Develop Your Wining Habits - Learning English

Develop Your Wining Habits - Learning English

If becoming a success were easy, everyone would do it. It isn't. They don't. As a follower of the "Action Principles", you can. You can develop wining habits while identifying and working to eliminate your bad habits. Be patient. Psychological studies have shown that it takes about 30days to begin to form or begin to rid  yourself of a habit.

You can keep your word even though this may not always be easy. You can write and focus on your goal and objectives and your to-do list. You can exercise when you're tired. You can read business materials. You can volunteer.You can give a little extra money to charity. You can give a little extra time to family members, students and customers. You can pick up litter on the jogging path. You can do a lot while others are idle.

You won't always want to do these things. You will feel that you are doing more than your share. You are right. work on your habits. You are tough.

Word for Success:

• Man are respectable only as they respect. Ralph Waldo Emerson

Make Today Special - Learning English

Make Today Special - Learning English

Many people enjoy using the first few minutes of the day for their reflective time. How did yesterday go? What do you want to accomplish today? What will be the most important? This, of course, becomes our prioritized to-do list. How will today vary from your usual routine? Can you think of any small things that you can do? Perhaps there is something that you've been avoiding, that, if you do it, would make you feel especially proud of yourself.

Give each day a specific purpose. For unsuccessful, unhappy people, there is often sameness to their days. Is it Monday or Thursday? Is it June or July? Is it 8 o'clock in the morning or 5 o'clock in the evening? They're in rut and it doesn't matter.

Everybody has the same amount of time each day. How are you going to spend your 24 hours? Plan in advance. Make lists. List are your road map to personal accomplishment and balanced living. Always carry paper and pen. What are you doing today to ensure a better tomorrow for yourself and your family?

Word for Success:

• Friendship is the source of the greatest pleasure and without friends even the most agreeable pursuits become tedious. Saint  Thomas Aquinas

Don't Complicate Matters - Learning English

Don't Complicate Matters - Learning English

Don't complicate your life. Thinks before you act. Look for the simple ways or answer first where less can go wrong. Work from your basics. Make sure that you understand the assignment or the problem before you begin. What are the time and performance expectations that will indicate satisfactory completion? Reexamine how you are doing things. Is a task consuming all of your time? Is it worth the time you are investing? Do you have the necessary resource? Can it be delegated? If so, is the right person assigned to complete the job? Your research, your quite time, your commitment to team work and your prioritized to-do list should all help. Pare away the unnecessary. Even the philosophy underlying these Action Principles can be stated very simply. Improve your self and help others.

Words for Success:

• The weak can never forgive. Forgiveness is the attribute of the strong. Mahatma Ghandi

How to Set Goal - Learning English

How to Set Goal - Learning English

Unless you shape your life,circumstances will shape it for you. You have to work, sacrifice, invest, and persist to get the results you want. Choose them well. You can't start your planing until you know where you want to go.

        
You are the sculptor of your own image. Have others already done what you want to do? Study them and do what they did. Start anywhere, at anytime, and persist with confident and capability. Stop worrying what others think about what you can do or can't do. Believe in your self and your abilities. Have the self-confident to challenge your current situation. This is your life to live, it's day by day and step by step.

       

Write down your goals. Only three percent of people have written goals and only one percent reviews those written  goals daily. Be in that elite one percent. Visualize the attainment of your goal often. Goals and dreams with dates attached. You will only become as grate and as happy as the goals you choose.

Words for success:

• If you judge people, you have no  time to love them. Mother Teresa.

A Brief History of the Internet - Learning English

A Brief History of the Internet - Learning English

The Internet was the result of some visionary thinking by people in the early 1960s who saw great potential value in allowing computers to share information on research and development in scientific and military fields. J.C.R. Licklider of MIT first proposed a global network of computers in 1962, and moved over to the Defense Advanced Research Projects Agency (DARPA) in late 1962 to head the work to develop it. Leonard Kleinrock of MIT and later UCLA developed the theory of packet switching, which was to form the basis of Internet connections. Lawrence Roberts of MIT connected a Massachusetts computer with a California computer in 1965 over dial-up telephone lines. It showed the feasibility of wide area networking, but also showed that the telephone line's circuit switching was inadequate. Kleinrock's packet switching theory was confirmed. Roberts moved over to DARPA in 1966 and developed his plan for ARPANET. These visionaries and many more left unnamed here are the real founders of the Internet.

