English Question

TO ANSWER PLEASE VISIT THE BOOK LINK BELOW

The Relationship Cure – A 5 Step Guide to Strengthening Your Marriage, Family, and Friendships – PDFDrive.com (oiipdf.com)

A ] Creating the Hook

  1. Write an interesting statistic/fact about this subject that most people do not know – quote your source
  2. B ] Background information:1. Write a sentence that explains your favorite hook and relate it to the book, using author name and book title.2. Write a sentence that introduces who the author of the book is – profession, life experiences that are important. 3. Write 3 sentences telling what the book is about. Define terms like bid.4. Write 3 sentences explaining why the book is important and why someone should read it
  3. C ] Make a thesis statement to include the following -Topic = Understanding bids for connectionHow we feel = we can improve / enhance our relationshipsHow we write= recognize mistakes making bids, mistakes receiving bids, and avoid bid busters
  4. Body Paragraph #1 outline – mistakes making bidsTransition + topic sentence that three mistakes you make when making a bid to others are 1,2,3.
    Transition + main idea sentence about idea 1.
    Context + quote from book illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about idea 2.
    Context + quote from book illustrating idea.
    Explanation of how quote support main idea sentence.
    Transition + main idea sentence about idea 3.
    Context + quote from book illustrating idea.
    Explanation of how quote support main idea sentence.
  5. Body Paragraph #2 outline – mistakes receiving bidsTransition + Create your topic sentence to include the three issues you have when receiving bids to others.
    Transition + main point 1 sentence: Your first mistake receiving a bidContext + Quote from text supporting the idea of this kind of mistakeExplanation of the quote in terms of your mistakeTransition + main point 2 sentence: Another mistake receiving a bid Context + Quote from text supporting the idea of this kind of mistakeExplanation of the quote in terms of your mistakeTransition + main point 3 sentence: Your third mistake receiving a bidContext + Quote from text supporting the idea of this kind of mistake:Explanation of the quote in terms of your mistake:
  6. Body Paragraph #3 outline – your personal story of avoiding a bid busterTransition + topic sentence: Agreeing or disagreeing with the author’s main idea that through avoiding bid busters, we can lower conflict or improve a tense situation because of your personal experience of …Explain the experience in vivid detail: Using transitions to move through time, tell us the story of what usually happens with this person and what you did to avoid a bid buster in a tense situation this time. Include
    • Who?
    • What?
    • Where?
    • Why?
    • When?

    Transition + main idea sentence stating if the technique you employed worked or not and how this supports or negates the author’s claim. Context + quote from text that speaks to your main point.Explanation of why you believe the technique worked / didn’t work/ or will work in future.

  7. Conclusion Use a transition + Summarize the main ideas in first body paragraph in 2 sentences:Use a transition + Summarize the main ideas in second body paragraph in 2 sentences:Use a transition + Summarize the main ideas in third body paragraph in 2 sentences:C] Create additional ending strategies [ 3 sentences]Choose 2-3 of the following and then pick the ones you like best for your paragraph1] Write a suggestion/advice you might make for the readers :2] Come full circle & talk about your hook or title again and relate it to ideas in the book:3] Make a prediction about what will happen if the reader follows growth or fixed mindset in his/her life.4] Use a new quote, question, or anecdote relating to ideas in the book:D] Put all of your sentences together in paragraph form to write your 10-12 sentence conclusion below. Remember the very last sentence to be a sentence in your own words – no quotes or questions.

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English Question

Hi, the assignment that I attached needs to be revised based on my professor’s feedback. I also would like it do have 0% plagiarism on Studypool’s internal plagiarism checker. I also have included the instructions and required materials so that you know what the assignment was all about :). Also, double-check to make sure that I have addressed everything that the instructions are asking for, thank you so much :).

Professor’s Feedback:

Each paragraph should have at least one in-text citation in MLA Format with page numbers. The thesis statement also seems to appear in the second paragraph “This essay will be about an open-minded analysis of the allegory of the cave with importance on the understanding of perception, reality, knowledge, illusion, and truth,” when it should appear in the first paragraph. The answer also needs to be a full 3 pages since it is only a little over 2 pages.

Instructions:

Background: Plato’s “Allegory of the Cave” captures a terrifying idea about humanity: humans prefer to live in ignorance rather than challenge or question the beliefs and knowledge that have been given to us. It could be argued that Chimamanda Ngozi Adichie and David Foster Wallace offer us modern interpretations of Plato’s “Allegory of the Cave.” Both authors urge us to see places, people, and even situations from other points of view. Ngozi Adichie asks us to add “and” to the stories that we are told to create a more complete picture and Foster Wallace wants us to break free from our default setting, the unconscious belief that we are the center of the world. Plato, Ngozi Adichie, and Foster Wallace want us to reject the shadows given to us, each for his or her own reasons.

Assignment: Using Plato’s “Allegory of the Cave” as your conceptual framework, analyze Ngozi Adichie’s or Foster Wallace’s text to answer the following question: What, according to Ngozi Adichie or Foster Wallace, is our illusion? How and why should we break free from the illusion to leave the cave? Expectations:

You will write a unified essay with structured paragraphs and a clearly articulated thesis. You will need to turn to the language of both author’s arguments, to take key phrases and passages from these arguments and see how they might be used to investigate your case. If you use exact words or paraphrased passages from the text, cite responsibly using quotation marks and/or parenthetical in-text citations using MLA format.

Advice: Write so that someone not in our class could understand the topic. Assume your audience has not read these texts. That means you’ll need to briefly summarize them to provide contextual, introductory background for your topic and source. Also make sure to convey to your audience why these ideas are important. Why should we care about leaving the cave?

Purpose: This essay will help develop your skills in summary and analysis as well as your ability to draw connections between texts.

References: Plato – “Allegory of the Cave”; Foster Wallace – “This Is Water”; Ngozi Adichie – “The Danger of a Single Story” (TED Talk)

Audience and Style: Your audience is educated adults. Avoid slang, jargon, or overly informal writing.

Criteria for Evaluation:

Coherent central thesis statement

-Summary/Analysis of outside texts

-Clear communication of ideas

-Organization of essay

-Adherence to conventions of written English (grammar, sentence structure, etc.)

Please:

Include one in-text citation along with page numbers for every body paragraph

No plagiarism & No Course Hero

Be sure to include an introduction with a clear thesis statement and conclusion

Requirements: Please Revise the attached Essay

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English Question

Background: Plato’s “Allegory of the Cave” captures a terrifying idea about humanity: humans prefer to live in ignorance rather than challenge or question the beliefs and knowledge that have been given to us. It could be argued that Chimamanda Ngozi Adichie and David Foster Wallace offer us modern interpretations of Plato’s “Allegory of the Cave.” Both authors urge us to see places, people, and even situations from other points of view. Ngozi Adichie asks us to add “and” to the stories that we are told to create a more complete picture and Foster Wallace wants us to break free from our default setting, the unconscious belief that we are the center of the world. Plato, Ngozi Adichie, and Foster Wallace want us to reject the shadows given to us, each for his or her own reasons.

Assignment: Using Plato’s “Allegory of the Cave” as your conceptual framework, analyze Ngozi Adichie’s or Foster Wallace’s text to answer the following question: What, according to Ngozi Adichie or Foster Wallace, is our illusion? How and why should we break free from the illusion to leave the cave? Expectations:

You will write a unified essay with structured paragraphs and a clearly articulated thesis. You will need to turn to the language of both author’s arguments, to take key phrases and passages from these arguments and see how they might be used to investigate your case. If you use exact words or paraphrased passages from the text, cite responsibly using quotation marks and/or parenthetical in-text citations using MLA format.

Advice: Write so that someone not in our class could understand the topic. Assume your audience has not read these texts. That means you’ll need to briefly summarize them to provide contextual, introductory background for your topic and source. Also make sure to convey to your audience why these ideas are important. Why should we care about leaving the cave?

Purpose: This essay will help develop your skills in summary and analysis as well as your ability to draw connections between texts.

References: Plato – “Allegory of the Cave”; Foster Wallace – “This Is Water”; Ngozi Adichie – “The Danger of a Single Story” (TED Talk)

Audience and Style: Your audience is educated adults. Avoid slang, jargon, or overly informal writing.

