Argumentative essay
Learning Objectives:
Review the chapters we read titled, "Foundations" to prepare you for argumentative writing in archaeology. You may answer the questions individually or through collaboration within a group of no more than three students. You must do more than answer the questions, you must argue with data/examples your answers. An essay without a clear central claim fails before it begins.
SELECT ONE QUESTION (OR PROPOSE YOUR OWN QUESTION)
1) One of the learning objectives of this course is for you to identify and understand a few modes of inquiry and the standards of knowledge creation of archaeologists and anthropologists. To deepen your understanding, you may answer the question: "What was the unique contribution of archaeology to Liebmann's account of the Pueblo Revolt?" Be specific and rely on examples from throughout Liebmann's book. I recommend you consider in your response how the account would have been diminished without archaeological methods and results.
2) Evaluate Liebmann's work based on the arguments advanced by Colwell. Rely on specific examples from both books to construct your argument.
3) Which actions/decisions taken by the Pueblos (and by individuals) challenge Liebmann's argument that the Revolt was an example of nativism and revitalization? Systematically, in writing, defend your answer. How did Liebmann explain some potential inconsistencies with the theoretical approaches he advanced?
4) Liebmann relies on ceramic analyses to make many arguments in his book. Describe, with specific examples, what was learned from ceramics that enriched his argument.
5) What was Liebmann's central claim? Identify, explain, and evaluate at least four lines of evidence he relied on to support his claim.
6) Systematically document, through Liebmann's book, each Spanish attempt to regain control over the Pueblos. What occurred and what was the result. Create a table of data to document these attempts. How do the attempts differ and what can be learned from these attempts? [I will ignore the table in the page count if you're worried that your essay is too long.]
7) Identify and discuss specific differences in the accounts of the Pueblo Revolt written by Liebmann and Sando from an anthropological and archaeological perspective.
8) Using the standards of archaeological knowledge creation articulated in "Foundations," evaluate Liebmann's arguments about the Pueblo Revolt. Rely on specific examples.
9) Return to the Virgil Ortiz's exhibit at the FAC. Identify specific aspects of the exhibit that connect to histories of the Pueblo Revolt identified by Liebmann or Sando. Think anthropologically and deploy some of the key concepts you've learned in the course in your analysis of the exhibit.
10) What was Colwell's central claim? Identify, explain, and evaluate at least four lines of evidence he relied on to support his claim.
EXPECTED STRUCTURE OF THE ARGUMENT
USE SECTION HEADINGS in the body of your text
1. Introduction: Describe the problem your report addresses. Based on the prompts above, identify a specific research question and central claim (the thesis you will argue). Pay attention to the first sentence of your essay; this is the first impression you will make on your reader. Preview your argument (list your reasons) and the structure of your argument so that your readers will be better able to follow the details. Don't hesitate to use easy to follow sentences like, "The central claim of this essay is....", "The purpose of this essay is to..." or "This essay considers x to better understand y. I make three arguments: first...second...third.." OR "I provide three reasons in support of the central claim of this paper: ............"
****If you can't identify a single sentence of the first page of your essay the captures what you intend to convince the reader of, then you don't have a claim and you don't have an argumentative essay.****
2. Broader Impacts: Argue why your question and claim is important. In other words, why should a reader care about the problem and claim you are making? State who your audience is and why they should read your essay.
3. Background: Tell your readers what is necessary and/or important to understand your problem and argument.
4. Present Reason 1 why your readers should accept your claim. Present the evidence and data that supports your claim claim. Respond to potential objections, if you can think of any. Note that simply citing something that someone said almost never constitutes convincing evidence---find the data/evidence they used to support their assertion and evaluate whether you are convinced by the data and use it in your argument (with citation to the source) if you are. The section heading/title should be a brief statement of the reason, not "Present Reason 1". An example of a heading for a reason is: "Nativism as Demonstrated by x"
6. Present Reason 2 (same as above). (1-3 paragraphs)
7. Present Reason 3 (same as above). (1-3 paragraphs)
8. Conclusion. Summarize your argument. Identify the next steps the readers should take, if you are arguing they should take action. Acknowledge weaknesses or uncertainties in your argument. (1-3 paragraphs)
9. References Cited. When we use the words or ideas of others and rely on ideas or facts that are not common knowledge, we must use citations. If you're referring to what Liebmann or Colwell stated or an idea advanced by either, cite the author. Specific pages numbers are the strongest form of citation. All quotations must use specifc page numbers. Read further about proper citations here: cite your sources (select link for more information). Poor citations will fail to meet the standards of knowledge creation!