History of marriage - Learning English

History of marriage - Learning English

HISTORY OF MARRIAGE IN WESTERN CIVILIZATIONMarriage, as we know it in our Western civilization today, has a long history with roots in several very different ancient cultures, of which the Roman, Hebrew, and Germanic are the most important. Western marriage has further been shaped by the doctrines and policies of the medieval Christian church, the demands of the Protestant Reformation, and the social impact of the Industrial Revolution.

When we look at the marriage customs of our ancestors, we discover several striking facts. For example, for the most of Western history, marriage was not a mere personal matter concerning only husband and wife, but rather the business of their two families which brought them together. Most marriages, therefore, were arranged. Moreover, the wife usually had much fewer rights than her husband and was expected to be subservient to him. To a considerable extent, marriage was also an economic arrangement. There was little room for romantic love, and even simple affection was not considered essential. Procreation and cooperation were the main marital duties.

Colons - Learning English

Colons: Use a colon for three main reasons: (1) to introduce a list, (2) to introduce a quotation, or (3) to set up a second clause that answers the first. The one main rule with colons is that an independent clause must precede the colon.

• They looked up at the constellations and could see a multitude of different patterns Orion, the Big Dipper, Cassiopia, and the Bear.
• Correction: They looked up at the constellations and could see a multitude of different patterns: Orion, the Big Dipper, Cassiopia, and the Bear.
• When Frank was confident he had Sally's respect, he asked her a big question "Will you marry me?"
• Correction: Frank was confident he had Sally's respect, he asked her a big question: "Will you marry me?"
• Sally answered briefly and softly: "Love is like an ocean wave. It rolls into shore from seemingly nowhere."
• Correction: Sally answered briefly and softly: "Love is like an ocean wave: it rolls into shore from seemingly nowhere."

Practice with colons

Dashes - Learning English

Dashes - Learning English

Dashes: Dashes are used to set off an additional thought in your sentence. This additional thought doesn't need to be an independent clause or complete thought at all. It can be a list, a clarification, a shift, an amplification--just some clause you wish to tack on to your sentence.

• They decided to meet once again at the beach. But at midnight!
• Correction: They decided to meet once again at the beach--but at midnight! 
• At night they walked along the beach, looking up at the stars. Acompletely romantic evening for Sally.
• Correction: At night they walked along the beach, looking up at thestars--a completely romantic evening for Sally.

*Note that a dash is two hyphens: --, not one. MS Word usually combines these two hyphens into one long hyphen automatically, which is fine.

*For print mediums, do not put spaces around dashes. If you do, put spaces around both sides of the dash.

Practice

Semi-colons - Learning English

Semi-colons - Learning English

Semi-colons: If two independent clauses are closely related, you can join the clauses with a semi-colon rather than a comma and coordinating conjunction. You must be be sure, however, that independent clauses are on both sides of the semi-colon.

• Frank asked Sally out for a date that night she accepted enthusiastically.
• Correction: Frank asked Sally out for a date that night; she accepted enthusiastically.
• Sally didn't know what to wear all, her clothes were torn and ratty.
• Correction: Sally didn't know what to wear; all her clothes were torn and ratty.

Practice with semicolons

Commas - Learning English

Commas - Learning English

Commas: In general, use a comma wherever you want to insert a light, natural pause. There are also specific rules to guide you in placing commas.

1. Use a comma after an introductory clause.

• When Sally opened her eyes and looked around her she thought she was in a dream.
• Correction: When Sally opened her eyes and looked around her, shethought she was in a dream.
• Seeing Sally return to full composure Frank asked if he might have a sandwich.
• Correction: Seeing Sally return to full composure, Frank asked if he might have a sandwich.

2. Use commas to set off non-restrictive clauses or parenthetical expressions. (A non-restrictive clause is a clause that doesn't restrict the sentence's meaning -- it can be dropped without changing the meaning.)

• The sandwich which was pickle and peanut butter with ketchup mixed in looked repulsive to Frank and made him almost vomit.
• Correction: The sandwich, which was pickle and peanut butter with ketchup mixed in, looked repulsive to Frank and made him feel ill.
• Sally who grew up in a small farm town in Nebraska said that's how everyone eats his or her sandwich.
• Correction: Sally, who grew up in a small farm town in Nebraska, said that's how everyone eats his or her sandwich.

