Directions for Essay Stage 3—Outline of Argument for Addams, Durkheim, Weber Sections of Paper

Directions for Essay Stage 3—Outline of Argument for Addams, Durkheim, Weber Sections of Paper • open by repeating your description of your topic from Stage 2, • after that opening, divide the outline into sections by theory/theorist • in each section, – focus on a key concept from each of the theories, – define the concept, – explain how that concept relates to other concepts in the theory, and – discuss how it helps answer the general problem of your paper. • I. Topic description • II. Theorists A. Addams (American, 1860-1935) 1. concept a. definition—from text and in your own words b. how concept fits into theory, e.g., concept is foundational or concept is one type of larger general point X 2. application of concept to topic a. point one—shows how b. point two—leads to B. Durkheim (French, 1858-1917) 1. concept a. definition—from text and in your own words b. how concept fits into theory, e.g., concept is foundational or concept is one type of larger general point X 2. application of concept to topic a. point one—shows how b. point two—leads to C. Max Weber (German, 1864-1920) 1. concept a.definition—from text and in your own words b. how concept fits into theory, e.g., concept is foundational or concept is one type of larger general point X 2. application of concept to topic a. point one—shows how b. point two—leads to Grading Criteria. Essays will be evaluated in terms of the following expectations: 1. Focus–the essay does what is assigned—that is, you follow instructions (see above) 2. Facts–the essay supplies a sufficient summary of the empirical case you selected to investigate, offering details that are appropriate, vivid, and sufficient for the analysis. 3. Theory–the essay defines concepts accurately and relates them clearly and in sufficient detail to the total theory. [This is the key criterion.] 4. Authority—the essay supports its positions with appropriate quotation from the theorist 5. Insight–fact and theory are combined to explicate the problem and offer a solution 6. Critical Thinking—you engage with the theories critically, evaluating their strengths and weaknesses as a possible theoretical frame for explaining the article’s facts and analysis 7. Effectiveness in expression and organization–you find a clear and compelling way to make your argument, remembering that you are writing as a public sociologist for a general educated audience. (This means clear organization, word choice and sentence structure and typographical devices like sidebars, boldface and italics to create a reader friendly document.) A late paper will be penalized 5 points. Nota Bene: All essays should use ASA Style in references and citation. I will upload the notes on Addams, Durkheim, Weber and the essay stage two. Also the textbook on Addams, Durkheim, Weber. I will provide pdf files of textbook on Addams,“The Settlement as a Factor in the Labor Movement” and “Introduction to Democracy and Social Ethics” but for Drukheim, please go to Calhoun, Craig et. al. Classical Sociological Theory 3rd edition Wiley-Blackwell. 2012 E-Book link https://books.google.com/books?id=qlmBgDM-shoC&pg=PA310&source=gbs_selected_pages&cad=3#v=onepage&q=chapter%2015&f=false and read p. 201 – p.214 ( this would help to understand Durkeim’s theory and also read the notes.) which is Calhoun, Part IV “The Division of Labor in Society” pp. 220-242 Calhoun, Part IV “The Rules of Sociological Method” pp. 201-219 the textbook is Calhoun, Craig et. al. Classical Sociological Theory 3rd edition Wiley-Blackwell. 2012 also for Weber Calhoun, Part V “The Protestant Ethic and the Spirit of Capitalism” pp. 291-309; “Bureaucracy” pp. 328-338—I have this in pdf file Calhoun, Part V Intro, “Basic Sociological Terms” pp. 280-290—not do not have pdf file so please use e-book link. Please read these part from the e-book ( go to the link I provided above). So please use three blackboard note on Addams, weber, Durkheim And the textbook. Also the article.The Washington Post, April 15. Retrieved October 9, 2015 (https://www.washingtonpost.com/local/education/new-brain-science-shows-poor-kids-have-smaller-brains-than-affluent-kids/2015/04/15/3b679858-e2bc-11e4-b510-962fcfabc310_story.html).