due: Tuesday, 28 October
Turn in your paper at the beginning of class. See the syllabus “policies” section for information about late assignments.

grading information: This paper is worth 10% of your grade. 

further instructions:

• See the syllabus “assignments” section for important information about what constitutes a good paper and what materials and services you may use when writing your essay.
  

• Write a 3-page paper answering the question that entitles the unit we have just finished. (The question is reproduced at the top of the page.) If you must, you may write up to four pages, but your essay should be tightly argued. You may not write less than 3 pages.

• Use 12-point Times New Roman, one-inch margins, and double-spacing. Proofread your paper carefully before turning it in, as it is very difficult to evaluate the content of your essay when it’s shrouded in grammatical and spelling errors.

• As noted in the syllabus, I encourage you to take your essay to the Debby Ellis Writing Center—just realize that the consultants there will discuss your writing with you; they are not grammar and spelling checkers.

• Your essay should have a clearly stated and supportable thesis that appears toward the beginning of the paper. Do not try to address every aspect of the question. Rather, in your introduction, define one aspect of this question you want to discuss, and state a clear thesis (main argument) within that specific framework.

• You should include a conclusion that makes clear how the particular arguments and evidence in the body of the paper ultimately led you to believe your paper’s thesis to be true.

• Back up your arguments frequently with specific evidence, and always cite that evidence appropriately.

• Above all, make this material your own. What good is knowledge if you don’t make it yours? In other words, don’t simply parrot back to me what our authors say, or what I’ve said in class (though of course you should expend some effort in your paper making clear what their arguments are). Your essay should demonstrate that you have thought through these arguments yourself, and have come up with your own educated views on them. In short, your paper should be neither regurgitation of the course texts nor pure speculation. It should reflect your informed views based on a careful reading of those texts.

• Science enters public life more vigorously in a number of different ways in the 18th century. Your paper should address some of the major ways that science became more public, and also some of its practitioners’ motivations for doing so.

• Some sub-questions you might want to address (by no means should you try to tackle all of these in one paper!!): What did scientists have to gain by integrating the sciences with public life? What did the public have to gain? How did the sciences elaborate, even put into practice, some of the major ideals of the Enlightenment? What contradictions in Enlightenment thought did the sciences reveal? Which segments of the public were actually participating in the sciences during the Enlightenment?

• Remember to draw upon all available information. Look not only to Outram, but also to the primary sources (Bate & Russell, Frederick II, Banneker) and the other articles (Terrall, Schiebinger, Rupp, Cohen). Class notes also contain valuable information. Do not try to cite every single text from this unit, but you must make at least one reference to a primary source and draw together insights from multiple texts to support your argument.

• Take a second look at the comments I handed back with the second unit paper. Read over not only the specific comments I made on your paper, but also the general tips I handed out.