3. When joining two independent clauses with a coordinating conjunction (and, but, or, for, so, nor, yet), put a comma before the coordinating conjunction. (Note: an independent clause is a clause that can stand alone as a full sentence.)

• Frank said to nevermind about the sandwich because he wasn't hungry and he proceeded to lay down beside Sally.
• Correction: Frank said to nevermind about the sandwich because he wasn't hungry, and he proceeded to lay down beside Sally.
• Sally asked if Frank came to the beach often and he said today was in fact the first time he had ever visited the place.
• Correction: Sally asked if Frank came to the beach often, and he said today was in fact the first time he had ever visited the place.

Practice with commas

Misplaced Modifiers - Learning English

Misplaced Modifiers - Learning English

Misplaced Modifiers: A misplaced modifier occurs when a clause is incorrectly placed in a sentence such that it appears to modify the wrong word.

• Recovering slowly, the fainting spell that Sally experienced gradually diminished. (The fainting spell didn't recover slowly--Sally did!)
• Correction: Recovering slowly, Sally gradually returned from her fainting spell. 
• Ever worried, Frank quickly ran towards Sally, very concerned about helping her. (Sally isn't very concerned--Frank is!)
• Correction: Ever worried and very concerned about helping her, Frankquickly ran towards Sally.

Practice with misplaced modifiers

Pronoun Agreement - Learning English

Pronoun Agreement - Learning English

Pronoun Agreement: Pronoun agreement errors occur when the pronoun and the corresponding subject do not match up. Plural subjects have plural pronouns, and singular subjects have singular pronouns.

• If a boy wants to impress a girl, they better do more than build sandcastles.
• Correction: If a boy wants to impress a girl, he better do more than build sandcastles.
• When someone is lonely, they usually go on a picnic.
• Correction: When someone is lonely, he or she usually goes on a picnic.

Note: The following pronouns are singular pronouns: anyone, everyone, whoever, someone, no one, nobody.

Practice with pronoun agreement

Possessives - Learning English

Possessives - Learning English

Possessives: To indicate possession, use an apostrophe before an "s." To indicate possession for a plural subject, add an apostrophe after the "s."

• Sallys hair needed washing.
• Correction: Sally's hair needed washing.
• Ones need for companionship is second only to ones need for food.
• Correction: One's need for companionship is second only to one's need for food.
• The lifeguards tower chairs were empty due to the lack of people on the beach.
• Correction: The lifeguard's tower chairs were empty due to the lack of people on the beach.

Practice with possessives

Subject-verb Agreement - Learning English

 Subject-verb Agreement - Learning English

Subject-verb Agreement: Subject-verb agreement errors occur when the subject doesn't match up correctly with the verb. Usually the error occurs when the subject is singular and the verb is plural, or when the subject is plural and the verb singular.

• Sally's took out the biscuits, butter, and jam that was in her basket.
• Correction: Sally took out the biscuits, butter, and jam that were in her basket.

• Frank made a sandcastle, along with a surrounding moat and turret, thatwas very eye-catching.
• Correction: Frank made a sandcastle, along with a surrounding moat and turret, that were very eye-catching.

Practice with subject-verb agreement

Tense shifts - Learning English

Tense shifts - Learning English

Tense Shifts: A tense shift occurs when a verb breaks the unity of the other tenses in the sentence. Be especially careful of shifting between past and present tenses with your verbs.

• When Frank saw Sally sitting on her picnic blanket, his jaw drops and his eyes get all wide.
• Correction: When Frank saw Sally sitting on her picnic blanket, his jaw dropped and his eyes got all wide.
• Upon seeing Frank stand nobly above his glorious sandcastle, Sally fainted and had fallen backwards onto the ground.
• Correction: Upon seeing Frank stand nobly above his sandcastle, she fainted and fell backwards onto the ground.

Practice with tense shifts

Capitalization - Learning English

Capitalization - Learning English

Capitalization: Capitalize words that are specific names. Do not capitalize a word just to give it emphasis.

• st. petersberg beach is a place where many a love has been ignited, according to local Professors.
• Correction: St. Petersberg Beach is a place where many a love has been ignited, according to local professors.
• According to shakespeare's romeo and juliet, the Truest love is frequently a star-crossed love.
• Correction: According to Shakespeare's Romeo and Juliet, the truestlove is frequently a star-crossed love.

