Changing of gender roles throughout the years

Also please make up an interview.
Research Essay Writing Rubric
 
Structure: Student shows evidence of knowing how to write an academic essay.  There is an introduction, body, and conclusion.  References are provided and there are clear links between the paragraphs that show an argument supported by facts that are situated in the literature/research. 
HINT: Beginning, middle, and end!
 
Argument:  The student makes a point.  The information provided is clearly presented towards a particular purpose that is presented as a thesis/main argument/ main idea.  The reader should understand why the information is presented as it supports the claims of the essay.  The argument should also be situated within relevant debates and literature covered by the topic. 
HINT: Dont just mirror one authors argument tell us why thinking or analyzing something in a particular way is important and show us how your thinking on whatever your topic is is original.
 
Style:  The writing is clear!  The reader understands what is being said and why.  The statements clearly support each other and logically connect.  The information supports the main argument and is focused.  Referencing codes are uniform and well done.  **If English is your second language (or not your native language), you will not be marked down for grammar and punctuation.  The effort, meaning, intention of what you want to say will be clear enough from the originality of the work.
HINT: Avoid clich. Avoid slang and colloquial terms and metaphors with multiple interpretations (i.e., it should be very clear to the reader how points are to be interpreted).
 
Research:  Students demonstrate depth of knowledge and clear engagement with the topic(s).  A combination of sources is sought (e.g., ethnographic, peer-reviewed, public scholarship, grey literature).  When quotes are used, they are clearly presented in order to advance the argument.  References are used in proper context (i.e., one authors anecdote is not confused with her main point, and so on). 
HINT: Think you have enough sources? Get more! Keep reading
 
Effort and Originality:  The students voice clearly comes through regardless of writing style or structure of the work.  The student has worked hard and exceeded requirements.  Here, points are normally returned for hard work and thorough research, even if (or especially when) the arg./writing is not clear.
HINT: What do you think?! And write about something you want to know more about.
 
A:  Excellent work.  The argument is original and well-crafted.  Research is vast and well-presented and thoughtful.  The assignment guidelines have been exceeded here, and the student has done more work than requested.  The student has found many peer-reviewed sources and has demonstrated their relationship to the course material.  Ultimately, all elements (argument, style, structure, research, effort/originality) are demonstrated in high quality.
A-: Great work. Normally, these essays require a more thoughtful explanation and engagement with the text.  The argument can be developed further.  Although all requirements are exceeded (writing is very clear, references are good and plentiful, the topic is mastered, and strong effort present) the examples and/or argument is too obvious and could benefit from more originality.  
B+: Great work but needs more of an argument. Add more details, specificity, and explanation.  More time and effort and attention to detail and use of research sources usually pushes these into the A range.  The arg. must be made clearer dont make the reader guess your point!
B: Good/ OK.  All elements (arg., structure, style, research, effort/originality) are there but they are undeveloped. Argument is poorly stated or difficult to follow (if it exists).  These essays tend to have good structure and basic understanding of the topic but are unclearly written and poorly focused.  They benefit from a better outline, clearer connection between the evidence and main idea, more details and specificity, and more explanation of ideas rather than moving along to the next one.  Similarly, paragraphs lack coherent connection to one another. 
B-: There is some sense of an essay structure, but elements are missing (e.g., no conclusion, introduction introduces things unsaid or not relevant, bad referencing, so on). These essays are not clearly written and not focused, but there is evidence of structure, research, some knowledge, attempting the assignment, and presenting information in an academic manner.
C (-/+), meets all requirements but not well-executed: Student provides referencing, but its not well done.  No argument, and difficult to follow the students thinking writing is unclear. Effort and originality are lacking.  Or, if there is originality, it doesnt follow any logic and wanders off topic (meaning thinking is unclear, no evidence of research, and no focus).   These essays may read more like a blog posting than a formal essay.  Without peer-reviewed sources or with too much reliance on internet-based sources, it remains difficult to see evidence of knowledge and thorough research.
D (-/+), poor quality essay:  Student completed the assignment, but with poor quality.  Minimums were met and there is evidence of a valid attempt to complete the task, but none of the aspects of a good essay are present: no essay structure or focus, non-existent argument, unclear writing, no meaningful example that the student understands the topics at hand, no reference section or lack of sources,
F/Not a valid attempt/ plagiarism (even by accident):  Sufficient evidence of cheating or plagiarism of any kind.  Even if not warranting a formal accusation, copy/pasting and relying too much on internet sources, and, ultimately, evidence of higher than 45% of unoriginal text (not in quotation marks) is not a valid attempt to complete the assignment, for example.  Essays that are drastically below the minimum required for the assignment also demonstrate evidence for not completing or even attempting to complete the task.
 
 
 
 
 
Bibliography/Works Cited/ References
GUIDE FOR WRITING AND PRESENTING COURSE ESSAYS
These guidelines have been designed to ensure that you are aware of the basic expectations of written coursework and assessed reports. In addition to general comments concerning essay structure, they include details about how to reference work. Please note that in the marking of work, both of these issues will be taken into account.
1. General essay guidance
An essay should present a well-organized argument that responds to a set question. It should include a review and discussion of relevant literature and should also present an argument from your own perspective. Aim to convince the reader that your angle on the topic is valid, but make sure you demonstrate knowledge of other possible approaches.
a. The Introduction: You should begin with an introduction setting out the issue(s) to be discussed and tell the reader what your general approach will be. Make a clear argument and proceed from one point to the next so that the narrative builds on what went before.
b. The main body of the essay: Keep the essay focused on the argument and avoid meandering. Make your points in dialogue with the relevant literature. Critique is appropriate in an essay, but unsubstantiated, moralistic and generalized polemic is not.
You might want to use subheadings to provide structure to the essay and guidance for the reader. Make the sections build on each other. In general, arguments should not be purely abstract or theoretical, but should use examples (from ethnography, history, the media and popular culture, and your own experience, where appropriate). Make sure that the relevance of your examples is clearly stated.
c. Use of examples: Ethnographic examples should be taken from their original source and described in sufficient detail so as to create an impression of complete familiarity. As the basis for an argument, examples like, As Evans-Pritchard observed in relation to the Azande, apparently irrational behavior can be explained in rational terms is simply not good enough. Examples should be explored, analyzed and criticized until they make the intended contribution to your overall argument. This kind of scholarly construction should prevent you from including personal opinion or polemic.
d. Clarity of expression: Keep your essay simple and clear. Avoid padding, such as, In this section it will be judicious for the author to consider the effect of such theories upon social anthropology of the 1960s as following. Look at each of your sentences. Change those you can from passive into active voice. Get rid of anything unnecessary.
e. Conclusion: A conclusion can be a summary of your text as long as it does not merely repeat points you have made in the essay. Ideally, it should bring together your examples and argument in an analysis of what you have discovered and what is interesting about the topic.