the role of foods and drugs from Peru in World history

BODY:

This is the evidence to support your argument.

Your points and sub-points can be either chronological or thematic.

POINT 1

SUB-POINT 1

                                                SUB-POINT 2

                                                SUB-POINT 3 …

POINT 2

SUB-POINT 1

                                                SUB-POINT 2

                                                SUB-POINT 3 …

POINT 3

SUB-POINT 1

                                                SUB-POINT 2

                                                SUB-POINT 3 …

CONCLUSION:

Summarise the argument and maybe even a snappy ending.

 

(vii) Do not use Run-on Sentences

Adapted from:http://webnz.co.nz/checkers/GramSentences.html

The most common error made by writers of English at uni is fusing or running sentences together without using appropriate     grammar. Run-on sentences are two or more sentences that have been joined together without a conjunction or the correct          punctuation.

Here are some examples of run-on sentences:

He’s no good he’s lazy and he drinks too much.

He sleeps all day he gambles and drinks all night.

He hasn’t done a day’s work in his life instead he is content to live off his father’s ill-gotten gains.

His parents are finally tiring of his shameful behavior they are considering sending him out to one of the                  colonies.

I’m not sure how he will manage though it’s not an easy life out in the colonies.

Of course he’s appalled at the idea even so he’s unlikely to mend his ways unless he is forced to do so.

We can:

separate the sentences using periods  (or full stops);

add a comma and a conjunction such as  and,  but, or, so, yet;

place a semicolon between the sentences; or

change one of the sentences into a clause beginning with because or even better as.

He’s no good he’s lazy and he drinks too much.

 He’s no good. He’s lazy and he drinks too much.

He sleeps all day he gambles and drinks all night.

He sleeps all day as he gambles and drinks all night.

He hasn’t done a day’s work in his life instead he is content to live off his father’s ill-gotten gains.

He hasn’t done a day’s work in his life. Instead he is content to live off his father’s ill-gotten gains.

His parents are finally tiring of his shameful behavior they are considering sending him out to one of the                  colonies.

His parents are finally tiring of his shameful behavior. They are considering sending him out to one of the                colonies.

I’m not sure how he will manage though it’s not an easy life out in the colonies.

I’m not sure how he will manage though; it’s not an easy life out in the colonies.

 Of course he’s appalled at the idea even so he’s unlikely to mend his ways unless he is forced to do so.

 Of course he’s appalled at the idea, but even so, he’s unlikely to mend his ways unless he is forced to do so.

(vii) For a short sharp references see:

Kate Chanock, “Just Enough Grammar” $2 at LTU Bookshop

or Kate Chanock, “Getting Your Head Around The B.A.”

 

 

 

 

 

 

WEEK THREE:The Incas of Peru
(a) CLASS READINGS:
Primary Source: The Inca Garcilaso de la Vega, ‘The Origins of the Inca,’  Orin Star et.al. (eds), The Peru Reader, Durham, Duke University Press, 1995, pp. 49-52.
Secondary Sources:
Thomas C. Patterson, ‘The Inca Empire and its Subject Peoples’ in The Indian in Latin American History, Resistance, Resilience, and Acculturation, edited by John Kizca, Wilmington, Scholarly Resources, 2000, pp. 1-22.

Martin and Wassermann, ‘The Andes in the fifteenth Century’ in Latin America and its People, New York, Longman, 2008, pp. 46-51.

How to analyse Primary and Secondary Readings:
Primary documents
Identify:
Creator: – when produced?,& which person/institution created the document [SOURCE]
Content: – what does it say?
Context: – what is the purpose of the document?
-was it accurate/spin/helpful/etc? [CRITICAL ANALYSIS]
Secondary Documents
Identify:
Scope, – what is the article or book about?
Thesis,– what is the main argument of the article or book?
Evidence to Support Thesis –what evidence does the author use to support the thesis?

(b) ADDITIONAL QUESTIONS FOR CLASS DISCUSSION:
How did the Inca administer their huge empire?
How did the internal economy of the Inca function?

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