| Compelling Question | How is the structure of the U.S. government exemplify the Founders’ concerns about power? |
| Supporting Question #1 | Supporting Question #2 |
| Why are civil liberties and civil rights considered imperative to a democracy? | Why is Congress considered the “broken branch” of government?
or How has presidential power been defined and shaped? |
| News Sources (use min. of 1) | News Source |
| https://reason.com/2020/04/22/the-attorney-general-defends-civil-liberties-against-overreaching-covid-19-control-measures/
or https://today.yougov.com/topics/health/articles-reports/2020/09/21/masks-civil-liberties |
https://www.brennancenter.org/our-work/analysis-opinion/bipartisan-bill-rein-presidential-war-making |
Purpose: The purpose of this assignment is multifold. You will be required to incorporate textbook readings and assigned readings provided during the discussion boards in a coherent and cogent narrative that answers important questions related to American government and politics. Thus, this assignment will test your ability to remember, understand, apply, analyze, evaluate, and create, all levels of Bloom’s Taxonomy.
Assignment: In an analysis of at least one-thousand words (1000), answer the questions on the template.
The style of writing should be mature and appropriate for a university course.
Use of the first person is seldom effective. Such phrases as “in my opinion” are unnecessary.
When quoting from a source, only cite key phrases or words, not entire sentences or paragraphs. You should quote from a source when that source provides an important point or says something that is unique and cannot be reworded.
When citing, in-text parenthetical citations with an abbreviated title is sufficient.
12-pt. Times New Roman font; Double-spaced; 1-inch margins
Introduction: Here is where you are establishing the theme for your paper, and the ideas that will be central to the paper. The last sentence or two should include your argument for the paper, which is your answer to the compelling question.
Body Paragraph 1: Here you will begin answering the first supporting question. Use evidence from the required sources listed in the analysis paper prompt
Body Paragraph 2: Repeat above directions and begin answering the second supporting question.
Body Paragraph 3: Repeat above directions.
Other Body Paragraphs (as needed):
Conclusion: Why is this topic important? Revisit your compelling question answer (introductory paragraph), and explain the impact of these ideas.
| · CATEGORY | 10-9 points – Above Standards | 8-6 points – Meets Standards | 5-4 points – Approaching Standards | 3-0 points – Below Standards | Score |
| Focus or Thesis Statement | The thesis statement names the topic of the essay and outlines the main points to be discussed. | The thesis statement names the topic of the essay. | The thesis statement outlines some or all of the main points to be discussed but does not name the topic. | The thesis statement does not name the topic AND does not preview what will be discussed. | |
| Evidence and Examples, Supporting Question #1 | All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. | Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. | At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position. | Evidence and examples are NOT relevant AND/OR are not explained. | |
| Evidence and Examples, Supporting Question #2 | All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. | Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author’s position. | At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author’s position. | Evidence and examples are NOT relevant AND/OR are not explained. | |
| Mechanics and Organization | No grammatical, spelling or punctuation errors; Information is very organized with well-constructed paragraphs and subheadings. | Almost no grammatical, spelling or punctuation errors; Information is organized with well-constructed paragraphs. | A few grammatical spelling, or punctuation errors; Information is organized, but paragraphs are not well-constructed. | Many grammatical, spelling, or punctuation errors; The information appears to be disorganized. | |
| Closing paragraph | The conclusion is strong and leaves the reader solidly understanding the write’s position. Effective restatement of the position statement begins the closing paragraph. | The conclusion is recognizable. The author’s position is restated within the first two sentences of the closing paragraph. | The author’s position is restated within the closing paragraph, but not near the beginning. | There is no conclusion – the paper just ends. |