniste, Watergate LawyerYour HW10 sourceYou may include more than two sources where relevant and if there is room – there is no “limit” on these. General references to lecture or Foner can help to provide context by they do not “count” as one of the two required. If you want to use a specific image from lecture as a source, seek specific advance approval from your TA. If you have questions about whether a given source “counts” or not, please ask sooner rather than later. We are happy to help you sort this out.3. Consider the role of journalists, the press, and the news media in shaping the national dialogue in relation to the themes you’ve chosen. Both Dispatches and ATPM were widely read publications by journalists that provided information and narratives for Americans to assess Vietnam, Watergate, and the challenges they represented. How do you assess that influence historically and how does your study of these books and themes shed light on the role of journalism in our own time?No minimum here, but sources you might draw on to develop your analysis include:Baughman, Fall & Rise of Partisan Journalism Tanz, Journalism Fights for Survival Woodward & Bernstein, Nixon Was Far WorseSchultz, What It Was Like Cigelske, The Continuing Impact Snowden on Privacy
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Take Home Exam #3
Limit your total written work to no more than 1600 words (this is
approximately 6 double-spaced pages). All word processing programs
have a “word count” tool so you can check your total. There is a penalty
for going over the maximum (1 pt. per 20 words over), so keep track,
revise if necessary, and make your words count. There is no penalty for
being under 1600, although it would be difficult to complete a successful
exam in many fewer. Please calculate your total word count (minus
citations and titles, etc.), type it at the top, near your name.
Although you have more room to maneuver in your essay answer in this
exam than the previous two, clear and concise presentation of your
response remains the goal, more so than stylistic conventions. We do
still expect your answers to be organized, logical, and free of errors in
spelling, punctuation, and grammar, so make sure to proofread! Most
importantly, and especially for this one longer essay, make you have a
clear thesis/argument to structure your paper (see the Three Tests for a
Good Thesis handout and instructions in the question below).
As before, we strongly discourage you from pursuing web-based or
other research for this assignment, beyond the source you found for
HW10. You should have plenty to draw upon from among the course
materials. You should keep the central focus on analysis of the book
you’ve chosen, drawing specific examples and textual evidence from
that as well as from relevant course materials: sources, articles, images
and handouts, film and audio clips, Foner and lecture. Successful essays
will keep the central focus on analysis of the text and the chosen
theme(s). See last page for important instructions if you do decide to
consult external sources.
For course materials, simple parenthetical citations are still fine, i.e.
(Foner, p. 132); (Lippman, p. 12); (“Morning in America”); (lecture,
4/16). Endnotes are fine so long as you use them correctly (see Citation
Guide handout for proper formats). In neither case do citations count
against the word max; you may subtract them from your total.
Plagiarism-checking software (turnitin.com) is enabled for this
assignment, so be sure to avoid any inappropriate or unattributed use of
sources, texts, websites, or others’ papers. This assignment is also
subject to the honor code oath, and by uploading it to D2L you affirm
that: “On my honor as a University of Colorado at Boulder student, I
have neither given nor received unauthorized assistance on this work.”
See last page for explanation of what kinds of help are acceptable,
student access to turnitin.com reports, a few more details on formatting,
and suggestions for how to produce your best work – this assignment is
designed with that goal in mind.
Assignment due via upload to the D2L Dropbox only (no hard copy
needed) by Sunday May 6 @ 10p
All papers received after the grace period expires (May 7 @ 10a) will
accrue late penalties of 1/3
grade per 24-hour period after the original due date/time. No work will
be accepted after 10pm on Wednesday May 9, which is the last day to
turn work in for Spring Semester. If you have three or more final exams
on May 6, please contact me if you would want to request schedule
adjustments. Reminder: there is no in-class final for this class.
The prompt:
Dispatches and All the President’s Men each recounted challenges to
how Americans understood themselves and the nation. In the in 1970s,
the losses of Vietnam and the lies Watergate, along with the newly
realized limits in the economy, environment, and shared culture, shook
many Americans’ belief in the nation’s character and their own futures.
While these books spoke to the multiple crises of the time, they continue
to resonate with issues Americans have grappled with in the decades
since.