Criteria for Evaluation:

Coherent central thesis statement

-Summary/Analysis of outside texts

-Clear communication of ideas

-Organization of essay

-Adherence to conventions of written English (grammar, sentence structure, etc.)

Please:

Include one in-text citation along with page numbers for every body paragraph

No plagiarism & No Course Hero

Be sure to include an introduction with a clear thesis statement and conclusion

Include a rough draft and a final draft

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English Question

  • AssignmentWeek 3 Milestone: OutlineWriting Assignment Weight: 12.5%
    Learning Objectives: 1, 2, 3, 4, 5, 6DIRECTIONSThis week, you will construct a full outline for your paper including citations and references. First, read “Outlining” in The Norton Field Guide pp. 335-337 and The Little Seagull Handbook W-3 under “Organizing and Drafting.” You may also review the sample outline below. You can construct it yourself or use the template downloadable here. here. – Alternative FormatsClick here here – Alternative Formats to review an annotated example student submission using the downloadable template.Complete your own outline for this week’s writing assignment.

    Outline FormatI. Introduction (Your full intro, revised based on the feedback from the Week 3 Discussion Board)

    1. Opening sentence or hook
    2. Explanatory sentence about topic/problem
    3. Thesis statement

    II. Supporting Claim 1

    1. Topic Sentence: What is the first claim that supports your argument?
    2. Source #1: What evidence have you found that supports your claim?
    3. Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (Ford, 2020, p. 1).

    Transitional Phrase: ___________________III. Supporting Claim 2

    1. Topic Sentence: What is the second claim that supports your argument?
    2. Source #2: What evidence have you found that supports your claim?
    3. Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (CDC, 2020, p. 25).

    Transitional Phrase: ___________________IV. Supporting Claim 3

    1. Topic Sentence: What is the third claim that supports your argument?
    2. Source #3: What evidence have you found that supports your claim?
    3. Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (Rousseau et al., 2020, para. 29).

    V. Conclusion

      1. Note the most important claim you are making
      2. Reiterate your thesis statement. (Be sure to state your thesis statement differently than you did in the introduction paragraph.)
      3. Reflective sentence or call to action

    VI. References (at least three. Your final paper needs at least four, with at least three coming from the university library databases.)

    Opposing Viewpoints

    1. Good arguments must consider an alternate point of view. You can do this in a separate paragraph or within one of your supporting paragraphs.
    2. What alternate point of view are you presenting? Identify a source that presents this objection and cite it, i.e. (Smith & Ruiz, 2019, para. 3).
    3. How do you respond to or rebut the counterargument described above? You may use a source to refute this opposing point as well.


    Your outline should include the following elements:

    • A fully written introduction (revised from the Week 3 Discussion)
    • A thesis that ends your introduction (revised from Week 2’s assignment and the Week 3 Discussion)
    • Three sections, each with its own topic sentence, research, and brief explanation
    • At least one reasonable objection and how you plan to overcome it.
      • Click here for a guide to working with counterpoints.
    • Quotations and citations from three academic journal sources from Keiser’s Library (from Week 2);
      • Remember, your final paper requires the use of a total of four sources.
      • Contact your instructor if you have questions regarding the fourth or any additional sources.
    • Transitional phrases are required.
      • Click here for a YouTube video discussion of transitional phrases.
      • Or, click here for a Purdue OWL discussion of transitional phrases.
    • Comments to be included in your conclusion
    • Minimum of three APA formatted references in your reference list.

    REQUIREMENTS

    • Follow the outline format provided.
    • Include APA formatted citations (Last name, YEAR, p. ___ or para. ___).
    • Include APA formatted references in a clear reference list

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English Question

Tasks:

  • Revise either your Unit 3 short story essay or Unit 4 drama essay, improving your existing essay using the graded rubric and the feedback from your instructor. Then, incorporate well-chosen quote(s) or paraphrase(s) from at least one additional scholarly source.
  • Closely review your paper, asking yourself the following questions to guide your revision:
    • Is your thesis statement (not obvious)? Does it clearly take a stance on a potentially debatable claim, and does it reflect what you will discuss in your paper?
    • Do the topic sentences in each body paragraph clearly support your thesis?
    • Have you integrated well-chosen quotes and ideas from scholarly sources that work to support your thesis?
    • Have you integrated your quoted material logically and grammatically into your text and elaborated on its significance?
    • Have you included appropriate MLA-formatted in-text citations and included a full citation for all sources in a Works Cited page at the end of the paper?
    • How does you conclusion work to demonstrate the significance of your overall argument and focus?
  • Be sure to maintain an appropriate academic tone (no slang, second-person [“you,” “we”], contractions, etc.)
  • Leave time to submit your draft to Free Tutoring at Tutor.com for review. Your tutor can help with thesis and content development, organization, grammar, and mechanics. Don’t forget that you can submit your draft to Tutor.com multiple times during the revision process!
  • Please refer to the Purdue Online Writing Lab for MLA formatting and style guide.
  • Submit your final paper in the Revised Essay dropbox (under “Assignments”). Remember, your instructor will be able to see your Turnitin results – both your similarity percentage and any phrases or language that appear elsewhere, either online or in TurnItIn’s database of prior student work, so ensure that your work is scrupulous in its citations and adheres to the standards of academic honesty. No secondary sources are needed or encouraged. Plagiarism, as always, will not be tolerated. Please ask if you have any questions about citation or academic honesty.

File submissions: Please submit your file as a DOC.X or PDF file.

Grading Criteria:

  • Your overall improvement and revision of the previous paper
  • The introduction and the specificity and development of your thesis
  • Your supporting claims, logic, and organization
  • The quality of your writing, to include paragraph development and organization: topic sentences, conclusions, transitions, etc. See How to Write a 5 Paragraph Essay – the MEAL Plan
  • Your selection and incorporation of pertinent scholarly sources to support your overall focus and claims
  • Your engagement with the text (your integration of supporting quotations and how well you explain these)
  • Your conclusion
  • Length Requirement: 850-1100 words

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English Question

Like we saw in Sherman Alexie’s essay “Superman and Me” and Langston Hughes’ “Salvation,” personal narratives can make arguments about larger topics and issues while teaching readers about the author. In the following assignment, you will be asked to think about your own lived experiences and find a story to tell that exemplifies your strengths and/or your values.

For this essay you will write a personal narrative that describes the moment (or moments) when you realized what drives you personally, professionally, or academically. You might describe a time when you recognized a passion you have that exceeds everyday interest. You might recall a time when you came to an understanding or truth about life that now defines your personality. Or, you might recount when you realized you have a skill or mastery of something that others don’t posses. Show, don’t tell, your audience, and use the techniques we discussed in class to relay your story to your audience.

1. Salvation: I was saved from sin when I was going on thirteen. But not really saved. It happened like this. There was a big revival at my Auntie Reed’s church. Every night for weeks there had been much preaching, singing, praying, and shouting, and some very hardened sinners had been brought to Christ, and the membership of the church had grown by leaps and bounds. Then just before the revival ended, they held a special meeting for children, “to bring the young lambs to the fold.” My aunt spoke of it for days ahead. That night I was escorted to the front row and placed on the mourners’ bench with all the other young sinners, who had not yet been brought to Jesus.

My aunt told me that when you were saved you saw a light, and something happened to you inside! And Jesus came into your life! And God was with you from then on! She said you could see and hear and feel Jesus in your soul. I believed her. I had heard a great many old people say the same thing and it seemed to me they ought to know. So I sat there calmly in the hot, crowded church, waiting for Jesus to come to me.

The preacher preached a wonderful rhythmical sermon, all moans and shouts and lonely cries and dire pictures of hell, and then he sang a song about the ninety and nine safe in the fold, but one little lamb was left out in the cold. Then he said: “Won’t you come? Won’t you come to Jesus? Young lambs, won’t you come?” And he held out his arms to all us young sinners there on the mourners’ bench. And the little girls cried. And some of them jumped up and went to Jesus right away. But most of us just sat there.

A great many old people came and knelt around us and prayed, old women with jet-­‐black faces and braided hair, old men with work-­‐gnarled hands. And the church sang a song about the lower lights are burning, some poor sinners to be saved. And the whole building rocked with prayer and song.

