History of women’s inequality
RCI Research Assignment Part IV
Introduction to Part IV
Welcome to Part IV of the Research Assignment for HIST 105. In Part IV, you will draft an outline of your final essay, including (an) introductory paragraph with your final (or near final) thesis statement.
After you’ve completed Part IV, your instructor or your teaching assistant will offer comments on your work.
Part IV – Essay Outline
Question 1 = Final Essay Outline
Creating a quality outline is a key step in nearly all research writing. There are a number of basic requirements for the final essay which inform your outline work:
The introduction (one full paragraph, minimum 8 sentances) introduces your topic (often featuring a topical hook, or short example of your topic – consider using your contemporary news article as an opening example) and includes your thesis statement and structure for your arguments (underline these parts so they are clearly identifiable to your instructor/TA).
The middle of the outline (which ultimately becomes the body of the paper) may either work forward or backwards in time. Regardless of your structural approach, it is paramount that you maintain a consistent historical orientation throughout. This is a standard outline. Please demonstrate where you will be using your sources through citations.
The conclusion should summarize your main points and explain how a historical understanding of your issue is critical to understanding it in the present.
In your Word doc provide a complete outline (under a Question 1 heading), being sure to fully incorporate all elements from the three outline component areas list above.
Question 2 = Library Help
Outside of a librarian visit to your class, or your class meeting in the library for (an) instruction session(s), did you contact library reference staff for any of your work in any part of this research assignment (LRA1 – LRA4)? If so, what kind of help did you get? If you did not seek assistance, explain why and how you think assistance might have been useful.