Your task is to consider one of these two books and the larger themes
they raise in historical perspective, from the 1970s to the present. Some
key themes include, but aren’t limited to: War and foreign policy;
soldiers’ experience on the ground and in the media; public trust and the
executive branch; expectations and life after the end of the “long boom”;
the sense of shared or fractured culture; movements for social equality;
globalization and U.S. role in the world; privacy and civil liberties.
Write a unified, thesis-based essay that answers the following question:
Does Dispatches or ATPM offer useful insights into how Americans
thought of themselves and how the nation should work – both within
the 1970s era and in the more recent past and in terms of the role of
journalists, the press and news media in the national dialogues?
The process:
The first thing you should do in preparation for this essay is to decide
what theme or themes on which to focus (see some examples above).
Americans thought about themselves and how the nation should work in
multiple dimensions – choose a limited and specific set of themes to
work with. The first paragraph of your essay should clearly identify the
theme(s) and clearly contain a single, overarching thesis in response
to the question above – yes it does, no it doesn’t or some combination.
(The “no” answer may be a bit less obvious here, but there is no
requirement to argue yes and there are valid ways to argue a “no”
position – we are happy to chat strategy as helpful.) You should
organize your discussion as a unified essay that includes three main
sections. Essentially, make this the outline for the body of your essay.
1. Use the text of either Dispatches or ATPM as the central focus to
discuss the relevance of their themes for the 1970s era. Important:
make sure you draw direct textual evidence (quotations, stories,
passages) from the book. Failure to do so will negatively affect your
grade (see rubric). Optional sources you might draw on to supplement
your analysis or illustrate your themes include:
Hall, Vietnam Era Antiwar Movement Herring, Vietnam Syndrome O’Brien,
On the Rainy River Documentary film clips from lecture Newsweek, The
Nixon Tapes
Foner text
Woodward & Bernstein, Nixon Was Far Worse Carter, Crisis of
Confidence Schultz, What It Was Like Economic expectations handout
Network “Mad as hell” clip from lecture Slow Burn podcast
You are welcome to reference issues/sources in the era before the 1970s
where useful to your analysis – i.e. Cold War, long boom, GI Bill,
Second Bill of Rights, the Civil Rights movement, etc.
2. Explore how and to what extent these themes continued to
resonate and/or evolved – expanded, receded, intensified, or
changed – in American life in the decades since (1980s- 2010s).
Include at least TWO (2) sources from D2L in the “Sources” folder,
film clips/handouts appearing in the “Lecture Slides” folder (but not
individual lectures themselves) for weeks 13-15, or the source you used
for HW10. See folders for all eligible sources, but for example, you
might consider:
Cigelske, The Continuing Impact Reagan, Speech to Nat. Assn. of
Evangelicals Morning in America ad shown in lecture Reagan’s Approval
Ratings and Iran-Contra Reagan at Brandenburg gate clip Bush, New World
Order Huntley, Who Won the Cold War? Declaration for Global Democracy
MCI/Worldcom ad shown in lecture
National Security Strategy of the U.S. Byrd, Speech on the War in Iraq Iraq:
Voices of the Fallen Newsweek Branding of the Occupy Movement Women
in Combat articles
Snowden on Privacy Ufford, 18 Years Ago I Helped Start a War Veniste,
Watergate Lawyer Your HW10 source
You may include more than two sources where relevant and if there is
room – there is no “limit” on these. General references to lecture or
Foner can help to provide context by they do not “count” as one of the
two required. If you want to use a specific image from lecture as a
source, seek specific advance approval from your TA. If you have
questions about whether a given source “counts” or not, please ask
sooner rather than later. We are happy to help you sort this out.
3. Consider the role of journalists, the press, and the news media in
shaping the national dialogue in relation to the themes you’ve
chosen. Both Dispatches and ATPM were widely read publications by
journalists that provided information and narratives for Americans to
assess Vietnam, Watergate, and the challenges they represented. How do
you assess that influence historically and how does your study of these
books and themes shed light on the role of journalism in our own time?
