Short
Answer Questions
& Quotation Exercise
(class 1)
Note:
(1)
assignments appear in the syllabus on the day
assigned and are due the next class, unless noted otherwise
-- so this homework (assigned Thurs., 1/27) is due NEXT class, Tu.,
2/01.
(2)
This assignment, like ALL assignments in this class, must be typed.
Handwritten work will NOT be accepted. See handout on class expectations.
(3)
Your grade on this assignment -- unlike your other homeworks --
can NOT be one of the two dropped at
the end of the semester. See course requirements
regarding homeworks.
(4)
Moreover, this assignment is worth 10%
of your final semester grade.
This assignment consists of two portions: (1) two Short Answer
Questions on the textbook and (2) a Quotation
Exercise with three parts: Exercises A, B, and C. Exercise
A has two very quick questions, and exercises B and C require
a paragraph each.
DO NOT STOP UNTIL YOU SEE "END OF ASSIGNMENT"
(quick)
SHORT ANSWER QUESTIONS
Answer each
of the questions below with a very brief paragraph of two
to four sentences.
1) Around
1300 -- a century and half before extensive European contact with
Africa -- with whom and what did African societies trade?
USE YOUR OWN WORDS
2) Describe the impact of the environment on the settlement patterns
in the rain forest of West and Central Africa as well as the environment's
role in shaping BOTH the opportunities and limitations
on the region's inhabitants. USE YOUR OWN WORDS
QUOTATION
EXERCISE
Be
sure to set aside enough time to do the Quotation Exercises -- they
will help you grasp an essential concept we will use in many homeworks
and papers.
Estimated time for Quotation Exercise: 40 - 55 minutes depending
on your familiarity with expository writing for business or college
contexts
Read this
discussion of using quotations in your paper, and then do the three
part (A, B & C) exercise that follows it. Be sure that you
have done all three parts.
Although it might be tempting to skip the various explanations below,
they are essential to doing the assignment.
Be sure to contact Prof. Umbach if you
have any questions
Making
& Supporting Logical Arguments
Much of this class will be focussed on a central skill of both college
and workplace writing: making an argument. An argument generally
involves three elements.
1. The
Claim -- What you want your readers to believe; the "point"
you hope to persuade your reader of
2. The
Evidence -- What you will use to support the claim; your
"proof" -- often a direct or indirect quotation from a
text, but sometimes a statistic or the like
3. The
Warrant -- A general principle that explains why you think
your evidence is relevant to your claim
You might
want to think of making a point with evidence in a paper as a conversation
with a friend in which you attempt to persuade that friend of a
particular perspective.
Listed below are the questions your friend might ask as you tried
to make your argument, followed by the element described above that
would answer your friend's questions:
| QUESTION |
ELEMENT |
| What
are you trying to demonstrate? |
CLAIM |
| What
proof do you have? |
EVIDENCE |
| Why
do you think that your proof is relevant to your claim? |
WARRANT |
You must
always state both your claim and your
supporting evidence explicitly; one without
the other is either pointless evidence or an ungrounded opinion.
Taking a fairly straightforward example:
" (claim)
I know it rained last night because (evidence)
the streets are wet ."
| It
rained last night |
<--> |
the
streets are wet |
It would
be difficult to take issue with this claim-evidence relationship.
But most
evidence-claim relationships are not so simple.
They require an
additional elements: a
warrant.
A warrant is a general principal that
serves as a bridge between your claim and your evidence -- it explains
how your evidence is both accurate and relevant to your claim. If
one claims, say:
"(claim)
The emancipation of Russian peasants was merely symbolic because (evidence)
it didn't improve the material conditions of their daily lives."
"Even
if I grant that your evidence regarding the quality of life for Russian
peasants did not improve, why should that lead me to believe your
claim that their emancipation was merely symbolic?"
This questions
underscores that even if both your claim
and your evidence are entirely accurate,
it is possible to make a weak argument.
You must explain why the evidence you
are presenting supports the claim you
are making. In short, you need to establish a warrant
between your claim and your evidence

In this
example, the warrant might be:
"Whenever
a political action fails to improve the lives of those it is alleged
to help, we judge that reform to have been only symbolic."
The whole
argument, then, would read:
"The emancipation of Russian peasants was merely symbolic because
it didn't improve the material conditions of their daily lives. Whenever
a political action fails to improve the lives of those it was supposed
to help, we judge that reform to have been only symbolic rather than
substantial."
Let's take a look at another
fairly simple example from the world of sports:
claim |
Michael Jordan is the greatest basketball player who ever
lived
|
evidence |
Jordan was selected as the greatest basketball player of the
20th century by Sports Illustrated magazine
|
warrant |
Since professional basketball has only been played in the 20th
century, and since no basketball player was rated higher than
Jordan in the survey, Jordan must be the greatest player who
ever lived.
|
| Need
More Examples? |
| here
is a chart of several arguments with claim/evidence/warrant
structures. If you are confused, concrete -- but simple -- examples
can sometimes help |
Let's look
at an example of a point supported by a quotation that might have
come from a student paper.
