OPTION #1:  USING MATERIAL FROM THE ASSIGNED SELECTIONS OF LETTERS OF A WOMAN HOMESTEADER AND THE DOCUMENTS AND READINGS LISTED BELOW (AVAILABLE FROM THE MAIN COURSE PAGE), DEVELOP AN ESSAY THAT ANSWERS THE FOLLOWING QUESTION: How do the letters of Elinore Pruitt Stewart document and/or obscure the realities of rural life in the West at the beginning of the twentieth century? Readings for Option 1: Elinore Pruitt Stewart, Letters of a Woman Homesteader (Chapters 1, 2, 7, 9, 13, 18, & 20) Sherry Smith, “Single Women Homesteaders,” Western Historical Quarterly 22, no. 2 (May 1991): 163-83. Either of the following primary sources: Homesteader Accounts Wallace Stegner, “The Making of Paths”  Option #2: Using material from assigned sources listed below, develop an essay that addresses the following question: How do the letters of Elinore Pruitt Stewart and the memories of Wallace Stegner document or conflict with the stories of children’s experiences in western settlement as presented by Elliott West? Readings for Option 2: Elinore Pruitt Stewart, Letters of a Woman Homesteader (Chapters 1, 2, 7, 9, 13, 18, & 20) Wallace Stegner, “The Making of Paths” Elliott West, Ch. 7 “Child’s Play, from The Essential West 4. Graded Course Work 4.2. Rubrics Grading rubrics for essays and forum discussions in Hist 4427, American West Professor Kevin Marsh, Idaho State University Rubrics for other graded work are found on each assignment tool.) Skip to Essay Standards Forum Discussion Standards: An “A” discussion posting: Presents specific, original ideas that demonstrate an ability to thoughtfully engage with the content and the interpretations offered in the class readings Provides clear explanations and specific evidence from class sources that effectively support your observations Answers all parts of the assigned question(s) Demonstrates a clear understanding of the assigned sources and of the history surrounding the main issues and events Is well written in a clear style and well organized into a cohesive set of points Is cleanly written and presented, demonstrating attention to the details of formal writing. Responses demonstrate a careful, thoughtful engagement with the ideas and information presented by group members, use specific information and interpretations from assigned sources to address the original posting, and demonstrate attention to the details of formal writing. A “B” discussion posting: Presents specific ideas that demonstrate a clear comprehension of the main content and interpretations of the class readings Provides some specific evidence from the assigned readings to support observations Addresses all parts of the assigned question(s) Demonstrates a competent understanding of the history surrounding the main issues and events Is clearly written though may contain some minor errors in grammar, spelling, and clarity. Responses clearly address the ideas and information presented by other group members, use some information and interpretations from assigned sources, and present those ideas in clear, formal writing with minimal errors. A “C” discussion posting: Offers ideas directly relevant to the main content and interpretation of the class readings Provides generalized evidence or vague examples from assigned readings without explaining their contribution to answering the question(s) Presents a vague response to the assigned question(s) Lacks a clear understanding of the assigned sources and of the history surrounding the main issues and events Lacks clarity in the writing and contains errors of grammar, spelling, and punctuation. Responses offer generalized observations based on the contributions from other group members, use minimal information and interpretations from assigned sources, lack clarity in the writing, and contain writing errors. A “D” discussion posting: Offers vague observations not clearly relevant to the main content and interpretation of the class readings Provides little or no specific examples from the assigned sources Addresses vaguely the assigned question(s) Demonstrates a very limited understandingof the assigned sources and of the history surrounding the main issues and events Is sloppy in its presentation and/or contains numerous writing errors. Responses offer vague observations that demonstrate a limited understanding of both the contributions from other group members and the assigned sources and contain numerous writing errors. An “F” discussion posting: Does not address class readings Provides no specific use of examples from assigned sources Does not address the question(s) Demonstrates a lack of understanding of the assigned sources and of the history surrounding the main issues and events Is sloppy in its presentation. Responses offer vague or inappropriate observations that do not contribute to the group discussion. Return to topEssay Standards: An “A” essay: Contains a clear, analytical thesis statement in response to the question, provides clear explanations and specific evidence from a range of class sources that effectively supports the thesis, answers all parts of the question, demonstrates a clear understanding of the history surrounding the main issues and events and a number of the assigned readings and other class sources, is well-written in a clear style and well-organized into a cohesive argument. A “B” essay: Contains a thesis that addresses all parts of the question, provides some specific supporting evidence from a range of the assigned readings, demonstrates a competent understanding of the history surrounding the main issues and events and of the assigned readings, is clearly written though may contain some errors in grammar, spelling, and clarity. A “C” essay: Lacks a thesis or presents a vague or incomplete response to the question, provides little evidence or vague examples without explaining their contribution to answering the question, lacks a clear understanding of the history surrounding the main issues and events, lacks a clear understanding of the assigned readings, is sloppy in its presentation and/or lacks clarity in the writing; may contain significant errors. A “D” essay: Addresses the question only vaguely, provides little or no specific evidence from the assigned sources, demonstrates a very limited understanding of the historical issues and of the assigned sources, is sloppy in its presentation and/or contains major errors. An “F” essay: Does not answer the question, demonstrates a lack of understanding of the history surrounding the main issues and the assigned sources, contains major errors or is off-topic.  LINKS: Letters of a woman homesteader : Stewart, Elinore Pruitt, 1878- : Free Download, Borrow, and Streaming : Internet Archive

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.