Montgomery Bus Boycott

This research paper requires specific steps. I have linked all the information below. I have also provided all of my source. Based on the topic of these sources, you must create a thesis and write an essay on the Montgomery Bus Boycott. The instructions on how to complete this assignment are very thorough, but the prompt is within your hands based on the topic.I have uploaded my bibliography with links for each sitation. Let me know if you can access my sources, if not I will send their pdf forms.

Here is the critera as well:

Research Paper (3)

This criterion is linked to a Learning Outcome
Writer’s thesis is lucid, focused, and goes beyond common knowledge to explore an idea/issue/question/theory that is complex and interesting to readers. The thesis gives the essay a clear and meaningful purpose, which is clarified early on and develops throughout the essay.

This criterion is linked to a Learning Outcome
Selection & Integration of Evidence
Writer selects powerful, relevant evidence from sources, such as summary, quotation, or paraphrase, and uses them to support his or her own ideas or questions. Writer summarizes ideas/concepts from sources to offer context for readers not familiar with the sources. Writer demonstrates effective use of signal phrases and end citations with each quotation, paraphrase, or summary of sources. Paper presents five sources that are different from the essays discussed in class.

This criterion is linked to a Learning Outcome
Development & Complexity
Writer engages in sustained analysis (answering questions like “how,” “why,” and “so what?”) as claims and evidence are discussed. Writer clarifies what is at stake in the discussion or why an issue/idea matters (the implications and consequences of the essay’s main claim or question). Writer shows awareness of, and anticipates, audience response. Writer’s argument develops and evolves as the essay progresses.

This criterion is linked to a Learning Outcome
Organization & Progression
Writer’s introduction effectively leads readers into the complex claim or question the paper will examine. Writer’s organization moves back and forth between evidence and claims that connect to each other and to the main claim or question guiding the paper. Writer’s conclusion culminates the discussion appropriately by pursuing implications or answers to “so what?” The ending avoids unnecessary repetition and/or summary of the paper, and leaves readers still thinking.

This criterion is linked to a Learning Outcome
Expression & Conventions
Writer’s essay shows strong command of the conventions of Standard Written English. Care is shown with spelling, sentences, and punctuation (evidence of proofreading and editing). Writer edits and crafts for clarity, coherence, and/or emphasis. Clear transitions connect paragraphs and sentences. Writer shows an awareness of audience and establishes a tone that is consistent with the writing’s rhetorical context and purpose. Writer shows care in formatting, including in-text citations and other requirements of the specified documentation style (e.g., works cited page).

This criterion is linked to a Learning Outcome
Analysis & Critical Thinking
Writer explores central idea through thoughtful analysis and reflection. Analysis might include one or more of the following: exploring a significant tension, considering multiple perspectives, considering implications and/or assumptions in a text or idea, applying a text or theory as a lens, and/or asking questions that help the writer understand his or her topic more fully. Writer uses evidence to set up his/her own ideas/claims/questions and maintains a conversation with the sources, instead of just dropping quotes, facts, or expert opinions without commentary or analysis. Writer demonstrates willingness to consider and engage alternate viewpoints (if appropriate).

Total Points: 400