If I wanted to argue that Gandhi thought modern Western civilization
was corrupt specifically because of its promotion of material greed,
I might write the following:
(CLAIM)
Gandhi sees modern civilization as a threat to the Indian people because
it promotes an endless cycle of selfish want. (EVIDENCE)
He says, "the railways, machineries and the corresponding increase
of indulgent habits are the true badges of slavery of the Indian people"
(p. 118). In Gandhi’s mind, such things are unnecessary because
happiness -- he asserts -- is "largely a mental condition"
(p. 123). (WARRANT) For Gandhi, accordingly,
if acquiring material goods will not make us happier, then the money
and energy we devote to do so should be considered a form of slavery.
Some things to note about
the paragraph:
1) Note that in the sentences
with quoted material, I use an introductory phrase such as "he
says," or "he asserts" to introduce the quotation.
The quotation is, therefore, part of my own sentence. Again, a
quotation must always form part of your own sentence. It
cannot stand alone.
2) MOST
IMPORTANTLY, note that the last sentence
explains and interprets thequoted material in the context of my claim
that I wish to support. This last sentence does NOT
merely repeat the claim; instead
it interprets the evidence
and demonstrates how it is relevant to the claim.
3) If you want to see yet
another example from a student paper, click here.
| Who
was Ibn Battuta? |
Born
in Morocco, Ibn Battuta was the only medieval traveler who is
known to have visited the lands of every Muslim ruler of his
time. He also traveled in Ceylon (present Sri Lanka), China
and Byzantium and South Russia. The mere extent of his travels
is estimated at no less than 75,000 miles, a figure which is
not likely to have been surpassed before the age of steam. He
is a useful source of information on West Africa for the period
before extensive contact with Europe. More
on Ibn Battuta |
Exercise
A:
Read this
passage from p. 303 of the book The Adventures of Ibn Battuta,
A Muslim Traveler of the 14th Century (1986) by Ross
Dunn, an historian at the University of California, and then answer
the 2 short questions that follow the passage by Dunn:
Ibn Battuta
ended a sojourn of a little more than eight months in the capital
in a state of ambivalence over the qualities of Malian culture.
On the one hand, he respected [the ruler's] just and stable government
and the earnest devotion of the Muslim
population to their mosque prayers and Koranic studies. "They
place fetters on their children if there appears on their part
a failure to memorize the Koran," he reports approvingly,
"and they are not undone until they memorize it."
| Fetters?
|
| ibn
Battuta here refers to iron clamps on the leg; see whole passage
from Ibn Battuta |
On the
other hand he [criticized] the Sudanese severely for practices
obviously based in [their cultural] tradition but were, from his
point of view, either profane or ridiculous when set against the
model of the rightly guided Islamic state: female slaves and servants
who went stark naked into the court for all to see, subjects who
groveled before the sultan. . .royal poets who romped about in
feathers and bird masks...We may sense in his reportage a certain
embarrassment that a kingdom whose Islam so profoundly influenced
his own homeland...was not doing a better job of keeping to the
straight and narrow.
| Where
in the World?: |
|
Exercise A,B, and C follow Ibn Battuta in West Africa. You
can see a map of the region here,
with the location of the various quotation exercises indicated.
|
2
Questions for Exercise A:
1) Dunn uses both direct and indirect quotations.
Identify one example for each from Dunn's text. If you are uncertain
of the distinction between direct and indirect quotations, see here.
(Remember as you write papers in college, that even
indirect quotations require
citations.)
2) Identify in Dunn's second paragraph both his
claim and his warrant
Exercise
B
| Want
to Know more? |
| you
can read & search the whole book on-line here |
Read the
following explanatory passage from Dunn, then answer the question
regarding the excerpt from Ibn Battuta.
In the passage
below from p. 294 of The Adventures of Ibn Battuta, Dunn
describes the relationship between Islam, the ruling elite, and
the larger population in the region of Mali in Africa visited by
Ibn Battuta:
Sudanese chiefs and
petty kings are known to have converted to Islam as early as the
tenth or eleventh centuries. Whatever purely religious feelings
may have motivated such men individually, conversion enhanced their
esteem among Muslim merchants, the economically most powerful group
in the land, and potentially tied them to a much wider commercial
and diplomatic world than they had known before.
Yet the military and
political success of the mansas (rulers) also depended
on their continuing allegiance and cooperation of the mass of their
subjects -- farming, fishing, and herding people who for the most
part adhered to ancient animistic beliefs and rituals, not Islam.