Still I kept waiting to see Jesus.

Finally all the young people had gone to the altar and were saved, but one boy and me. He was a rounder’s son named Westley. Westley and I were surrounded by sisters and deacons praying. It was very hot in the church, and getting late now. Finally Westley said to me in a whisper: “God damn! I’m tired o’ sitting here. Let’s get up and be saved.” So he got up and was saved.

Then I was left all alone on the mourners’ bench. My aunt came and knelt at my knees and cried, while prayers and song swirled all around me in the little church. The whole congregation prayed for me alone, in a mighty wail of moans and voices. And I kept waiting serenely for Jesus, waiting, waiting -­‐ but he didn’t come. I wanted to see him, but nothing happened to me. Nothing! I wanted something to happen to me, but nothing happened.

I heard the songs and the minister saying: “Why don’t you come? My dear child, why don’t you come to Jesus? Jesus is waiting for you. He wants you. Why don’t you come? Sister Reed, what is this child’s name?”

“Langston,” my aunt sobbed.

“Langston, why don’t you come? Why don’t you come and be saved? Oh, Lamb of God! Why don’t you come?”

Now it was really getting late. I began to be ashamed of myself, holding everything up so long. I began to wonder what God thought about Westley, who certainly hadn’t seen Jesus either, but who was now sitting proudly on the platform, swinging his knickerbockered legs and grinning down at me, surrounded by deacons and old women on their knees praying. God had not struck Westley dead for taking his name in vain or for lying in the temple. So I decided that maybe to save further trouble, I’d better lie, too, and say that Jesus had come, and get up and be saved.

So I got up.

Suddenly the whole room broke into a sea of shouting, as they saw me rise. Waves of rejoicing swept the place. Women leaped in the air. My aunt threw her arms around me. The minister took me by the hand and led me to the platform.

When things quieted down, in a hushed silence, punctuated by a few ecstatic “Amens,” all the new young lambs were blessed in the name of God. Then joyous singing filled the room.

That night, for the first time in my life but one for I was a big boy twelve years old -­‐ I cried. I cried, in bed alone, and couldn’t stop. I buried my head under the quilts, but my aunt heard me. She woke up and told my uncle I was crying because the Holy Ghost had come into my life, and because I had seen Jesus. But I was really crying because I couldn’t bear to tell her that I had lied, that I had deceived everybody in the church, that I hadn’t seen Jesus, and that now I didn’t believe there was a Jesus anymore, since he didn’t come to help me.

2. Superman and Me: PDF attached

Outline: Hopefully you have a moment that you’ve chosen to discuss. It could be a time you overcame something, or a time you learned something about yourself. How are you going to tell that story to your audience?

Look again Freytag’s pyramid and StructureofaPersonalNarrativeEssay.pdf. to get an idea of how you want to structure your story. What will you use as a hook, a thesis statement, and the supporting elements? Where will you give us sensory details and where will you give us internal thoughts. You can use the outline provided on the SBCC document to structure your own outline, or you can write your own version of an outline. It can be a bullet point list with random notes next to each point.

It doesn’t have to be perfect. This is just a draft. Upload the file with your outline, or enter the text directly into the text box associated with this prompt. If you’re using a Google document, make sure to “Share” the document with everyone and give them commenting or editing access so they can make comments.

Rough Draft: Expand on each of your sections to give the reader more details. Remember that they aren’t in your head, and they don’t know what the scene looks like. Likewise, they don’t know where or when things take place. Make sure to lead the reader through your story. Give them an idea of what it was like to be there.

Final: Now that you’ve written an outline, created a rough draft, and revised that work with some help from classmates, you need to update your paper and create a final draft.

Follow the prompt and make sure you’re fulfilling all the requirements. Format your paper using the MLA guidlines

https://owl.purdue.edu/owl/research_and_citation/m…

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English Question

Essay 4 Prompt-For Review Only

Essay 4 Banner image. Decorative.Become an Agent of Change

Background:

We have spent the semester learning about important social and racial issues, but learning about them is not enough. Now, we will do something about them.

For Writing Project 4, our last essay of the class, we will be working on a research paper about how to become an agent of change. We will research past change makers and their principles. We will use all of the information we have learned in the last 12 weeks to build our Agent of Change plan.

We are all committed to social change in our own ways. Your choice to pursue further education is in and of itself an act of social change. With it , you will have the tools to be able to make positive social change in your own community as you learn about the world around you and see where injustices remain. These areas of need can become your battle ground. What are they? Where are they? What needs to be changed/improved? How can you build a personal resolve to be part of that shift towards equality or social reform?

You can do so by:

  • Contributing to social change at home
  • Contributing to social change at your current employment
  • Contributing to social change in your community
  • Become a mentor to others around you

So, where do I begin? We can begin by looking at those who went before us.

Purpose:

The purpose of this assignment is to:

  1. Compose college-level writing.
  2. Participate in academic research
  3. Respond to a topic with an original argument.

Goals

This assignment will help students meet the following Student Learning Objectives, as stated on the course syllabus:

  1. Synthesize researched material from multiple texts to create and support an argument in response to a prompt. Draw direct evidence from texts in support of claims and analyze how that evidence supports the claim.
  2. Utilize the various phases in the writing process—prewriting, writing revision, and proofreading—to produce clear, articulate, well-supported, well-organized essays.
  3. Avoid plagiarism by properly citing quoted, summarized, and paraphrased material using MLA format

Prompt:

Your job for this essay will be to learn more about a person who has been a powerful agent of change for a cause you care about (in theory, the cause you wrote about in Essay 3). Once you have learned more about this person, you will work to consider how you might follow in that person’s footsteps, and become an agent of change for the same cause.

Task:

Your essay should be 800 to 1000 words in length and follow this format:

  • Introduction: Introduce the idea of social change and being a change maker, introduce the cause, and include your thesis. In your thesis, state how you will plan to become an Agent of Change for your given topic.
    • Sample Thesis: Dr. Martin Luther King Jr.’s life embodied determination and strength as he tirelessly fought for African Americans’ Civil Rights. He argued that education should result not only in knowledge gained but also character developed, and given the current educational disparities in our school system, I plan to be an agent of change for students who live in less funded areas. I will use my education and voice to bring awareness to this issue in my home, work place, and community through social media and informal discussions.
  • Body paragraph 1: Pretend your readers have not read Essay 3 and remind them in one paragraph of the social justice issue you addressed and why/how it is a problem that needs change (you can use information directly from Essay 3).
    • Sample TS for thesis above: Racial inequalities are still deeply rooted in our society and institutions.
  • Body paragraph 2: Introduce your change maker (someone who has/is fighting for change in that social issue). Explain his/her characteristics that make him/her a strong Agent of Change.
    • Sample TS for thesis above: Dr. Martin Luther King Jr.’s life embodied determination and strength as he tirelessly fought for African Americans’ Civil Rights.
  • Body paragraph 3: Detail the attributes necessary for being a change maker. Explain how you plan to embody those attributes for the cause.
    • Sample TS for thesis above: With determination and honesty, I plan to be an agent of change for students who live in less funded areas. I will use my voice in social media and casual conversation to bring awareness to this issue to those around me.
  • Conclusion: End with a declaration of how you will be an Agent of Change in your home, community, work place, and/or community.
    • Sample concluding statement for thesis above: As a social change agent, I plan to bring awareness to the issue of disparities in education. I can do this by voicing my opinion and sharing my expertise on this issue with others in my home, work place, and community through social media and informal discussions. Like Dr. King, I can use my voice and determination to bring about change and expect more from those around me.

