Analyzing Chester A. Arthur's Presidency

This section provides a structured analysis of the sample essay on Chester A. Arthur, offering insights into its construction and effectiveness. By examining key components, students can better understand how to approach similar analytical tasks in their own academic writing.

Thesis and Argument Development

The essay's central argument is clearly established in the introduction and consistently reinforced throughout: Chester A. Arthur, despite his machine politics background, became a consequential president primarily through his championing of civil service reform, specifically the Pendleton Act. The thesis isn't just stated; it's developed through a narrative that contrasts his origins with his reformist actions. The essay posits that Arthur's presidency was 'a period of significant reform and unexpected statesmanship,' directly challenging the common perception of him as merely a placeholder.

Structure and Organization

The essay follows a logical, chronological, and thematic structure. It begins by introducing Arthur and the prevailing skepticism surrounding his ascension. It then details his political background, contrasts it with the expectations of his presidency, and highlights the pivotal moment of Garfield's assassination as a catalyst for change. The core of the essay is dedicated to the Pendleton Act, explaining its significance and Arthur's role. Subsequent paragraphs touch upon other policy areas (Navy, tariffs) before concluding by reiterating the main argument. Paragraphs are well-developed, each focusing on a distinct idea or aspect of Arthur's presidency, with smooth transitions linking them together.

Evidence and Support

While the sample essay doesn't include explicit citations (as it's a reference example), it demonstrates how evidence would be integrated. It refers to specific legislative acts (Pendleton Civil Service Reform Act), historical contexts (Gilded Age, spoils system, Roscoe Conkling machine), and policy areas (Navy modernization, tariff reform). A real academic essay would bolster these points with direct quotes or paraphrased information from scholarly sources, such as historical biographies of Arthur, studies of the Gilded Age, or analyses of civil service reform. The essay's strength lies in its ability to identify the key areas where evidence would be crucial.

Tone and Academic Voice

The tone is formal, objective, and analytical, appropriate for academic discourse. It avoids overly emotional language or personal opinions. Phrases like 'widely perceived,' 'appears to have had a transformative effect,' and 'cannot be overstated' contribute to a balanced and reasoned voice. The essay engages with historical context and policy implications without resorting to hyperbole, maintaining a scholarly distance while still presenting a strong argument.

Revision Opportunities and Enhancements

Although the sample is strong, potential revisions could deepen its impact. For instance, incorporating specific historical anecdotes or quotes from Arthur or his contemporaries could add vividness. A more direct engagement with counterarguments—acknowledging the limitations of the Pendleton Act or criticisms of Arthur's other policies—would further strengthen the analysis. Expanding on the 'long-term consequences' mentioned in the prompt would also be beneficial, perhaps by tracing the evolution of civil service reform beyond Arthur's term. Finally, explicitly naming and integrating scholarly sources, as required by the prompt, would be the most significant revision for a student submitting this work.

  • Does the essay have a clear, arguable thesis statement? (e.g., Arthur's reform efforts transcended his machine politics origins.)
  • Is the introduction engaging and does it provide necessary background context?
  • Is the essay logically organized with clear topic sentences for each paragraph?
  • Are transitions between paragraphs smooth and effective?
  • Does the essay provide specific examples and evidence to support its claims (e.g., Pendleton Act, Navy modernization)?
  • Does the analysis go beyond mere description to offer interpretation and evaluation?
  • Is the tone academic, objective, and formal?
  • Does the conclusion effectively summarize the main points and restate the thesis in a new way?
  • Are potential counterarguments or complexities acknowledged?
  • Does the essay meet the length and source requirements of the assignment prompt?
Example of Integrating Scholarly Source (Hypothetical)

The Pendleton Act, signed into law by Arthur in January 1883, stands as the cornerstone of his presidential legacy. This landmark legislation established the merit system for federal employment, creating the Civil Service Commission and mandating competitive examinations for certain government positions. As historian John Smith notes in his seminal work, 'The Gilded Age Presidency,' the Act 'represented a fundamental shift in the relationship between the citizen and the state, moving away from patronage as the primary currency of political loyalty' (Smith, 2005, p. 112). It was a radical departure from the spoils system, which had dictated that government jobs were rewards for political loyalty. Arthur's role in its passage was crucial. Despite initial opposition from within his own party, he used his presidential influence to advocate for the bill, working with reformers and demonstrating a commitment that surprised many.