Unlike the sultans of Delhi [(see our textbook, pp. 19 - 21)], the
mansas had not come to power as foreign invaders, prepared
to organize a state as formally Islamic as they pleased. The legitimacy
of their authority rested to a large extent on satisfying traditional
...expectations in their public conventions and ceremonies. Consequently,
they were obliged to walk a narrow line between their urban Muslim
subjects, who wanted them to behave up to the public standards of
[cosmopolitan Cairo or Damascus], and the vast majority of the tax-
and tribute-paying population, which took no notice of [the stricter
legal dictates] of [sharia] or proper procedure of Friday
Prayer.
Keeping in mind the discussion
above by Dunn (a historian), read the passage below written by Ibn
Battuta himself more than six centuries ago and look for descriptive
words or phrases that give you clues about Ibn Battuta's opinions.Then,
use this excerpt to help you answer the question that follows the
passage.
Ibn Battuta writing on public ceremony in Mali:
[The
sultan] has a lofty pavilion, of which the door is inside his house,
where he sits for most of the time. . . . There came forth from
the gate of the palace about 300 slaves, some carrying in their
hands bows and others having in their hands short lances and shields.
. . Then two saddled and bridled horses are brought, with two rams
which, they say, are effective against the evil eye. . . . Dugha,
the interpreter, stands at the gate of the council-place wearing
fine garments of silk brocade and other materials, and on his head
a turban with fringes which they have a novel way of winding. .
. . The troops, governors, young men, slaves, the Masufa, and others
sit outside the council-place in a broad street where there are
trees...[They] are the humblest of people before their king and
the most submissive towards him. They swear by his name, saying:
“Mansâ Sulaymân kî.” When he calls
to one of them at his sessions in the pavilion which we have mentioned
the person called takes off his clothes and puts on ragged clothes,
and removes his turban and puts on a dirty shâshiyya, and
goes in holding up his garments and trousers half-way up his leg,
and advances with submissiveness and humility. He then beats the
ground vigorously with his two elbows. . . . Inside the council-place
beneath the arches a man is standing. Anyone who wishes to address
the sultan addresses Dugha and Dugha addresses that man standing
and that man standing addresses the sultan. If one of them addresses
the sultan and the latter [the Sultan] replies, [the person before
the Sultan] uncovers the clothes from his back and sprinkles dust
on his head and back, like one washing himself with water. I used
to marvel how their eyes did not become blinded. . .This is good
manners among them.
Question
for Exercise B:
| Useful
Hints !
|
| think
about what was sufficiently different, surprising, or remarkable
in Mali for Ibn Battuta that he felt compelled to describe it.
Look for words that suggest he finds what he is viewing as outside
his cultural experience. Remember that Ibn Battuta thought of
himself as having lived a proper Muslim life in his birth place
Morocco. Ibn Battuta's word choice will also
be useful in writing your warrant |
Write a paragraph that
responds to this question:
How
can the evidence from Ibn Battuta be interpreted to demonstrate that
the rulers of Mali tempered their Islamicism with local West African
cultural practices?
Some writing instructions:
1) Your paragraph should
begin with your claim, followed by evidence
from Ibn Battuta in the form of direct
quotations, and end with a warrant that
explains how the evidence is relevant to your claim.
2) Your quotation(s) from
Ibn Battuta should be no more than 10 words and preferable MUCH shorter
-- if you are unsure how to omit unnecessary information from
a quotation, see here. (very
useful)
3) Be sure to explain to your reader in your warrant why
you think you know that a specific practice is of local origin or
not (see hint in box to right).
4) Finally, you
must label your claim/evidence/warrant structure: put a (CL) before
your claim, a (EV) before your evidence, and a (WA) before your warrant.
5) Be sure that
your warrant does NOT merely repeat your
claim. 75% of your score for Exercise
B will be based on the strength of your warrant.
6) If you
want to see an example from a student paper of a paragraph organized
around Cl/EV/WA, see here.
Below is one way
sample you might organize this paragraph. You are, however, obviously
free to organize your paragraph in any way that makes sense to you.
The "____" in the text indicates where you would supply
your own writing on that topic. Likewise, (cl),(ev),
(wa) are the tags identifying what follows
as the claim, evidence, or warrant for the paragraph. You will want
to include such tags in your own paragraph.
(cl)Ibn
Batuttuta found in Mali rulers who integrated local West African
cultural practices into their practice of Islam. (ev)For
example, Ibn Battuta wrote ___put evidence here__________________.
We can conclde that such rituals were of local Malian rather than
Islamic origin because____put warrant here_______________.
Exercise C:
|
Note:
if you don't identify your claim/evidence/warrant, you risk losing
points for this activity |
Background:
On February 27, 1353, Ibn Battuta
left the court of Mansâ Sulaymân described above and headed
to the African city of Timbuktu (not yet the famous site of learning
revealed in these ancient manuscripts).
