Political Science Jeffery Toobin’s “Our Broken Constitution” Assignment | Custom Essay Help

Prompt: “The next article in this module, Jeffery Toobin’s “Our Broken Constitution”, is what your first reading response is based upon. A youtube video of an interview Jeffery Toobin gave on the article will follow thereafter. Although you’re only required to respond to the article in your paper, I suggest you watch the video if you’re finding some of his arguments difficult to follow or understand.”
– Respond to article
Sources:
https://www.newyorker.com/magazine/2013/12/09/our-broken-constitution

American Politics Reading Response Guidelines

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Length: 500 words minimum, 1000 word maximum

Format: Single-spaced, 12pt font, 1 inch margins, no title page

Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)

# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source

Submission: Submit via link provided on Canvas within corresponding module

Summary of assignment:A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon.The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.

 

Your paper should be organized as follows:

 

Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.

  • Example thesis format: In this paper, I will argue _________ because of _________.

 

Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook

  • Example paragraph format:
    • Topic sentence
    • Commentary
    • Text support (direct quote or summary)
    • Analysis
    • Transition

(you may repeat this format several times if needed)

 

Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!

 

Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?

 

 

 

 

 

 

 

 

 

Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues.  It is awarded for work, which is superior (A-) or outstanding (A), in recognition of the substantial work and thought which will inevitably have been involved.  

A papers excel in each of the following categories:

 

Follows Directions:

  • responds fully and appropriately to the assignment in timely fashion & answers question using appropriate reading/content

Thesis

  • easily identifiable, clear and concise, insightful, and appropriate

for assignment

Use of Evidence

  • appropriate source information (typically primary) used to support thesis and buttress all arguments made in essay, excellent integration of quoted/paraphrased material into writing.

Analysis, Logic, and Argumentation

  • all ideas progress logically from an identifiable thesis, compelling justifications are offered to support thesis, counter-arguments are anticipated and addressed, appropriate connections are made to outside material

Organization

  • coherent and clear, all paragraphs support thesis statement, each paragraph supports its topic sentence,

excellent transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

  • excellent command of language, proper use of grammar/writing conventions, few to no misspelled words, correct word choice, excellent variety and complexity of sentence structure, uses proper citation format

 

 

Grade Bapplies to work which goes beyond the foundation level to develop a more questioning and analytical approach.  It is awarded to work which is of good quality (B-), very good (B), or excellent (B+).  

B papers do a generally good job in each of the following categories:

 

Follows Directions

  • responds reasonably well to assignment in timely fashion& answers question using appropriate reading/content

Thesis

  • identifiable, clear, and appropriate

Use of Evidence

  • appropriate source information used to support thesis and to buttress most arguments, good integration of sources into writing

Analysis, Logic, and Argumentation

  • thesis is generally supported by logically compelling assertions and appropriate connections

Organization

  • mostly coherent, generally supports thesis, good transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

  • good command of language, generally proper use of grammar/writing conventions, minimal misspelled words, largely good word choice, some variety and complexity in sentence structure, generally uses proper citation format

 

 

Grade Cis a passing grade which applies to work which is basically competent, although undeveloped (whether through lack of time, lack of interest, or because the relevant skills are still being practiced).  It is awarded to work of just below average (C-), average (C), or showing signs of reaching above average (C+).

C papers are acceptable, but lack strength, in each of the following categories:

 

Follows Directions

  • responds acceptably to assignment in a timely fashion& answers question by using at least some appropriate reading/content

Thesis

  • somewhat difficult to identify, unclear, and/or slightly inappropriate for assignment

Use of Evidence

  • sometimes weak use of source information (excessively secondary or not credible sources), inadequately supports thesis and/or sub-arguments, weak integration of quoted/paraphrased material into writing

Analysis, Logic and Argumentation

  • insufficient support for some arguments, assertions are vague or lack focus, support offered is sometimes irrelevant, tangential, or repetitive

Organization

  • often lacks coherence, mixed support for thesis, transitions often missing or weak

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

  • generally proper use of grammar/writing conventions, but with simple sentences generally lacking variety/complexity in structure, acceptable citation format

 

 

Grade Dapplies to unsatisfactory work (D-), very poor work (D) and work which is weak (D+).  This is the grade category which often applies to work which has been done in a hurry, or has been done without proper understanding of the requirements. 

D papers are weak in each of the following categories:

 

Follows Directions

  • some significant failure to respond to assignment or untimely and does not use appropriate reading/content

Thesis

  • very difficult to identify, unclear, and/or inappropriate for assignment

Use of Evidence

  • very weak use of source information (excessively secondary and not credible), fails to support thesis and/or sub-arguments, very weak integration of material into writing

Analysis, Logic and Argumentation

  • lacks support for arguments, unfocused, uses irrelevant information to support thesis

Organization

  • incoherent, lacks support for thesis, transitions weak and often missing

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

  • weak use of language, poor grammar, and numerous mechanical errors undermine coherence, weak citation format

__________________________________________________________________________________________

 

Grade F, a fail, applies to non-submissions of work, late work, to work which is illegible and/or chaotic, and to work which may be competent, but is either irrelevant (i.e. does not address the requirements of the assignment) or which uses un-attributed material (plagiarism).

F papers are unacceptable, failing in each of the following categories:

Follows Directions

  • wholly fails to respond to assignment given, and/or untimely

Thesis

  • unidentifiably, unclear, and/or wholly inappropriate for assignment

Use of Evidence

  • wholly failures to use sources appropriately

Analysis, Logic and Argumentation

  • wholly fails to provide evidence for thesis statement

Organization

  • wholly incoherent, unsupportive of thesis, and lacking in transitions

Mechanics (Grammar, Spelling, Language Usage, Sentence Structure, Citation Format)

  • extremely weak use of language/poorgrammar, and pervasive errors seriously undermine coherence, improper citation format

 

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