Proposal Tips (and any writing about reality tips) an analysis stage that is pre-writing

Page ranges too big (like 110-120) why dangerous

Avoid summaries as sources why dangerous

Pages must be narrowed to match the content and exact topic and, with primaries,

Best resource the index

Unit 1 Offers

Offer 1 If you just want to confirm that you understand all feedback and do not plan to write any more written work (and thus no points for them), full content (20 points) and full Good Habits for Evidence (20 points) for Unit 1 Writing instead of the grades on the paper.

Offer 2 (the better offer for your future and for points) If you either understand the feedback or want help from me (and Im glad to do it for each of you), you want to try to avoid these errors in Unit 2 Writing.

If you dont have those errors, then the grades (including the full 20 for the Good Habits from Unit 2 will replace Unit 1s.

Evidence- Graded Papers

How done

 

What it means

         Means the prof can prove the problems

         Meansif the prof missed something (and everyone makes mistakes), you can show the issues that might mean the prof was wrong

 

Why do this if you do know you are making these errors So you know a prof can prove this.

Why if you dont know So you know how you are hurting your future

 

Either way I will be glad to invest in you.

About the Rubric and How It Works and How a Student Is the Reason for the 5 Good Habits for Evidence

http://www.cjbibus.com/GS_Rubric_Plus_Feedback_Form_Compared_to_the_5_Good_Habits_forAnyWriting.pdf

 

Guys, Im not worried about any of your brains. Its your habits that are zapping you. Choose your habits.

About Endnotes and Why They Are a Lifelong Skill for Jobs That Pay Well

http://www.cjbibus.com/1301_1302_GHforE_Why_Endnotes_Should_Be_Part_of_Your_Lifetime_Skills.htm

 

 

Proposal Feedback Details

If you had a note about page 91 on your proposal:

Add 91 (see my copied page with highlights in Chapter 3s Figuring it Out) and 68-69 AND be careful. Africans in the 1620s were sometimes slaves and sometimes indentured servants. New Africans after the 1660s were automatically slaves

 

If you had a note about seeing the list:

Slave laws 1660s Virginia/Maryland- 68 and 91 (see note above)

 

Truth 403 for background on her and 364-366

 

Sharecropping 526 but read the background on the prior page for context

 

 

Unit 2 Possible Written Questions

Prepare 1 (ONE) for each of the 6 questions below. Fate will decide which one you have to write on.

Compare the Articles of Confederation and the Constitution on 1 (ONE) of these issues: the power to tax OR the power to create money OR the power to have a military.

Discuss 1 (ONE) of these branches of government under the Constitution: legislative OR executive OR judiciary.

Discuss the influence of the 1 (ONE) of these factions on the Constitution: creditors OR large states OR slaveholders and their keeping their supply of slaves.

Discuss the influence of the 1 (ONE) of these factions on the Constitution: small states OR merchants OR slaveholders and their having representation in the national government.

Compare the powers of the Constitution and the events that happen in the 1st administrations of Washington and/or Adams on 1 (ONE) of these issues: the national bank OR tariffs OR the national debt

Compare the Articles of Confederation and the Constitution on 1 (ONE) of these issues: how to respond to a rebellion against the government OR how to make a treaty with another nation OR how to tax.

 

 

 

 

Copyright C. J. Bibus, Ed.D. 2003-2016

 

WCJC Department:

History Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

Last Updated:

2016

WCJC Home:

http://www.wcjc.edu/