Requirements for the Essay:

  • The introduction must use of the the introduction lead ins we learned in class.
  • The thesis must include a preview of the points to be made throughout the paper.
  • All paragraphs must have an arguable Point (topic sentence) that supports the thesis.
  • All paragraph must have 2 to 3 pieces of evidence (direct or paraphrased quotes) used to support your ideas. You can use some research you did for Essay 3, but you will also need to do more research on the person you have chosen to highlight specifically. Please look at Review: PIE Paragraphs.
  • All paragraphs need to include adequate analysis of the evidence. Please look at Review: The E in PIE (Explanation).
  • A conclusion
  • There needs to be seamless transitions (Links to an external site.) between paragraphs.
  • A detailed Works Cited page is required.
  • Please be sure your paper is in proper MLA format.
  • Step 1:
    Review your Essay 4 Prompt.
    Then, to start thinking about it, do al little bit of research on a change maker you admire.
    Please think about a person in history that has made positive changes on society. He/she has helped bring about peace, justice, rights, or a voice for those who could not speak for themselves.
    Here are some examples:
    Caesar Chavez, Latino Civil Rights Activist
    Dr. Martin Luther King, Civil Rights Activist
    Ruth Bader Ginsburg, Women’s Rights
    Malala Yousafzai, Pakistani Activist
    Here is a long list of Activists (Links to an external site.)to explore from the past.
    Here is a list of current Activists (Links to an external site.) to research.
    Please read on some of the choices and choose one that aligns with your concerns for the future.
    Choose only one to focus on for your paper.
    Step 2:
    Next, find 2 pieces of information/2 sources:
    These might be a newspaper article or scholarly article about the actual person (Agent of Change) from a reputable source. You can Google or the Cuyamaca Library.
    For example:
    News article (from a reputable source) on Person NPR Life Review of Cesar Chavez (Links to an external site.)
    Scholarly Article on Migrant Workers (Cause) Immigration Reform and Farm Labor Markets (Links to an external site.)
    Step 3:
    Part 1: Provide a MLA citation for the two articles you found, so I can look at them too 😀
    Part 2: Think about some of the information you found on the person you chose, and respond to the questions below:
    What makes this person a strong agent of change? What tools did they use?
    What experiences did that person have that made him or her a great leader for their cause?
    Which characteristics made them well-suited for their activism?

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English Question

Context:
Up to now, we have been applying critical thinking concepts to issues of contemporary sig
nificance in the world around us: from vaccine mandates to the topic you chose for Essay 3.
We will continue in this vein for the final paper of the semester, the research paper, but this
time you will determine your own topic and find most of your own sources.
Tips to prepare your essay:
Finding a topic
Feel free to use this as an occasion to write about a movement that is relevant to your ma
jor or of personal importance to you.
That said, it does not have to a movement you agree with.
While you should address goals and tactics, and evaluate the success of the movement, you
will also need to narrow your focus to a question particular to your movement. This is your
research question.
Spend time honing your research question. This part of the process takes longer than most
people think.
Prompt:
Examine a movement for social change from America or abroad, contemporary or his
torical, to uncover the aim of the movement and its tactics, and evaluate the success
of the movement. Use the interpretative tools offered by the case studies in This Is an
Uprising as a primary source, in addition to other sources you find in your research.
Format the paper and cite sources using MLA format.
Length must be at least 2000 words.
Your essay must cite at least 5 varied and credible sources in addition to
This is an Uprising.
Variety: journal articles, reports, books, newspaper features and opinion pieces, first
person accounts or interviews…
Cannot all be sources found on the open internet some of your sources must come
from library databases and/or academic journals go beyond Google!
Be sure that all your sources are authoritative for your topic.

The most compelling papers will begin with questions that you genuinely do not know the
answer to right away. One good strategy is to explore topics about which you really have
not yet formed an opinion. Alternatively, there may be issues about which you do have a
tentative opinion, but feel you lack the data to back your ideas up. Use this as an opportu
nity to develop your gut reactions into opinions well supported critical thinking.
Researching and developing your topic
Don’t begin researching too deeply without a clear focus.
That said, as you do research, allow your point of view to shift.
Also allow your research question to shift keep revising it all the way through the
process.
It will be important to establish what points of view already exist on this social movement.
What conversation are you entering? What are others saying on this topic?
Quality analysis begins with relevant sources. Spend time finding not just a multitude of
sources, but sources that genuinely help you develop your position.
Writing
As this is a lengthy paper, you cannot complete it at the last minute. Take full advantage of
the process assignments to move your project forward.
Your organization may be messy at first. Let it be that way. At the start of the writing
process, it will be more important to develop material and hone your ideas through writing
than it will be to have a coherent outline.
Finally, and crucially, political rhetoric, as we have seen, is often inflated, imprecise, and
full of fallacies. Instead of adopting this style of rhetoric, it is doubly important that your
essay makes good use of evidence and represents all points of view respectfully and accu
rately.

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English Question

Hi, You will write a seven-eight page (approx. 1,500-2,000 words), research-based, informative, and argumentative essay, in which you focus on one conspiracy theory (or multiple conspiracy theories if they connect to a larger subject–like mass shootings, pandemics, war, religion, etc.). You are required to have at least 8-10 sources for this essay (you may use sources from this Unit but it is not mandatory). There is more information on sources later in the Prompt.

The Purpose of this Essay: By synthesizing the ideas of two or more writers to create a broader understanding of an issue on a topic, the purpose of this essay is to inform your audience about a conspiracy theory and make an argument about how this conspiracy has impacted society. You will also be analyzing the sources you are utilizing. To help you create and formulate your thesis and argument (once you decide on your topic), I would suggest answering the following questions. They should also be addressed throughout your essay, but please do not organize your essay as if each paragraph is answering a different question.

Questions:

  • When was your chosen conspiracy theory created, and how long has it been going on for?
  • What are the main points or parts of this theory?
  • Who and/or what started this theory?
  • What types of effects has this conspiracy had on society?
  • Are there certain groups or types of people that are more susceptible to believing or being harmed by your chosen conspiracy theory?
  • Is there any truth to this conspiracy? Explain.
  • What should be done by social media, the individual, or other groups to prevent these conspiracy theories from spreading and further impacting society?

Writing a Strong Argument: Keep in mind, to build an effective argument, you need to present the best positions/claims, which support your ideas as well as demonstrate why the best positions against your ideas (the counter argument) are insufficient. Also, the more articles you read, the more familiar you will become with this subject, so even if you already have certain ideas about conspiracy theories, try to be open to diverse perspectives and ideas. In the end, this will make you an effective critical thinker.

There are no restrictions, but I would encourage you to choose one that is more recent (say, in the past 10-15 years). Also, in the past, the most popular choices were the JFK shooting, Princess Diana’s death, and Area 51 (aliens), so you might consider doing a more original project.

Requirements for Sources: (8-10)

  • Your essay must have at least seven credible/reliable sources
  • You must include at least two articles from the electronic databases (they can be accessed through the library’s homepage)
  • You can use magazines, newspapers and books
  • Limit your use of general websites (Yahoo, CNN, etc.)
  • Do not use general encyclopedic works (e.g., the dictionary, the Encyclopedia Britannica, Wikipedia) in your essay
  • You may also conduct interviews and perform surveys
  • Start researching as soon as possible

Guidelines for Sources

  • As information is to knowledge, so too is a “report” to a “research essay.” You are not writing an extended summary of sources; rather, you are writing a persuasive essay in which sources are used to support your claims.
  • You must make an argument in this essay, not merely summarize facts.
  • Analyze your sources thoroughly from a persuasive standpoint (this is where the rhetorical analysis skills come in handy) to determine their usefulness and credibility. If you do not know the author or origin of a source, if you do not thoroughly understand a source, do not use it! Don’t jeopardize your credibility.
  • Remember, don’t let the sources overtake your paper (too many statistics or technical jargon is not the best for your ethos)

In the end, a successful essay should have:

  • A thoughtful, analytical and persuasive purpose
  • A thesis statement which makes a claim about your topic
  • Cohesive, focused, body paragraphs with topic sentences that support your thesis
  • At least seven credible sources (but not more than ten (see requirements above)
  • Summaries, paraphrases, and direct quotations of your sources
  • A Works Cited page and in-text citations using MLA format
  • A logically progressive structure
  • Audience awareness (persuade and educate your readers)
  • A consistent style (sentence variety, minimal repetition, engaging and meaningful word choices) and an appropriate tone (more formal and tempered—not arrogant or preachy)
  • Few grammatical errors
  • 7-8 pages typed (this does not include your Works Cited page), double-spaced, and formatted in MLA style

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English Question

Timed Essay #5 Outline Group Workshop Discussion — Post Your Outline & Reply to 2 Other Students with Workshop Feedback – Timed Essay #5 Outline Group Workshop Discussion Group 1

From 2021FA-ENGL-120-3158

No unread replies.No replies.

