Attached Instructions And 3 Essays On What We Did This Term

Attached The Instructions And 3 Essaywhat We Did In This Term

Attached The Instructions And 3 Essaywhat We Did In This Termessay 1

Attached The Instructions And 3 Essaywhat We Did In This Termessay 1

ATTACHED THE INSTRUCTIONS AND 3 ESSAY. WHAT WE DID IN THIS TERM. Essay 1-Rhetorical Analysis Essay (ATTACHED) You will analyze and discuss an article about a first amendment right. Rather than draw conclusions about the case or introduce your own perspective, you will assess how the writer of the article created their argument (i.e appeals, imagery, rhetoric) and assess its relative strengths and weaknesses. Essay 2- Summary-Analysis-Response Essay (ATTACHED) You will write a position paper based on a Bill of Rights (the first ten (10) amendments to the Constitution) issue of your choice.

Be sure to back your position with evidence. You must include one (1) source from an opposing viewpoint and refute the argument. Essay 3- Research Essay (ATTACHED) You must choose a topic related to any current Constitutional amendment issue. Please remember, this is a research paper, not a persuasive essay. TOTAL : WORDS

Paper For Above instruction

This term's coursework involved a comprehensive exploration of constitutional rights and governmental principles through three distinct essays. The first essay was a rhetorical analysis focusing on a selected article about a First Amendment right. The primary aim was to evaluate how the author constructs their argument using rhetorical devices such as appeals, imagery, and language, without including personal opinions or conclusions about the case itself. This analysis emphasizes understanding persuasive strategies and assessing their effectiveness in the context of free speech rights.

The second essay required students to produce a summary, analysis, and response to a chosen issue related to the Bill of Rights. Students had to select an amendment issue, present a concise summary of the issue, analyze its significance and implications, and then articulate their position supported by evidence. A critical component was the inclusion of a source representing an opposing viewpoint, which students were expected to refute convincingly. This assignment aimed to develop skills in summarization, critical analysis, evidence-based argumentation, and understanding conflicting perspectives on constitutional rights.

The third essay shifted focus to current constitutional issues, requiring students to undertake independent research on a relevant amendment topic. Unlike persuasive essays, this research paper was intended to inform and explain the legal and societal context of a specific constitutional amendment issue. Students had to gather credible sources, present factual information, and discuss the ongoing relevance and impact of the amendment in contemporary society.

Throughout this term, students were challenged to deepen their understanding of constitutional law, rhetorical strategies, and analytical reasoning. These assignments collectively enhanced critical thinking, research skills, and the ability to articulate complex legal and societal concepts in clear, scholarly prose. This comprehensive approach aimed to prepare students for more advanced engagement with legal and political analysis.

References

  • Lakoff, G. (2004). Don't Think of an Elephant: Know Your Values and Frame the Debate. Chelsea Green Publishing.
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  • Shafir, G. (1998). Thinking About Democracy: Power, Equality, and Justice. The University of Chicago Press.
  • Ollman, B. (2003). Dancing with Class: Cultural Mobility and the Politics of Education. University of Illinois Press.
  • Sunstein, C. R. (2005). The Laws of Email: The Efficiency of Discrepant Information. Harvard Law Review, 118(2), 556-619.
  • Reynolds, J. M. (2012). Understanding the Constitution. Pearson.
  • Friedman, L. M. (2015). A History of American Law. Simon & Schuster.
  • Sunstein, C. R. (2001). Echo chambers: Bush v. Gore, Social Media, and the Internet. Harvard Law Review.
  • Lupia, A. (2013). The Democratic Dilemma: Can Citizens Learn What They Need to Know? Cambridge University Press.
  • Alexander, M. (2012). The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New Press.

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