Practice with capitalization

Run-ons - Learning English

Run-ons - Learning Englisg

Run-ons: There are two types of run-on sentences: fused sentences and comma splices. A fused sentence occurs when two sentences are fused or blended into one, without any punctuation. A comma splice occurs when two independent clauses are joined together with only a comma, rather than with a comma and a coordinating conjunction. A comma is not sufficient to join two independent clauses. You must use a comma and a coordinating conjunction (and, but, or, for, so, nor, yet).

• Frank was an orphan from Kentucky he didn't have any parents and lived in a foster home.
• Correction: Frank was an orphan from Kentucky. He didn't have any parents and lived in a foster home.
• He liked to spend his days at the beach no one bothered him there.
• Correction: He liked to spend his days at the beach. No one bothered him there.
• Sally went to the beach, she had a picnic there.
• Correction: Sally went to the beach, and she had a picnic there.
• The weather at the beach was rather windy, you had to keep a hold of your hat or it would blow off.
• Correction: The weather at the beach was rather windy, so you had to keep a hold of your hat or it would blow off.

Practice with run-ons

Fragments - Learning English

Fragments - Learning English

Fragments: Fragments are incomplete sentences that lack a subject or verb. Or, if the sentence does seem to have a subject or verb, the subject and verb appear in a subordinate clause rather than the main, independent clause.

• Swam in the ocean. (no subject)
• Frank in the ocean. (no verb)
• Frank swimming in the ocean. (not an independent clause)
• Correction: Frank swam in the ocean.

Fragments are harder to spot when they are next to real sentences, but they are still fragments.

• Frank went to the beach. Swam in the ocean.
• Correction: Frank went to the beach and swam in the ocean.
• It was the last thing I thought I'd see. Frank in the ocean.
• Correction: The last thing I thought I'd see was Frank in the ocean.
• There are a few things I hate. Frank swimming in the ocean.
• Correction: There are a few things I hate. Frank swimming in the oceanis one of them.

Practice with fragments

Sample Outline - Learning English

Sample Outline - Learning English

The following is a sample outline one might write of an essay comparing the logical and rhetorical effectiveness of two contrasting texts. The Roman numerals refer to paragraphs ("I" is paragraph one, "II" is paragraph two, and so on).The bullets refer to points to be covered within that paragraph.

I. Introduction (150 words)

• give background of Collier and Fuentes
• briefly summarize their texts and why they are important
• present thesis: In addition to using personal experience to connect with her audience, Collier uses sound reasoning, clear statistics, and her personal authority as a judge to convince her audience.

II. Personal Experience -- Collier's personal experience connects with audience.(200 words)

• example of Collier's use of guardian experience
• why personal experience is rhetorically strong (speaks to lay audience)
• counterarguments to accusations of personal exp. being a hasty generalization
• Fuentes' lack of personal experience in j. crime weakens her persuasiveness

III. Good Reasoning--Collier's argument rests on good reasoning overall (200 words)

• Collier's "different juveniles need different system"--explain why this is sound.
• Collier's "adult crime deserves adult time"--explain why this is sound.
• examples of Fuentes' poor causal reasoning
  • adults don't necessarily reject youth due to having social security
  • adults don't necessarily resent youth because of job competition
  • zero tolerance policy is result, not cause, of increased j. violence
  • that adults think poorly of youth is not cause of increased j. violence

IV. Statistics -- Collier uses statistics in straightforward, easy to understand way (200 words)

• examples of Colliers' straightforward use of statistics
• examples of Fuentes' unclear, contradictory use of statistics (making issue fuzzy)
• why manipulation of statistics endangers truth
• comparison of statistics with actual Dept of Justice source

V. Authority -- Collier has authority from working in legal process (200 words)

• explanation of Collier's authority (judge, gaurdian, law school background)
• why authority is important for convincing the audience
• counterargument to accusation of Collier's bias from authority (judges choose justice)
• why Fuentes' background makes her lose authority through partiality to children

VI. Conclusion (50 words)

• brief summary of main points (importance of personal experience, causal fallacies, use of statistics, credibility)
• the need to guard against biases and predispositions when judging issues
• tendencies to overlook evidence b/c of personal emotion; advice on overcoming it
• memorable one-line quotation from supreme court justice about need to adjust laws to fit the changing people

Notice how each of the headers and bullets makes the point in a condensed, brief way. Also, each bulleted point develops the focus (in bold) of that paragraph. The four topics announced in the thesis are carried through in each paragraph. Finally, the entire outline fits on one page.