  • Your Essay #5 Outline is due Mon. 11/29 at 10 p.m. (20 Points)
  • Your Workshop Feedback for Two (2) Classmates is due Fri. 12/3 at 10 p.m.(20 Points)

During the writing process, it is often helpful to have another set of eyes look at our work and help us notice things we can do to improve, whether this is having a stronger hook to pull our readers into our paper focus, adding transitions to flow more smoothly from one idea to the next, or adding more facts into our quotes for stronger evidence to make our argument more persuasive. In addition, it is helpful to hear what we are doing well, so that we can notice our strengths and continue to do this, whether this is having a clear thesis, using anecdotal evidence quotes well to paint a vivid picture for our readers, or precise vocabulary to clearly communicate our ideas.

  • First, copy and paste your Essay #5 Outline into your Discussion Response.
  • Then Reply to 2 other students by completing the workshop questions.
  • Be sure to provide constructive feedback to help your partners notice things they are doing well and things they can improve.

s a review from Week 14, In order to write a well-organized timed essay, it is important to brainstorm and outline our ideas first. In order to effectively plan our upcoming Timed Essay #5 on 12/13, be sure to:

    1. Annotate our Timed Essay #5 Directions carefully, noticing the the question, requirements, and tips Pg 1, as well as organization guidelines Pg 2-5.
    2. Review the pre-writing we have already completed for Hidden Figures, including the graphic organizers, class discussions, as well as S & R #4 and #5, brainstorm examples illustrating the kind of mentors, growth mindset, and deliberate practice that helped Dorothy Vaughan, Katherine Goble Johnson, Mary Jackson, and/or Christine Mann Darden become key members of NASA’s team which helped to win the Space Race of the 1960s. (Categorize your examples into separate lists of mentors, growth mindset, and deliberate practice so your ideas are well-organized and you are able to develop clear body paragraphs).
    3. Decide which examples are your strongest to help narrow your essay focus down to a close reading of either one or three of these pioneering individuals, Dorothy Vaughan, Katherine Goble Johnson, Mary Jackson, and/or Christine Mann Darden (Two doesn’t work well since you need 3 support quotes in each body paragraph and it will look lopsided to have 2 quotes for one person but only 1 quote for a second person in each body paragraph. In addition, more than three people in each body paragraph will cause readers to lose focus, so just keep your discussion to either one or three individuals, but not two or four).
    4. Come up with multiple examples for each body paragraph from Hidden Figures, which include three (3) support quotes on mentors for body 1, three (3) support quotes on growth mindset for body 2, and three (3) support quotes on deliberate practice for body 3 (9 quotes total). Do Not Do Any Outside Research and be sure to cite the pages from the unabridged version of the book, Hidden Figures (No electronic copies).
    5. Study the Timed Essay #5 Sample Outline (see below) so your own outline is well-organized for the upcoming workshop on Mon. 11/29.

After carefully planning out the body support examples, write your Timed Essay #5 Outline, which includes:

  1. Your own intro paragraph to introduce your essay topic with a clear thesis focus. (See Timed Essay #5 Directions and Writing Tips for effective intros. on page 2).
  2. Your own topic sentences for body paragraph 1, 2, and 3. (See Timed Essay #5 Directions and Writing Tips for effective topic sentences on page 3, 4, and 5).
  3. Three (3) support quotes for each body paragraph with concrete examples to vividly illustrate your points. (See Timed Essay #5 Directions and Writing Tips for effective quote formatting on page 3, 4, and 5).
  4. Add signal phrases and MLA citations for each quote to smoothly integrate them into your discussion, such as:
      • Shetterly states that ” ” (12).
      • She further shares that ” ” (Shetterly 70).
      • Shetterly reveals, ” ” (96).
      • She describes, ” ” (Shetterly 11).

**Note that the punctuation is delayed until after the parenthesis when citing a page number, so even if the quote is a complete sentence ending in a period, the punctuation is moved to the end, after the parenthesis: ” ” (96).

The sample timed essay outline below is for a different book, Ben Carson’s autobiography Gifted Hands, but this is a good model for our theme of key factors creating success since the organization and writing style will be similar.

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English Question

Essay 3: Argumentative Essay with Research

Points: 100 (25% of course grade)

Length: 5 full pages-6 pages, not counting the Works Cited

TOPIC CHOICE: THE FOOD INSECURITY PROBLEM FOR COLLEGE STUDENTS IN THE USA

INSTRUCTIONS AND REQUIREMENTS

Guide for Structuring Essay 3 (which should contain a minimum of 6 paragraphs.)

Introduction (1-2 paragraphs)

  • Create a hook to grab your audience’s attention.
  • Identify the food problem that you are writing about.
  • Explain some negative consequences this problem creates in society, consequences that will appeal to your specific audience and convince your audience that this food problem is worth caring about.
  • State your thesis (your ideas for how this problem should be solved).

Body Paragraphs (4-5 paragraphs)

  • Include at least four body paragraphs in which you explain what you think are the best solutions for solving the food problem you are writing about, use rhetorical strategies to try and persuade your audience to adopt these solutions.
  • Write about at least 4 different solutions for solving the problem.
  • Here are some ideas for how to develop each body paragraph:
    • Identify in your topic sentence one of your solutions from your thesis.
    • Explain why this solution is needed.
    • Describe how the solution could be implemented.
    • Explain how this solution could improve the situation.

Optional Counterargument Paragraph (not required)

  • You could also add a counterargument paragraph, and use the refutation rhetorical strategy.
    • First explain the opposing view (the counter argument).
    • Then “refute the opponent” and explain why the opposing argument is flawed, unfair, weak, or misguided.

Conclusion (1 paragraph)

  • You could summarize your most important points that you want your audience to remember.
  • You could make a prediction about what might reasonably happen if your audience does not adopt your solutions.
  • You could end your conclusion with something very powerful, something you really want to stick in your audience’s mind.

Works Cited

  • On a separate page, list in alphabetical order all of the sources you quoted and summarized in your essay and in link.

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English Question

Essay #3: Extended Compare and Contrast

Requirements

  • Approval of Topic Proposal (see next page)
  • 3-4 pages*, double-spaced, 12 pt. Times New Roman.

*3-4 pages means 3 full pages to 4 full pages

  • MLA format must be utilized perfectly.

Assignment

While the combined acts of comparing and contrasting ideas may seem simple, they form the basis of strong critical and analytical thinking. Your primary goal in this assignment will be to use these skills to compose a concerted and convincing argument that draws a significant conclusion out of a discussion of the dissimilar among the similar.

PROMPT: Choose two texts/essays (at least one from our course readings) that include a similar area of overlap (a specific concept, topic, theme, or idea both texts share). Then, compose a unified essay, based on a thesis statement and central argument, comparing and contrasting each author or text’s approach to this concept, topic, theme, or idea.

You have two options for choosing your texts to compare and contrast. You may choose two essays from your assigned course readings, and make note of a significant area of overlap between them in terms of their ideas, themes, arguments, or greater content.

Or, you may choose one of the assigned essays from our readings this semester, and one outside text, and compare and contrast these two readings. This option offers you the opportunity to draw on your own interests, and use an entirely different field of knowledge as part of your essay. However, make sure not to take on too much text!

The topic/area of overlap is entirely your choice, but it must be able to sustain a strong argument across a 3-4 page paper.

Using evidence from the two texts, and bringing together techniques honed in your previous essays, formulate a polemical and interpretive thesis about how these two essays, and/or their authors, compare with and differ from one another regarding the specific area of overlap you’ve chosen.

Support this argument by composing an essay that uses specific analysis of the two sources you’ve chosen.

First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5, 2021 by the end of the day (11:59 p.m.) via Blackboard

Topic Proposal Prompt

Before you proceed with composing your paper, you will need to propose your topic. This should be a brief (100-200 words) paragraph which introduces the essays you’ll be referencing and the area of overlap you’ve chosen to discuss. You should include:

  1. A brief discussion of the area of overlap between your two source essays, including what you find specifically interesting about the similarities and differences between them on this topic.
  2. As best as you can, a preliminary discussion of what you think you’ll be claiming about the similarities and differences between the essays’ approach to the topic. What is the significant difference? What’s important or interesting about it? Why does this matter?

