>>OK, so, let’s — how are we doing? We’re doing a constitution paper, right? So, you’ll have to write your paper for the class. Yes, constitution handout, and so and so forth. And when it is due, is when it is due, by turning it into — here’s the folder that you turn it into, and so on and so forth. And also, you can see there is the constitution for you to use, OK? Right. OK, all right. So, where’s it at? There, the constitution paper assignments, U.S history one, one. So, 800 to 1,000 word, not more, not less, OK. That is the directions, you do not go under, you do not go over, you do not impress me by having a longer paper. You guys — you didn’t follow the directions, OK? There is a minimum, there is a maximum. How are you going to say everything you need to say in that short space? So, write a paper on the concept of separation of powers, as presented on the United States constitution only. What are the powers held by each branch as described on the first three articles of the constitution? How does each branch check the others power to ensure that one branch is not dominating the government? All right, let’s look at the constitution here. Oh, what the hell — whatever, who cares. The first three articles of the constitution set up the three branches of the government; the legislative, the executive, and the judicial branch. Those first three articles is — that is what your paper is on, one of the powers held by each of those branches and the checks and balances within each branch, OK? That’s what you have to tell me in your paper. The final word count must be at the end, on size 12, Times New Roman, double spaced, all right? This is all stuff that if you don’t do, you lose some points. This is an examination and analysis of the source, do not use anything other than the source, OK? This is on the United States constitution only; the essay must be based on the constitution only. I don’t want what other people say about the constitution — I don’t want background information about the constitution, the assignment is what do the first three articles tell us? That’s it. There is — the primary source, the original source; the constitution, and then there’s you; you are the secondary source, there’s nothing in between those two, just like everything else in this class. There is no research in this class, it’s just you and the source and that’s it, OK? And show body conclusion, have a thesis, all of that, right? You must use examples and quotes from the source to formulate and defend your argument. There is no APA or MLA citation or anything like that, no format. That is how you sight, you sight quotes and you sight information you paraphrase, however excessive or large quotes are not acceptable, by only that part of the quote that gets your point, quotes are meant to support your ideas they’re not meant to be the ideas, right? Be sure to explain to your reader how evidence supports your points, and don’t just put a quote on the middle of a paragraph and then just — there you go. Connect, explain, right? Connect, explain, no cover pages needed, no bibliography, put your name on the freaking thing. There you go; Microsoft word attachment in the folder on blackboard, that’s the only acceptable way to turn in the paper, any other way and you’ll lose some points, OK? Plagiarism? You will get caught, don’t do it, all right. So, that’s the question that your paper is about, wrote that right there. Now — How do you write an essay in days’ class, the paper in my class? You have this paper, you have the second paper after the midterm, I mean, there you have an essay on the victor and the finals as well. Actually, there’s like four essays who write this paper in this class, right? Two papers in two exams, and you know — so, this that I’m telling here, this is how you do it, I’m not going to go over this again and again in class, I’ll just do this once, all right? I do grade papers, you know, more stringently, more strictly than I do essays on, you know, a midterm. The final — for obvious reasons, I mean, you have time to write this and so on, OK, and on the midterm and final, you don’t need to quote sources and stuff like this, you do need to do that in papers. So, there is the difference, but still, right? These are all essays, and they all need to be formatted and they need to be, you know, coherent, and organized and so on. So, anyway, how do you write a paper in my class? Well, as we know, there’s three parts of the essay, right? Intro, body and conclusion, also, what’s in your introduction? Your topic, what is your paper about, you know, this is a short history paper, these are all short history papers, you — there’s no need for a big — you know, that hook sentence that grabs you, right? Or vague generalizations about history, “Throughout history, blablabla” this other stuff, no, this is a short history paper, let’s get to the point. What is your paper about, right? What is your paper about; they’re about the separation of powers in the constitution, something like this. What will you talk about? What are the