This paper is a historical medieval paper, very lengthy of 11 pages. <\/p>\n
Paper Topic: <\/span><\/p>\n Methodologies in Maimonides\u2019 613 Mitzvot Commandments of Mishneh Torah <\/span><\/p>\n Document The Essay Is Being Written About\/On: <\/span>PDF ATTACHED<\/span><\/p>\n Medieval Sourcebook:<\/span><\/p>\n Maimonides: The 613 Mitzvot<\/span><\/p>\n Please Utilize This Thesis:<\/span> <\/span><\/p>\n How did the methodologies of strategic categorization, pedagogical philosophy and ethics, and legal Jewish education in Maimonides\u2019 613 Mitzvot reflect the codification and simplification of medieval Jewish law in the 12th century around 1138? <\/span><\/p>\n Instructions: <\/span><\/p>\n Your papers should have a clearly stated thesis at the beginning. Theses often go at the end of the introduction. They can be one or more sentences. Your thesis is the statement of your argument. What are you saying in this paper? What is your central claim that your evidence will be supporting?<\/span><\/p>\n Your paper should be organized. This means it should flow logically and clearly. Avoid abrupt and sudden transitions between topics. Ensure that your paragraphs are logical and clear. Your paper should refer back to the thesis to tie your argument together. Body paragraphs should contain both interpretation (explaining what a quote or reference means in the context of your work) and analysis (how or why a given piece of evidence supports your thesis\/argument).<\/span><\/p>\n Your paper should be written in a clear and elegant academic prose. This means writing as if you are one of the historians in your secondary sources. Avoid slang, colloquialisms, or very informal language. The point of this is not to police your self-expression, but to teach you how to write for a specific audience, to code-switch. Academic writing aims for clarity above all else (though scholars often fall short in this regard). Slang words can be misinterpreted. Are you sure I know what \u2018bet\u2019 really means? When I was young, I said \u2018sick\u2019 and \u2018tight\u2019 all the time to mean cool, but that would be confusing if I wrote that in an academic paper. \u201cKing Roger II is so sick\u201d can mean very different things, depending on the context.<\/span><\/p>\n PLEASE INCLUDE<\/span> CORRECTLY FORMATTED <\/span>FOOTNOTES<\/span> ON THE BOTTOM OF THE PAPER, FOR EACH SOURCE!! <\/span><\/p>\n Chicago Style, page numbers, appropriate page cover, bibliography!!<\/span><\/p>\n Refer To This For Additional Formatting:<\/span><\/p>\n https:\/\/www.medievalacademy.org\/page\/StyleSheet<\/span><\/a> <\/span><\/p>\n <\/span><\/p>\n Sources: <\/span><\/p>\n Please refer to all the attached documents for essay guidance on evidence. Please find an additional 4-5 sources but they <\/span>must be credible, primary and secondary sources that directly tie to the thesis. Search on Google Scholar and\/or JSTOR! <\/span><\/p>\n Important To Note From Speculum Stylesheet Website Above<\/span><\/p>\n Sources consist of Primary and Secondary Sources: <\/span><\/p>\n Primary sources<\/span><\/p>\n Models for the citation of classical and medieval works are the following:<\/span><\/p>\n 1. Medieval Author, <\/span>Opus <\/span>2.4.1, ed. Modern Editor (City, 1990), 135.<\/span><\/p>\n 2. Medieval Author, <\/span>Opus <\/span>2.4.1, ed. Editor, 135.<\/span><\/p>\n 3. Medieval Author, <\/span>Opus <\/span>2.4.1.<\/span><\/p>\n 4. Medieval Author, <\/span>Opus <\/span>2.4.1, line 5.<\/span><\/p>\n 5. Medieval Author, <\/span>Opus <\/span>2.4.1, p. 135.<\/span><\/p>\n 6. Matt. 5.21; 1 Cor. 2.12.<\/span><\/p>\n Secondary works<\/span><\/p>\n Models for the citation of secondary works are the following:<\/span><\/p>\n 1. John Doe, <\/span>Book Title<\/span> (City, 1995), 27\u201331.<\/span><\/p>\n 2. Jane Smith, \u201cArticle Title,\u201d <\/span>Journal <\/span>24 (1992): 2\u201314.<\/span><\/p>\n 3. Doe, <\/span>Short Title<\/span>, 76; Smith, \u201cShort Title,\u201d 9.<\/span><\/p>\n Rubric:<\/span><\/p>\n Item<\/span><\/p>\n<\/td>\n 0-1<\/span><\/p>\n<\/td>\n 2<\/span><\/p>\n<\/td>\n 3<\/span><\/p>\n<\/td>\n<\/tr>\n Thesis, argument, evidence, and organization<\/span><\/p>\n<\/td>\n Student paper does not have a thesis or the thesis is extremely basic or confusing. The argument is difficult to follow and does not rely on primary source evidence or secondary sources.<\/span><\/p>\n Paper is disorganized and does not follow a logical pattern or structure.<\/span><\/p>\n<\/td>\n Student paper has an argumentative thesis, but it is underdeveloped or confusing. The argument is logical, but is missing parts or does not fully consider the implications of its evidence. The use of evidence is sparing, and interpretation and analysis are basic or poor, but the author still cites primary sources and secondary sources. Paper is organized and clear, following a logical pattern.<\/span><\/p>\n<\/td>\n Student paper has a clear, argumentative thesis that makes an original argument from evidence. The argument is clear and convincing and is well-supported by evidence. Students use primary sources extensively, and analyze and interpret them clearly. Argument is well-organized, logical, and follows a clear structure.<\/span><\/p>\n<\/td>\n<\/tr>\n Citation<\/span><\/p>\n<\/td>\n 0<\/span><\/p>\n<\/td>\n <\/span><\/p>\n<\/td>\n 1<\/span><\/p>\n<\/td>\n<\/tr>\n <\/span><\/p>\n<\/td>\n Students do not attempt to format their citations correctly according to the <\/span>Speculum <\/span>style guide provided in class and in the syllabus. and show no awareness of the formal rules of citation.<\/span><\/p>\n<\/td>\n <\/span><\/p>\n<\/td>\n Students format their citations completely or at least mostly correct, according to the <\/span>Speculum <\/span>style guide provided in class and in the syllabus. <\/span><\/p>\n<\/td>\n<\/tr>\n Language<\/span><\/p>\n<\/td>\n 0<\/span><\/p>\n<\/td>\n <\/span><\/p>\n<\/td>\n 1<\/span><\/p>\n<\/td>\n<\/tr>\n <\/span><\/p>\n<\/td>\n Students write confusing or incomprehensible prose. Students\u2019 work is full of distracting and pervasive grammar errors or usages that do not conform to the standards of academic English.<\/span><\/p>\n<\/td>\n <\/span><\/p>\n<\/td>\n Students write clearly and concisely, conforming to standard academic English conventions and grammar.<\/span><\/p>\n Source Links:<\/span><\/p>\n
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<\/p>\nThe Origins and Use of the 613 Mitzvot<\/span><\/h1>\n