Step 10c: Grammar - Learning English

Step 10c: Grammar - Learning English

As you edit the grammar of your essay, you should particularly focus on the grammar concepts that your teacher has previously marked on your papers. For example, if your teacher has written "run-on" on your previous papers, especially look at the following instruction on run-ons and then look carefully over your essay to make sure you're avoiding them. You should also be familiar with all the rest of the grammar concepts here and be sure that your essay is grammatically correct. If a term below looks unfamiliar, learn it. Although a grammatically perfect essay won't mean that the essay is also perfect, a teacher is less apt to give you a poor grade if he or she is unable to justify that grade with grammatical errors. In the minds of many old fashioned teachers, perfect grammar equals a perfect essay. When you're done editing for grammar, and you've proofread your essay a dozen times, you're done. Congratulations!

Fragments	Pronoun Agreement
Run-ons	Misplaced Modifiers
Capitalization	Commas
Possessives	Semi-colons
Tense shifts	Dashes
Subject-verb Agreement	Colons

Step 10b: Style - Learning English

Step 10b: Style - Learning English

Your style is the fingerprint of your writing and consists of a number of comprising elements. As you edit your essay for style, pay attention to these six areas:

• 1.Personal references
• 2.Diction
• 3.Sentence length
• 4.Sexist pronouns
• 5.Formality
• 6.Emotionalism

1.Avoid Personal References

Avoid using personal references such as "I" or "In my opinion." It is very easy to say "I feel" or "I think," but this adds little to your essay except a weak argument. If your sentence reads, "I think the Internet is a great source of information," what do the words "I think" add? Rather than supplying a reason for the Internet being a great source of information, the reason given here is "because I think so."

In addition to providing a weak argument, using "I" also takes the focus off the subject and places it on you, the writer, which is sometimes desired in creative writing, but undesirable in an academic essay where the focus is supposed to be on a specific topic. You can usually recast your sentence in a way that omits personal references, but if the sentence just doesn't sound right without "I," then leave it in. It's better to be self-centered than unreadable.

• Personal References: In my opinion, gay marriage threatens the institution of marriage and the essential structure of the family, which is the fabric of society.
• Revised: Gay marriage threatens the institution of marriage and the essential structure of the family, which is the fabric of society.
• Personal References: I think that society is held together by allowing individuals to live as they which, not by constricting laws.
• Revised: Society is held together by allowing individuals to live as they which, not by constricting laws.

2.Diction: Choose the right words

Students learning to use a thesaurus often use it excessively and incorrectly in their selection of words. Knowing that all synonyms do not mean the same thing -- that each synonym has a subtle nuance of meaning making it distinct from the other words -- will help you avoid random substitutions of words that merely seem to look better. Using good diction in your essay involves choosing exactly the right word for the meaning you want. If you're unsure of a word's meaning, look it up in an online dictionary or download a dictionary to your computer.

• Poor Diction: Devlin's essay predicates that a society consists of agroup of people brought together by a common set of morals andassurances.
• Better Diction: Devlin's essay asserts that a society consists of a groupof people brought together by a common set of morals and beliefs.
• Poor Diction: Hart responds that Devlin's essay is nothing more than ababble and malentendu of what a society is.
• Better Diction: Hart responds that Devlin's essay is nothing more than a confusion and misunderstanding of what a society is.

3.Vary your sentence length

"Choppiness" is the effect of multiple short sentences in a row giving a sense of breathlessness and childlike simplicity. Contrastingly, the opposite -- multiple, successive elongated sentences one after another -- gives a sense of never-ending lung power and pompous sophistication. A short sentence can be a good option for the content you're writing, just as a long one can as well. The key is to mix them up so that you have some short sentences and some long alternating with each other. This variety will give rhythm to your prose.