issues or themes, or points that you’re going to make? All right, this paper is about the constitution, this paper is about — whatever you’re writing about, OK? I’m going to look at this, and this, and this, and this in the paper. And then, you get to your thesis, what is the one and main point of your paper? The one idea that ties everything together into one argument that directly addresses the assignment prompt that answer the question — that is the assignment, yes, right? So, what is your argument? This is what I’m babbling about; these are the things I’m going to look at. By looking at these things, I’m going to prove this point, right? Your introduction should lay out what your entire paper is going to be about, I should be able to look at your intro, and know — you know, what your paper is going to be about, without even having to read the entire thing, “Oh, so you’re looking at — your paper is about this, you’re going to look at these issues” and that’s going to be the argument, that’s going to be your point, right? And that, you know, that just lays everything out for me, OK, right? Simple, straight to the point. This is a short paper that deals with, you know, big questions, right? So, how do you say everything you need to say in a short space? You know, one of the things that you have to learn in college, is how to do that, how to say everything you need to say in a short space, because you apply for other colleges, you apply for grants, you apply for jobs, and they say, “Write 500 words on this, write 600 words on this” or you get a job, and your boss says, “Give me two pages on this problem” now, what happens if you give them four pages, what happens if under — your grant application it’s a 500 word, you write 1,000; well, you giving them a reason to throw you away, right? You have to be able to say everything you need to say, in a short space. And on — almost to the point where you need to be able to say it, in a paragraph, in your introduction, because people don’t have time to read a whole bunch of stuff, especially if you’re applying for a job or a school, or a grant, and they have hundreds of applications to go through. Short, sweet, to the point, the whole paper and even the intro itself, this is what I’m about; this is what I’m going to look about — I mean, this is what papers are about, this is what I’m going to look at, and this is my point. So, it makes one want to read the rest of it; I have to, it’s my job, and I will. So, write your intro, and then you go to the body, and what’s the body? Well, you say you’re going to look at this, and this; well, now do it, right? Present evidence, quotes, and examples from the source that supports a consistent argument that runs through the course of your paper, tie together your ideas in a coherent argument; prove your thesis, OK? So, issue theme number one; you know, and how you organize these themes and ideas, that’s up to you, but just needs to be organized. I’m going to look at this first, you know, explain — you know, give us your point, your ideas about it, evidence, you know, citation, explain, connect, transition, evidence, connect, transition; build that argument, move on to the next one, move on to the next one and so on. And always, in the back of your mind, you should be thinking, “How does this specifically supports my points? How does this specifically building an argument that supports my thesis?” So that by the time you go through your body, equals the conclusion, which is basically, you know, the summary of your main points that proves your thesis. The conclusion is — so, basically as I’ve shown with this, and this, and this; my thesis is correct. So, don’t ever doubt me again, right? All right, your essay — it should be a straight line, it should be like a fireman’s pole that can just slide right down, I know exactly what you’re going to do, and now just wee, you’ve done it, it’s nice and easy, OK, right? But, what’s going to mess all of this up? It’s going to be, you know, evidence does not explain, you know, large run on paragraphs that you wrote half hour before the paper was due, you know, ideas not supported by evidence, not supported by examples, not supported by quotes, grammar; the distracting grammar, I’m not a grammar teacher, but if your grammar is distracting me from your paper, if your grammar is so unclear that I can’t understand what you’re saying, then that’s going to affect your grade, right? The whole point is, is that you have to be organized; you have to have an organized paper that supports, you know, a thesis, OK? With a consistent argument that supports a thesis, and that’s what you need to do, and that’s what, you know, all papers are. Because all papers have a thesis, OK? That you show — that you have to support. So, anyway, I will grade as much on you having an organized argument, thesis, and so on, as the information you have on your paper. If you’re going to have less good quotes, but it’s unorganized and not connected to any point, then you haven’t written an essay, you haven’t — it doesn’t work, OK?