Topic Proposal Due: Wednesday, Nov. 24 by the end of the day – (Typed, 12 pt. Times New Roman font)

First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5 by the end of the day (11:59 p.m.) via Blackboard

Optional Essay 3 Revisions Due Sunday, Dec. 12

Essay #3: Extended Compare and Contrast

Requirements

  • Approval of Topic Proposal (see next page)
  • 3-4 pages*, double-spaced, 12 pt. Times New Roman.

*3-4 pages means 3 full pages to 4 full pages

  • MLA format must be utilized perfectly.

Assignment

While the combined acts of comparing and contrasting ideas may seem simple, they form the basis of strong critical and analytical thinking. Your primary goal in this assignment will be to use these skills to compose a concerted and convincing argument that draws a significant conclusion out of a discussion of the dissimilar among the similar.

PROMPT: Choose two texts/essays (at least one from our course readings) that include a similar area of overlap (a specific concept, topic, theme, or idea both texts share). Then, compose a unified essay, based on a thesis statement and central argument, comparing and contrasting each author or text’s approach to this concept, topic, theme, or idea.

You have two options for choosing your texts to compare and contrast. You may choose two essays from your assigned course readings, and make note of a significant area of overlap between them in terms of their ideas, themes, arguments, or greater content.

Or, you may choose one of the assigned essays from our readings this semester, and one outside text, and compare and contrast these two readings. This option offers you the opportunity to draw on your own interests, and use an entirely different field of knowledge as part of your essay. However, make sure not to take on too much text!

The topic/area of overlap is entirely your choice, but it must be able to sustain a strong argument across a 3-4 page paper.

Using evidence from the two texts, and bringing together techniques honed in your previous essays, formulate a polemical and interpretive thesis about how these two essays, and/or their authors, compare with and differ from one another regarding the specific area of overlap you’ve chosen.

Support this argument by composing an essay that uses specific analysis of the two sources you’ve chosen.

First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5, 2021 by the end of the day (11:59 p.m.) via Blackboard

Topic Proposal Prompt

Before you proceed with composing your paper, you will need to propose your topic. This should be a brief (100-200 words) paragraph which introduces the essays you’ll be referencing and the area of overlap you’ve chosen to discuss. You should include:

  1. A brief discussion of the area of overlap between your two source essays, including what you find specifically interesting about the similarities and differences between them on this topic.
  2. As best as you can, a preliminary discussion of what you think you’ll be claiming about the similarities and differences between the essays’ approach to the topic. What is the significant difference? What’s important or interesting about it? Why does this matter?

Topic Proposal Due: Wednesday, Nov. 24 by the end of the day – (Typed, 12 pt. Times New Roman font)

First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5 by the end of the day (11:59 p.m.) via Blackboard

Optional Essay 3 Revisions Due Sunday, Dec. 12

*Please note that I posted the essay 3 assignment and the topic proposal assignment for essay 3.

**You must have your topic proposal approved before you can start writing essay 3.

Mon 11/22 Read: Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House” & Audre
Lorde, “Age, Race, Sex, and Class: Women Redefining Difference”
Read: Essay 3 and Topic Proposal Prompts – come to class with any questions

Wed 11/24 Work on Essay 3 Proposals – due tonight at midnight

  • Essay 3 Proposal due today, Wednesday, 11/24 by 11:59 PM
  • Essay #3 First draft due date range begins Sunday, 11/28

Mon 11/29 Read The Trayvon Generation; Exam preparation and practice

Wed 12/1 Work on Essay 3

  • Essay #3 first draft due date range ends Sunday, 12/5*

*please let me know if you need a slight extension

!!!Hey everyone–

I posted/updated a few things on the course site:

  • Essay 3 Prompt and Assignment
    • Including Essay 3 Topic Proposal Prompt and Assignment

For Monday’s class, please read the 2 Audre Lorde essays AND the Essay 3+Topic Proposal Prompt.

weekly PROMPT ( ANSWER THIS SEPARATELY ON A GOOGLE DOCS FILE )

“You have won rooms of your own in the house hitherto owned exclusively by men. You are able, though not without great effort, to pay the rent” (Woolf 89).

“…the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change” (Lorde 112).

With the two above quotations in mind, and referring to the texts themselves, compare and contrast Virginia Woolf’s and Audre Lorde’s understandings of and/or approaches to the advancement of women. Describe at least one significant similarity and one significant difference between these two writers. (~5 sentences)


How would you describe Lorde’s tone in these two essays? In comparison to Woolf’s?


What is one concept, idea, or assertion you didn’t understand in one or both of these short talks? Write it down so we can discuss.


Other than race, class, sex, age etc.(we know what these are) –– What are some of Audre Lorde’s major keywords––words she repeats over and over throughout these short essays? Define each in 1 or 2 sentences.

  • Difference
  • Patriarchy
  • Feminism/Feminist
  • Oppression
  • Distortions

This is important to do because as many of these words have come into the mainstream in the last 30-40 years, they have lost some of their power and their original meanings — they’ve become buzzwords rather than keywords

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English Question

Essay #4 will be a multi-source essay, which means that it will:

  1. Be longer than Essay #1, #2, and #3 (Essay #4 must be at least 6 full pages).
  2. Require that you use more sources (4 sources you find through the library database, plus Oryx and Crake).
  3. Be worth more of the final grade (20%)

The process will be broken into 2 parts: (1) gathering evidence by researching and keeping a quote bank of potentially useful evidence, and (2) drafting and revising the essay

You have already read one major source, Oryx and Crake. This week we start researching for the other 4 sources. But first, you have to pick your topic, so let’s move on to the prompt question.

Using Oryx and Crake and at least 4 readings you find through the FULLERTON College library database, write a thesis-driven essay thhen answer the following question:

  1. Pharmaceutical companies help alleviate suffering, but they also increase suffering in some ways. How does Atwood present pharmaceutical companies? What are some of the negative impacts of pharmaceutical companies in our own (real and current) world? What solutions should be implemented to prevent or limit these negative impacts?

This essay will require two introductory paragraphs. This is common in longer essays. One paragraph will focus on Oryx and Crake (your inspiration for your research paper) and one will focus on the real life problem.

The first introduction paragraph should:

  1. Introduce Oryx and Crake with a brief summary (about 2-3 sentences)
  2. And then answer the first question in the prompt: How does Atwood present [x topic]?
    • In 4-6 sentences, explain how Atwood treats this topic in her novel, or what you learned about this topic from her novel
    • Refer to characters and events most directly related to this topic
      • Cite any quotes, paraphrases, or summaries
  3. Then transition away from the book into the real world. In 1-2 sentences, move toward the idea that this issue does not just exist in a book, but in real life as well

The second introduction paragraph should:

  1. Include introductory ideas (about 4-6 sentences) that introduce your essay topic and relate to your entire essay.
    • Describe your topic with an extensive definition or a brief history.
      • Introduce the sources you use,
      • Summarize and blend quotes more often than using complete quotes, and
      • Cite each sentence that has an idea from a source, even if that idea is a summary or a brief reference to an idea you learned from research
  2. End with your thesis.
    • Your thesis should:
      1. Respond to the remaining 2 prompt questions (negative impacts and solutions for your topic)
      2. Be 1-2 sentences,
      3. Be clear, and
      4. Be specific.
    • (See the thesis templates below for more help.)
    • Your thesis should not talk about the novel
    • Your 4-6 body paragraphs should focus on answering one or more of the prompt questions and proving your thesis.

      Each of your body paragraphs should:

      1. Start with a topic sentence (i.e., the main point of your paragraph that responds to one of the prompt questions).
      2. Include cited evidence from the source(s).
        1. Introduce sources/speakers,
        2. Summarize evidence most often and/or use blended quotes, (and only quote when there’s a good reason to), and
        3. Cite sources (Author #).
      3. Thoroughly explain how all of your evidence proves your point and why the evidence and/or your point is important (i.e., analyze your evidence).
      4. You may include evidence from Oryx and Crake if you want to say how something in the novel is similar to or different from the real world issue, but you do not have to refer to the novel in the body.