• Choppy sentences: John turned on the computer. He opened Framemaker. He selected a new document. The document was blank. He opened the graphics panel. He chose the shape tool. It was a polygon. He filled the polygon with red shading. He put a black border on it. It was a nice day. His mother brought him sandwiches. The sandwiches tasted good. (Holy Smokes! I could not take more than about half a page of this before I would go crazy!)
• Over-elongated sentences: Turning on the computer, John opened Framemaker and, after selecting a blank document and opening the graphics panel, chose a polygonal shape tool which he filled with red shading and a black border while his mother brought him sandwiches, all of which contributed to him having a nice day. Then, deliberating between a black and white or a color layout, John decided that for a publication that would be on the web as well as in print, he would need to create both types of documents, because the print would be too costly for color photos, while the web would be too dull for merely black and white, but this color vs. non-color dilemma was only the tip of the iceberg for John in Framemaker, for he knew neither how to create anchored frames for his graphics, nor how to manipulate the sizes and resolutions of the photos he wanted to import, which was giving him a headache, despite his mother's nice sandwiches. (Combining sentences is fun up to a point, and then it gets ridiculous.)
• Perfect mix of short and long: After turning on the computer, John opened Framemaker and selected a blank document. He then opened the graphics panel, chose a polygonal shape tool, and filled it with red shading and a black border. His mother brought him sandwiches, which made his day nice. Then, deliberating between a black and white or a color layout, John decided that for a publication that would be on the web as well as in print, he would need to create both types of documents. The print would be too costly for color photos, while the web would be too dull for merely black and white. But this color . . .(You get the point by now--variety leads to a pleasing rhythm.)

4.Avoid sexist pronouns

Although in the past it was acceptable to use "he" when referring to both men and women, it is no longer acceptable to do so now. Why? Because linguists found that language use actually does have an impact on the way people think and act. If pronouns are always "he," and certain professions are always fireman, policeman, chairman, congressmen, etc, then it is more likely that men -- by simple virtue of the privileged masculine pronoun and noun use -- will fill those positions, and that women will feel that they do not belong in them. Avoiding sexist pronouns will help you find liberation from these restricting gender roles.

Even if you disagree with the above theory, using "he" only pronouns is a practice that is no longer tolerated in MLA style. You should instead choose to pluralize your subject and use "they" or "their" when referring back to that subject. Or you can choose "he or she," but if you need to write "he or she" more than twice in the sentence, you might give your reader a headache. Try to avoid "s/he" or "he/she" simply because it is unsightly. Really the best solution is pluralization. (When implementing the plural solution, remember the principle of agreement. "Everyone needs their umbrella" is not grammatical, because "everyone" is a singular subject.)

• Sexist: If a medical student wants to succeed, he has to learn to budget his time wisely.
• Liberated: If medical students want to succeed, they have to learn to budget his time wisely.
• Sexist: If one wants to become a DJ, he has to be familiar with the current music styles and have a strong sense of internal rhythm and musical flow.
• Liberated: If one wants to become a DJ, he or she has to be familiar with the current music styles and have a strong sense of internal rhythm and musical flow.
• Sexist: A good computer programmer has to root his knowledge in practical experience.
• Liberated: Good computer programmers have to root theirknowledge in practical experience.

5.Maintain a level of formality

Just as in in daily life, in writing you naturally adjust the level of formality of your writing style to the situation and audience. You may use one level of formality with your teacher, and another level with your best friend. In an academic essay, be sure to maintain a formal voice. One way to adjust your level of formality is by avoiding contractions (i.e., using "do not" instead of "don't"). However, it is acceptable to use contractions if you desire to.

• Hyper-formal: The degree to which private controversial moralities are decriminalized by the federal government depends on the extent of their injurious repercussions on an otherwise benign society.
• Too informal: The feds will start putting pervs and whores in the slammer if they feel their smutty actions are mixin' up good men and women.
• Just right: Whether private immoralities are outlawed by the government or not depends on the harm they inflict on public society.

6.Avoid emotionalism

In addition to a formal voice, you should also maintain a cool-headed, objective tone. Tone usually becomes an issue when you are writing about hot topics you feel strongly about -- religion, for example, or cultural values. Even when you strongly disagree with an idea, avoid getting "emotional" in your expression. Avoid seeming angry, or condescending, or rude. Keep your calm and remain scholarly, and try to portray yourself as one who is objectively assessing the situation.

• Emotional: We must do everything we can to legalize gay marriage. For the sake of equality, the rights of liberty and freedom that our forefathers fought for--it is essential!!! Don't let conservatives take overyour government and impose their puritanical moral values on everyone. This is only going to lead to dozens of more restrictions that those white-haired conservatives will impose in their cozy congress seats!
• Objective: Keeping gay marriage illegal poses significant questions about the constitutionality of such laws. The forefathers who wrote the Constitution believed an individual's freedom was vitally important, and that as long as the actions did not cause directly harm to society, the actions should not be decriminalized.