No minimum here, but sources you might draw on to develop your
analysis include:
Baughman, Fall & Rise of Partisan Journalism Tanz, Journalism Fights for
Survival Woodward & Bernstein, Nixon Was Far Worse
Schultz, What It Was Like Cigelske, The Continuing Impact Snowden on
Privacy
Regarding outside sources: For any of these sections, we are not going
to prohibit the use of outside sources, but they are neither necessary nor
recommended. This is not intended to be a research exercise. You have
all the materials you need (and then some) to write a successful essay.
Include an external source only if you feel it is crucially important to
your argument, and you can demonstrate that it is a reliable source.
Make sure it does not take too much space or attention away from your
required focus on the book and course-based sources. External sources
have specific citation requirements – see last page for details. Lack of
proper citations for external sources may result in a deduction of your
grade.
Important: This is not a summary or book review, but rather an
analytical essay that uses the book to illuminate some central themes in
recent American history. Focus on the issues you choose rather than
attempting to summarize the book as a whole. Simple book summaries
that fail to analyze themes in relation to the prompt, required
components and course materials will not earn a passing grade.
And finally:
? Handouts available on D2L (see Assignments and Resources) can
assist you in producing your best work: Three Tests for a Good
Thesis, Grading Rubric and Criteria, Citation Guide, HWs 9-10. ??
? We encourage you to seek help from your TA, professor, tutors, and
classmates at two key stages of work: a) in strategizing or talking
through possible answers, thesis statements, or analytical
approaches and, b) in revising and proofreading a draft. Do not
allow others to compose your work for you or define your essay in
full—that would run afoul of the honor code. Rather, seek
feedback about your original thoughts and written work—that is
not only acceptable but also a regular habit of good students and
scholars we’d like to promote. In fact, we encourage you to build
in time to write a first draft, have someone read and give you
feedback (perhaps exchange with a partner), and talk through the
three tests for a good thesis & rubric. I can definitively say that this
method will help you produce your best work. ??
? You are able to view your own “originality report” from the
turnitin.com system. We enable this function in case you’d like to
use it as part of your revising process. You can upload a draft
before the assignment is due, check the originality report, make
any revisions, and re- submit by the due date (the new file will
overwrite the old one). This is the process: some time after
uploading your file (generating the report may take a few minutes
or hours), go back to the main Dropbox folders page and click on
the View History button at the top – this will list your submitted
files with a column to the right for Reports. Click on the colored
bar with the percentage to access the report and see sections
identified as copied and where they derive from: a website, a
published source, or other student papers. Quotations come up
frequently, and if what shows as copied is a quotation that you
have correctly cited then don’t worry about it. If you have either
not correctly cited it, inadvertently copied or paraphrased too
closely without citing, or see other text showing as copied from an
outside source, make note of it and revise your paper accordingly
before resubmitting. ??
? Web-based sources are the MOST common way students get
themselves in plagiarism trouble, tempted to knowingly or
accidentally re-use too much in their paper. So, I urge you just to
avoid the situation entirely and use your time more productively by
focusing on course materials alone. If you feel the need to look
around, or to help you gain a different perspective on your sources,
apply the following best practices when using the web: ??
o Use common sense as to which sources may be more reliable than
others. Bookrags.com or freepapers.net should look suspicious;
Smithsonian.org or historymatters.gmu.edu should suggest reliability
(although .orgs or .edus don’t guarantee it). Wikipedia can offer some
basic facts and background or prompt further inquiry (always check an
article’s references) but it should not serve as an authority for quoting or
citing (same goes for encyclopedias or dictionaries generally). If you
aren’t clear or are curious why, ask us.
o If you feel you must include an external source in your text, unlike
course materials, you MUST use endnotes with full citations for each
website referenced. This involves more than simply copying the
http://address – see Citation Guide for proper format.
??Please upload your exam as a SINGLE file and make sure to format it
in one of the accepted file types. These are: MS Word (.doc or .docx),
WordPerfect (.wp), PostScript (.ps), Portable Document File (.pdf),
HTML (.htm), RTF (.rtf), or Plain text (.txt). ). Other types, such as
Apple’s Pages, are NOT readable in D2L and will NOT be graded.

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