ADDITIONAL DIRECTIONS:
All answers must be single-spaced, typed (12 point font) and not exceed ~four pages. Submit as a Microsoft Word document or pdf. Canvas will not accept Google docs.
The CC Writing Center is a great resource to help you improve your writing!
RUBRIC:
Exceeds expectations: The essay is constructed into a synthetic, coherent argument organized by a clearly articulated central claim supported by strong examples and/or reasoning. Citations to in-class readings will be present. Peer-reviewed citations to readings not assigned in-class may or may not be present. There is an absence of grammatical errors. The essay is clear, concise, a pleasure to read, and demonstrates substantial learning about the Southwestern past and the standards of archaeological knowledge creation.
Meets expectations: The essay is constructed into a synthetic, coherent argument organized by a clearly articulated central claim supported by strong examples and/or reasoning. Citations to in-class readings will be present. Peer-reviewed citations to readings not assigned in-class will be present. There is an absence of grammatical errors. The response is clear, concise, and demonstrates learning about the Southwestern past and the standards of archaeological knowledge creation.
Does not meet expectations: The essay is not, or is incompletely, constructed into a coherent argument. There is little visible attempt at argumentation as discussed frequently in class and/or the argument is weakly developed. Grammatical errors, poor structure, and/or awkward word choices are distracting. The learning promoted in the course is incompletely realized.
- To stimulate deep thinking, synthesis, and retention of the primary knowledge and skills promoted in the course.
- To practice a form of argumentation in archaeology that is used advance understanding of the past or evaluate the knowledge claims of others. (Note: the expected structure below is a particularly rigid form of argumentation designed to clarify the role of a claim and the use of evidence to support a claim).
Review the chapters we read titled, "Foundations" to prepare you for argumentative writing in archaeology. You may answer the questions individually or through collaboration within a group of no more than three students. You must do more than answer the questions, you must argue with data/examples your answers. An essay without a clear central claim fails before it begins.
SELECT ONE QUESTION (OR PROPOSE YOUR OWN QUESTION)
1) One of the learning objectives of this course is for you to identify and understand a few modes of inquiry and the standards of knowledge creation of archaeologists and anthropologists. To deepen your understanding, you may answer the question: "What was the unique contribution of archaeology to Liebmann's account of the Pueblo Revolt?" Be specific and rely on examples from throughout Liebmann's book. I recommend you consider in your response how the account would have been diminished without archaeological methods and results.
2) Evaluate Liebmann's work based on the arguments advanced by Colwell. Rely on specific examples from both books to construct your argument.
3) Which actions/decisions taken by the Pueblos (and by individuals) challenge Liebmann's argument that the Revolt was an example of nativism and revitalization? Systematically, in writing, defend your answer. How did Liebmann explain some potential inconsistencies with the theoretical approaches he advanced?
4) Liebmann relies on ceramic analyses to make many arguments in his book. Describe, with specific examples, what was learned from ceramics that enriched his argument.
5) What was Liebmann's central claim? Identify, explain, and evaluate at least four lines of evidence he relied on to support his claim.
6) Systematically document, through Liebmann's book, each Spanish attempt to regain control over the Pueblos. What occurred and what was the result. Create a table of data to document these attempts. How do the attempts differ and what can be learned from these attempts? [I will ignore the table in the page count if you're worried that your essay is too long.]
7) Identify and discuss specific differences in the accounts of the Pueblo Revolt written by Liebmann and Sando from an anthropological and archaeological perspective.