      Finally, end your essay with a conclusion that:

      1. Wraps up your ideas (in 1-2 sentences) and
      2. Includes concluding thoughts that discuss one topic that relates to the entire essay (4-6 sentences)
        • Example topics: The importance of this topic or issue, a call to action (i.e., convince us to do something about it right now), how this might relate to more people than we might think, the larger significance of this issue, what might happen if we do nothing, what might happen if we address this issue, etc.

      For this essay, there’s one main organizational pattern that makes sense. I’ve broken down the pattern below.

      It’s important to note that your essay should have at least 4 body paragraphs, and should be at least 6 full pages (when using MLA format).

      Part of Essay

      Paragraph Suggestions

      Intro Paragraph 1

      1. In 2-3 sentences, summarize the plot of Oryx and Crake
      2. In 4-6 sentences, explain how Atwood treats your topic in her novel
      3. Transition from the book to the real world. In 1-2 sentences, move toward the idea that this issue does not just exist in a book, but in real life as well

      Intro Paragraph

      2

      (Optional hook)

      Introductory ideas: Provide an extended definition or a brief history of the problem

      Bridge/transition to thesis

      Thesis

      Body *section 1: 2-3 paragraphs

      Describe the negative impacts/consequences. Consider how reliable sources describe it.

      You may have 2-3 major impacts, or one impact broken into 2-3 sub-points

      Body *section 2: 2-4 paragraphs

      Describe research-based solutions people can implement to help stop or reduce the negative impacts

      Explain why and/or how these strategies might be helpful.

      You may have 1-2 different solutions.

      Conclusion Paragraph

      Wrap up

      Concluding thoughts

      Annotated Bibliography

      Don’t forget to add an Annotated Bibliography as the final page of your essay. (we will discuss the Ann Bib details in the next module)

      Length requirement: at least 6 full pages (about 1800 words) and no longer than 7 full pages, plus an Annotated Bibliography (not counted in page or word count)

      Source requirements:

      • You must use cited ideas from 5 sources total. You must:
        • Use Oryx and Crake for the introduction. You may also want to return to the novel in your conclusion, to provide a nice, neat frame for your research paper.
          • There is no need to refer to Oryx and Crake in the body of the essay, unless you see an organic, relevant place to use it for comparison or example.
          • But this essay is not about the novel. The novel is simply the inspiration for the research project.
        • Use 4 sources you found in the library databases.
      • You may use up to two previously assigned sources from this course if you find them helpful.
      • You may NOT use any other sources (No sources from Google).
      • As always, you should use cited evidence from source(s) in every body paragraph.

      Format Requirements:

      1. MLA document format (Links to an external site.)(1” margins, Times New Roman 12-point font, block header, running header, double-spaced, etc.).
      2. MLA formatted in-text citations. (Links to an external site.)
      3. MLA formatted works cited page (Links to an external site.).

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      English Question

      [06] Assignment 2 Essay Analysis (Hurston)

      Hide Assignment Information
      Turnitin® enabledThis assignment will be submitted to Turnitin®.

      Quote Analysis Essay

      Before you submit, check the following:

      1. Have I read the rubric?
      2. Does my paper fully address the prompt, and do I have a clear introduction and conclusion?
      3. If needed, are my paper and sources in MLA format? The paper should be Times New Roman, 12 pt. font, double-spaced. Click here for an example paper in MLA. Click here to see a sample Works Cited page. Need further assistance on how to cite? View this short video: How to Format Your Paper and Create Works Cite Page

      Plagiarism Check

      Your paper will be screened for plagiarism. If you feel you need help in this area, please email your teacher, visit our online library (the Learning Resource Center), or feel free to book a one-on-one appointment with a writing coach. Appointments are available HERE.

      Click HERE to access the JMHS Plagiarism Policy.

      MLA – Quick and Easy Guide.docx (16.45 KB)

      Hide Rubrics

      Rubric Name: Midterm Rubric: How It Feels to Be Colored Me

      This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.CriteriaExemplary

      20 points

      Proficient

      15 points

      Emerging

      10 points

      Developing

      5 points

      Basic

      0 points

      Criterion Score

      Ideas

      There is one clear, well-developed paragraph that addresses the question, “Is race Hurston’s most important feature?” Supporting details as they relate to follow up questions in the outline are provided.

      There is one clear, well-focused paragraph that addresses the question, “Is race Hurston’s most important feature?” Supporting details as they relate to follow up questions in the outline are provided, but information is general.

      There is an attempt to address the question, “Is race Hurston’s most important feature?” However, answers to the follow-up questions and supporting details are limited.

      There is limited information that addresses the question, “Is race Hurston’s most important feature?” Follow-up questions in the outline are vague or not addressed.

      There is not enough information to define the topic, main idea, or supporting information.

      Score of Ideas,/ 20

      Organization

      There is a well-developed essay that addresses how you identify with your own racial or ethnic background. Supporting details are addressed thoroughly through follow-up questions in the outline.

      There is a well-developed essay that addresses how you identify with your own racial or ethnic background. Supporting details are addressed, but consider providing more detail to the follow-up questions in the outline.

      You briefly addresses how you identify with your own racial or ethnic background. Supporting details are not addressed, or there is limited detail.

      Essay does essay does not address many of the requirements of the essay including the question: How do you identify with your own racial and ethnic background? Additionally, you need more information regarding the follow-up questions in the outline.

      The essay does not provide enough information.

      Score of Organization,/ 20

      Writing Fluency

      The essay opens in an engaging way and ideas flow in a logical manner. Vocabulary is lively, precise and colorful. The writer conveys meaning in a powerful, yet natural sounding way.

      Vocabulary is adequate, mostly correct. Words and phrases communicate-consider using transitions.

      Vocabulary is often inadequate, but is mostly correct.

      Limited vocabulary and frequent mistakes impair understanding.

      Wording of the essay is not clear enough to understand what it means.

      Score of Writing Fluency,/ 20

      Support

      Writing contains enough details and examples to clearly explain ideas.

      Writing contains some details and examples, but not enough to fully support the requirements of the assignment.

      Writing contains few details and examples, but not enough to fully support the requirements of the assignment.

      Supporting details and information are unclear or not related to the topic.

      There are no supporting details or information to explain the topic.

      Score of Support,/ 20

      Grammar & Spelling

      Writer makes no errors in grammar and/or spelling that distract the reader from the content.

      Writer makes a few errors in grammar and/or spelling that distract the reader from the content.

      Writer makes some errors in grammar and/or spelling that distract the reader from the content.

      Writer makes several errors in grammar and/or spelling that distract the reader from the content.

      There are so many grammar and/or spelling errors that it is extremely difficult to understand the meaning of the writing.

