Essay writing Homework Help

Essay writing Homework Help Question

Q uestion

write essay


"Race and Ethnicity in America: A Consice History" by Ronald Bayor

Essay Content

1. MLA Format.
2. 7 pages are the minimum.
3. Develop the content according to the rubric.
4. Choose a human group presented in the book and justify the choice.
5. Define terms such as race, ethnicity, and culture of the chosen group.
6. Chronologically expose the legal regulations applied.
7. Analyze the process of assimilation over time.
8. Explain the contributions of this human group in society as a whole.
9. Use at least 3 secondary sources.
10. Take a position according to the process of reception and establishment of this human group in the country.

Guidelines for Writing your Essay

Please use the following guidelines for writing your essays:

1.     Essays should be typed in 12-point font. Please use a simple, clean font such as Times New Roman or Palatino. Use 1" inch margins on all sides. Refer to the individual assignment directions (in the Dropbox tool) to determine the minimum length for each essay. The length may vary for each assignment.

2.     Essays are to be written following the rules of correct grammar and spelling, both of which will be taken into consideration in the evaluation of the essay. Be sure to proofread your essays as grammar and spell checks typically do not catch words used in incorrect contexts.

3.      Essays must be original and analytical and must be careful to include well­thought-out responses to the questions posed in the assignment. Make sure to address ALL parts of the question.

·        Introduction which does ALL of the following: states the purpose of the essay; frames the era by providing pertinent dates for the subject; provides a solid historical background moving from general statements about the subject to increasingly more specific ones; introduces the author of the document by providing some specific information important for better understanding why the author wrote what he or she did.

·        A thesis which specifically explains how the primary and/or secondary sources (as directed by the instructor) reflects the issues and developments of the historical period when it was produced.

·        A body of evidence, this is the main part of your essay and it is where you defend your thesis by referring to several major aspects of the primary and/or secondary sources, explaining how they reflect the concerns and issues of author in the context of the period when it was written. You rely on direct analysis of the primary and/or secondary source material to back up your assertions.

·        A conclusive summary that briefly reiterates your main points, but more important, suggests how the primary and/or secondary source points to later historical developments. How might it be a bridge to a later time in Greek history--do not just jump to the present and make a superficial remark about how everyone was better.

4.      You must cite your sources in text and provide a complete bibliography at the end. REMEMBER: Any information or idea that is not your own MUST BE CITED.


·        You must give specific examples from the secondary and/or primary sources used in the development of the paper and must cite these sources following the MLA style, the University of Chicago Press's Chicago Manual of Style or Kate L. Turabian's A Manualfor Writers of Term Papers, Theses, and Dissertations. Refer to the online resources Guide to the MLA Style or Turabian and Chicago Styles Citations . Your instructor will specify the preferred style. You should use footnotes or endnotes and provide a full bibliography at the end of your paper.

·        If you use direct quotations, you must not only cite your source, but must also use quotation marks. Example: Columbus explains that the weapons of the natives he encountered in the islands of the Caribbean were unsophisticated, and that their javelin, a much-used weapon, was "no more than sticks" joined together.

Please include the text and bibliography in one paper--not separate documents.





  • Well-developed thesis directly addressing the topic.
  • Persuasive analysis of the topic, addressing all parts of the topic; analysis demonstrates thorough understanding of all sides of a question (as appropriate).
  • Outstanding grasp of general historical issues raised by topic.
  • Numerous specific examples demonstrate detailed knowledge of relevant history.
  • Extremely well organized, with a clear introduction, argument, and conclusion.
  • Well written in appropriate standard English; few grammatical errors or colloquialisms.


  • Clear thesis addressing the topic.
  • Good analysis of the topic, addressing most parts of the topic; analysis demonstrates understanding of all sides of a question (as appropriate), though may be unevenly developed.
  • Good grasp of general historical issues raised by topic.
  • Several specific examples demonstrate good knowledge of relevant history.
  • Well organized, with an introduction, argument, and conclusion.
  • Clearly written in appropriate standard English; some grammatical errors or colloquialisms.


  • Thesis indicates some aspect of the topic; more a restatement of than a point about the topic.
  • Analysis of the topic, addressing most parts of the topic; analysis adequate but unevenly developed.
  • Some grasp of general historical issues raised by topic, though some significant issues may be omitted.
  • Some specific examples demonstrate knowledge of relevant history; some clearly relevant examples omitted.
  • Contains at least two of the following: introduction, argument, and conclusion; organization may be somewhat unclear.
  • Understandable, but contains several grammatical errors or colloquialisms.


  • No discernible thesis and/or serious misunderstanding of the topic.
  • Descriptive rather than analytical; marginally related to the topic; significant logical gaps.
  • Little grasp of general historical issues raised by topic.
  • Few and/or erroneous specific examples demonstrate little knowledge of relevant history.
  • Poorly organized: no clear introduction, argument, or conclusion.
  • Pattern of grammatical errors and/or inappropriate colloquialisms.

 Levels correspond roughly to letter grades (4 = A, 1 = F)

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