8) Using the standards of archaeological knowledge creation articulated in "Foundations," evaluate Liebmann's arguments about the Pueblo Revolt. Rely on specific examples.
9) Return to the Virgil Ortiz's exhibit at the FAC. Identify specific aspects of the exhibit that connect to histories of the Pueblo Revolt identified by Liebmann or Sando. Think anthropologically and deploy some of the key concepts you've learned in the course in your analysis of the exhibit.
10) What was Colwell's central claim? Identify, explain, and evaluate at least four lines of evidence he relied on to support his claim.
EXPECTED STRUCTURE OF THE ARGUMENT
USE SECTION HEADINGS in the body of your text
1. Introduction: Describe the problem your report addresses. Based on the prompts above, identify a specific research question and central claim (the thesis you will argue). Pay attention to the first sentence of your essay; this is the first impression you will make on your reader. Preview your argument (list your reasons) and the structure of your argument so that your readers will be better able to follow the details. Don't hesitate to use easy to follow sentences like, "The central claim of this essay is....", "The purpose of this essay is to..." or "This essay considers x to better understand y. I make three arguments: first...second...third.." OR "I provide three reasons in support of the central claim of this paper: ............"
****If you can't identify a single sentence of the first page of your essay the captures what you intend to convince the reader of, then you don't have a claim and you don't have an argumentative essay.****
2. Broader Impacts: Argue why your question and claim is important. In other words, why should a reader care about the problem and claim you are making? State who your audience is and why they should read your essay.
3. Background: Tell your readers what is necessary and/or important to understand your problem and argument.
4. Present Reason 1 why your readers should accept your claim. Present the evidence and data that supports your claim claim. Respond to potential objections, if you can think of any. Note that simply citing something that someone said almost never constitutes convincing evidence---find the data/evidence they used to support their assertion and evaluate whether you are convinced by the data and use it in your argument (with citation to the source) if you are. The section heading/title should be a brief statement of the reason, not "Present Reason 1". An example of a heading for a reason is: "Nativism as Demonstrated by x"
6. Present Reason 2 (same as above). (1-3 paragraphs)
7. Present Reason 3 (same as above). (1-3 paragraphs)
8. Conclusion. Summarize your argument. Identify the next steps the readers should take, if you are arguing they should take action. Acknowledge weaknesses or uncertainties in your argument. (1-3 paragraphs)
9. References Cited. When we use the words or ideas of others and rely on ideas or facts that are not common knowledge, we must use citations. If you're referring to what Liebmann or Colwell stated or an idea advanced by either, cite the author. Specific pages numbers are the strongest form of citation. All quotations must use specifc page numbers. Read further about proper citations here: cite your sources (select link for more information). Poor citations will fail to meet the standards of knowledge creation!
ADDITIONAL DIRECTIONS:
All answers must be single-spaced, typed (12 point font) and not exceed ~four pages. Submit as a Microsoft Word document or pdf. Canvas will not accept Google docs.
The CC Writing Center is a great resource to help you improve your writing!
RUBRIC:
Exceeds expectations: The essay is constructed into a synthetic, coherent argument organized by a clearly articulated central claim supported by strong examples and/or reasoning. Citations to in-class readings will be present. Peer-reviewed citations to readings not assigned in-class may or may not be present. There is an absence of grammatical errors. The essay is clear, concise, a pleasure to read, and demonstrates substantial learning about the Southwestern past and the standards of archaeological knowledge creation.
Meets expectations: The essay is constructed into a synthetic, coherent argument organized by a clearly articulated central claim supported by strong examples and/or reasoning. Citations to in-class readings will be present. Peer-reviewed citations to readings not assigned in-class will be present. There is an absence of grammatical errors. The response is clear, concise, and demonstrates learning about the Southwestern past and the standards of archaeological knowledge creation.
Does not meet expectations: The essay is not, or is incompletely, constructed into a coherent argument. There is little visible attempt at argumentation as discussed frequently in class and/or the argument is weakly developed. Grammatical errors, poor structure, and/or awkward word choices are distracting. The learning promoted in the course is incompletely realized.