There, he boarded a canoe with his small camel, and traveled the famous
African river, the Niger, to Goa, where the local commander presented
him with a young slave boy as a gift. From Goa, he traveled to the
oasis town of Takadda by land (see map).
Read the passage below by Ibn Battuta from his accounts and answer
the question that follows.
The
people of Takadda carry on no business but trading. Every year they
travel to Egypt and bring from there everything there is in the country
by way of fine cloths and other things. For its people ease of life
and ample condition are supreme; they vie [vie: verb, meaning to compete]
with one another in the number of male and female slaves they own—as
likewise do the people of Mali and Iwalatan. They do not sell educated
women-slaves, except very rarely and at a great price.
…There
is a copper mine outside Takadda. The people dig for it in the earth,
bring it to the town, and smelt it in their houses. This [difficult
work] is done by their male and female slaves. When they have smelted
it into red copper, they make it into rods about the length of a
span and a half: some are of fine gauge and some thick. The thick
are sold at the rate of four hundred rods for a mithqal [mithqal
is a unit of measure] of gold, the fine for six or seven hundred
to the mithqal it is their means of exchange. They buy meat and
firewood with the fine rods: they buy male and female slaves, millet,
ghee, and wheat with the thick. Copper is carried from there to
the city of Kubar (Gobir) in the land of the unbelievers, to Zaghay
and to the country of Barnu (Bornu) which is at a distance of forty
days from Takadda. Its people are Muslim; they have a king whose
name is Idris, who does not appear before the people nor speak to
them except from behind a curtain. From this country are brought
beautiful slave women and eunuchs and heavy fabrics.
Question
for Exercise C:
| Useful
Hints !
|
(A)
By social prestige value, I mean here the ways
in which holding enslaved persons was thought to bring prestige
to their owners, in the same way that some people now believe
owning an expensive car or expensive jewelry brings social status
or prestige
(B) by economic
function, I mean the role slaves played in the production
of goods that could be sold on the market |
Write a paragraph that
responds to this question:
How
can the evidence from Ibn Battuta above be interpreted to demonstrate
the economic function as well as the social prestige value
of slaves within many West African societies at this time?
Some writing instructions:
1) Your paragraph should
begin with your claim, followed by evidence
from Ibn Battuta in the form of direct
quotations, and end with a warrant that
explains how the evidence is relevant to your claim.
2) Your quotation(s) from
Ibn Battuta should be no more than 10 words and preferable MUCH shorter
-- if you are unsure how to omit unnecessary information from
a quotation, see here. (very
useful)
3) Finally, you
must label your claim/evidence/warrant structure: put a (CL) before
your claim, a (EV) before your evidence, and a (WA) before your warrant.
4) Be sure that your warrant does NOT
merely
repeat your claim.
75% of your score for Exercise C will be based
on the strength of your warrant.
If you
want to see an example from a student paper of a paragraph organized
around Cl/EV/WA, see here.
|
Note:
if you don't identify your claim/evidence/warrant, you risk losing
points for this activity |
Below
is one way sample you might organize this paragraph. You are, however,
obviously free to organize your paragraph in any way that makes sense
to you.
The ____ in the text indicates where you would supply your own writing
on that topic. Likewise, (cl),(ev),
(wa) are the tags identifying what follows
as the claim, evidence, or warrant for the paragraph. You will want
to include such tags in your own paragraph.
(cl)
From Ibn Battuta's wriing we can conclude that slaves not only served
an economic function by ______(put slaves'
economic function
here)____, but also served a social function by ____(put
slaves' social
prestige value here)_____. Ibn Battuta presented evidence
as to the
economic role of slaves when he noted that in Takadda (ev)
______(put quotation "A" here)___. In recording
the role of
slaves,(wa) _____(put
warrant for quotation "A" here )____ (ev)
But
slaves also served a social function. Ibn Battuta observed
the social prestige ownership of slaves brought their masters when
he observed, ___(put
quotation "B" here)___.
(wa)____(put warrant
for quotation
"B" here)______
Postscript: According to his travel narrative, on September 11th,
1353 (almost exactly 651 years ago and nearly a century before the
first European voyage to the West African coast) Ibn Battuta left
Takadda in the company of a large camel caravan transporting 600 enslaved
African women for what is now the African country of Morocco. Those
slaves probably originated in the savanna lands south of Takadda.
This region lacked the copper of Takadda and so the inhabitants traded
extensively in enslaved persons to acquire the goods they desired.
Once in Sijilmasa or Fez, the enslaved women would likely be sold
into service as either domestic or sexual slaves (Islamic law permits
men to own sexual slaves -- sometimes mistakenly referred to in in
the West as "concubines" -- in any number; however, this
practice is exceedingly rare now and generally outlawed in Muslim
countries) for the urban elite in those African cities.
"END
OF ASSIGNMENT"
|