Discussion emphasizes analysis, avoiding excessive description or summary

Your discussion should always be driven by an attempt to clarify or problematize your own position regarding the issue at stake (What is at stake in this question, exactly?). This very attempt to ‘clarify or problematize’ is what will bring general cohesion to your paper. Your paper must be analytic, not only descriptive.

Evaluation criteria:

General instructions:

-Clearly identify the question selected
-Include a word count
-Essays should be typewritten, double-spaced and use Times New Roman font (12)

I will consider the following criteria when assessing your work:

Analytical content:

– Discussion emphasizes analysis, avoiding excessive description or summary
-Paper includes accurate understanding and interpretation of concepts
– Discussion avoids excessive description and engages with a theoretical/conceptual problem (what is at stake?)
-Analysis is supported with evidence (quotation or references) and examples from relevant sources (optional)
-Evidence from source is cited (parenthetically or with footnotes) as required (optional)
-Use of appropriate course terminology and concepts
Development of discussion:

-Organization of the discussion (introduction, headlines and concluding remarks)
-The discussion shows cohesion between ideas and is focused
-Ideas unfold in logical, coherent fashion
-Discussion remains focused, avoiding irrelevant tangents and repetition
-Quotations are introduced and contextualized

**The following question is to be answeredplease pay close attention to all of the following information.
Do not use any outside sources.

What is meant by Critical Race Theory? How does it interrogate the functioning of racism in society? In what ways does it support the anti-racist struggle of individuals, groups and communities?

Your answer will provide multiple examples that will illustrate the originality of CRT through its main tenets and the solutions it proposes. Pay attention to the ways in which CRT bridges different levels of interactions (individual, groups, and communities).

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