      Score of Grammar & Spelling,/ 20

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      English Question

      Essay #2: The Handmaid’s Tale
      Purpose: Literary criticism is an extension of the social activity of interpreting. One reader writes down his or her
      views on what a particular work of literature means so that others can respond to that interpretation. The critic’s
      specific purpose may be to make value judgments on a work, to explain his or her interpretation of the work, or to
      provide other readers with relevant historical or biographical information. The critic’s general purpose, in most
      cases, is to enrich the reader’s understanding of the literary work. Critics typically engage in dialogue or debate with
      other critics, using the views of others to develop their own points. This is precisely our goal with this last
      assignment – to enrich the reader’s understanding of The Handmaid’s Tale. With your literary analysis, the goal is
      to move, convince, and enlighten your audience.
      Summary: The Handmaid’s Tale by Margaret Atwood is a dystopian novel resembling a sort of backwards
      fairytale. The protagonist is Offred, who narrates her experience as a handmaid, a surrogate of sorts, living in a
      chilling dictatorial place called Gilead. Offred tells her story in a non-linear fashion, taking us from past to present
      and allowing us to fully understand how such a grotesque society came to existence.
      Guidelines: * Your essay should be 4-6 pages long, in MLA Format and a correctly structured Works Cited
      page
      * You are required to use 4 sources: first, is the primary source (our novel). Second, is a scholarly
      source from a literary journal. Third, is a web source (a credible newspaper or magazine). The
      fourth is your choice (it can be a book, scholarly article, web article, blog, or a multimedia source
      such as a visual, film, speech, song, poem, and so on).
      * You should provide at least 2-3 quotations from the novel as support throughout your essay.
      Topics: Read the list of topics carefully and choose one to write a strong, consistent and well-developed argument.
      1. Choose 1-2 symbols from the novel and analyze how these particular symbols enrich the main theme
      (symbols can include but are not limited to: colors, eggs, day/night, the Wall, the Eyes, the Guardians,
      Jezebel’s, the Aunts, etc.).
      2. Analyze the significance of literacy in this novel. You should address why it is considered so dangerous,
      who is allowed literacy and how it relates to power.
      3. What is the role of true love in Gileadean society? Is it a fallacy or can it genuinely exist?
      4. What is the role of friendship in Gileadean society? Can it be pure/genuine or does the nature of this
      society create selfish individuals?
      5. This novel is filled with Biblical allusions. Analyze the role of religion in this novel. Does religion
      ultimately benefit or hurt the citizens of Gilead?
      6. Analyze the role of names in this novel. Does a person’s name help form his/her identity?
      7. Sex is considered a physiological need by many experts. How is sex represented in Gileadean society?
      8. Provide a character analysis of the ambiguous Commander. Do you find him sympathetic? Take a
      position.
      9. Is obedience and/or passivity a virtue or a vice? In answering this question, you might want to analyze a
      few characters who do nothing versus those who fight against the system. Do you defend or condemn the
      decision to remain passive?
      10. Is Offred a reliable narrator? Evaluate her credibility as the story progresses. In your analysis, be sure to
      reference 2-3 literary devices Atwood uses to develop Offred’s narrative (i.e. you may consult her syntax,
      grammar, structure, connotations as well as figurative language such as similes, metaphors, analogies, puns,
      etc.).

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      English Question

      Background:
      In his memoir, Just Mercy, Bryan Stevenson, lawyer and founder of the Equal Justice Initiative (EJI), tells the story of EJI, from its early days with a small staff facing the nation’s highest death sentencing and execution rates, through a successful campaign to challenge the cruel practice of sentencing children to die in prison, to revolutionary projects designed to confront Americans with our history of racial injustice. One of EJI’s first clients was Walter McMillian, a young Black man who was sentenced to die for the murder of a young white woman that he didn’t commit. The case exemplifies how the death penalty in America is a direct descendant of lynching — a system that treats the rich and guilty better than the poor and innocent.
      Essay Task:
      Write a 6-7 page argument paper on a topic from Just Mercy. Your topic should be focused and specific. To support your argument, you will need to integrate evidence from Just Mercy plus at least three (3) more credible and outstanding sources.
      Essay Purpose:
      Your purpose is to situate yourself within an ongoing conversation about race and justice in America, to identify a topic of interest from Just Mercy, to conduct an inquiry via research, and to formulate your position on this topic. Your goal is to enlighten your reader on your deeper understanding of race and justice in America.
      Skills Required:
      In order to complete this paper, you will need to know how to locate credible sources, smoothly integrate them into the paper, and use these sources + Just Mercy to support your position.
      Grading Criteria:
      Successful papers will:
      introduce the topic, provide background/context for the topic, and articulate a powerful thesis;
      establish claims to logically support the thesis;
      present relevant, credible, and interesting researched evidence that supports the claims and thesis;
      synthesize evidence from Just Mercy and three (3) more credible and outstanding sources to support the position;
      smoothly integrate relevant phrases and passages from your sources – incorporate both direct quotes and paraphrases – to support your claims and thesis;
      engage and persuade your intended audience;
      establish credibility and trust with the audience (ethos)
      use strategies to appeal to emotion (pathos) and logic (logos);
      conclude paper effectively and leave your reader with something to ponder further; discuss the greater significance of this topic and consider a “call to action;”
      use correct MLA citation format and include an MLA formatted Works Cited page;
      be organized in a logical manner that guides the reader from one idea to the next;
      be thoroughly edited so that sentences are readable and appropriate for an academic paper;
      Steps to follow as you develop this research paper:
      DECIDE on a particular topic/issue from Just Mercy for investigation. THINK: What topics/issues from the book interest you the most? What do you question? What do you want to investigate further.
      UNDERSTAND how Bryan Stevenson represents your topic of interest in Just Mercy? What is Stevenson’s position on your topic of interest? What particular evidence does Stevenson include in Just Mercy on this topic.
      VIEW the pages from the Weeks 10 and 11 Modules on how to conduct credible research on a topic and on how to formulate a focused research question.
      SUBMIT your Project 2 Proposal.
      ENGAGE in strategic research to find credible sources that explore and respond to this research question.
      DEVELOP a Source Synthesis Matrix to organize your thinking and sources.
      DRAFT your thesis statement or major claim.

      Grading Criteria for the Project 2 Essay
      For reference, consult the Project 2 Student Sample that was included here in the Week 13 Module.
      Successful papers will:
      1. introduce the topic, provide background/context for the topic, and articulate a powerful thesis;
      Here is a page on what to Include in an Academic Essay Introduction
      Here are suggestions for how to word your Thesis Statement
      2. establish claims (or points) to logically support the thesis;
      Here is a page on the P.I.E. paragraph format — a great method for paragraph structure.
      3). present relevant, credible, and interesting researched evidence that supports the claims and thesis;
      synthesize evidence from Just Mercy and at least three (3) more credible and outstanding sources to support the position;
      smoothly integrate relevant phrases and passages from your sources – incorporate both direct quotes and paraphrases – to support your claims and thesis;
      Here is a page on what it means to Synthesizing Sources
      Here is a page on how to integrate quoted and paraphrased evidence into an essay.
      Here is a page on academic templates to integrate sources.
      4). engage and persuade your intended audience;
      establish credibility and trust with the audience (ethos)
      Demonstrate your knowledge of your topic based on the evidence you integrate from Just Mercy and your two credible outside sources.
      Only cite from outside sources that are credible to help YOU to build cred!
      Make sure your sources are cited accurately in your essay and that you include a Works Cited page formatted in MLA Style.
      Proofread your essay! Pay attention to mechanics and sentence clarity. Review this MLA Style page for how to refer to titles of works and this page on how to avoid and fix run-on sentences.
      use strategies to appeal to logic (logos);
      Integrate wisely chosen evidence from Just Mercy and outside sources to logically support your points and thesis.
      Draw logical conclusions throughout your essay.
      Establish continuity and flow through your essay structure and transitions.
      use strategies to appeal to emotion (pathos)
      Integrate evidence from Just Mercy and outside sources to connect your reader emotionally to your topic.
      Pay attention to word choice!
      Consider integrating an image or two into your essay — images are an excellent way to appeal to emotion. If you do include an image, embed it next to the corresponding paragraph and even comment on it. For example, “The image to the right is of xxxxxxxx, a 13-year-old-boy who was tried as an adult” or “This infographic demonstrates the disparity in sentencing based on race.” Here is an example of a research paper in MLA Style that includes an image.

      5). conclude paper effectively and leave your reader with something to ponder further; discuss the greater significance of this topic and consider a “call to action;”
      6). use correct MLA citation format and include an MLA formatted Works Cited page;
      Here is a page on MLA Syle
      Here is a page on Source Citations and the Works Cited page.
      7). be organized in a logical manner that guides the reader from one idea to the next;
      Here is a page on Project 2 Essay Structure
      Here is a page on how to effectively transition from one idea to the next
      😎. be thoroughly edited so that sentences are readable and appropriate for an academic paper;
      Here is a page on Run-On Sentences
      Here is a Sentence Skills Workshop with helpful tips.

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      English Question

      ASSIGNMENT: Select one of the following writing prompts and draft a 3-5 page (approximately 800-1300 words) informative essay. As a part of your completed draft, complete the color coding activity described below. In addition, answer the “Think About Your Writing” questions on a separate sheet of paper and include it with your draft submission.

      Note: Touchstone 3 will be a revision of the draft that you submit for Touchstone 2.2.

      Sample Image Analysis Essay: Prompt A
      Sample Extended Definition Essay: Prompt B In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.


      A. Instructions

      Choose one of the following prompts for your informative essay.

      PROMPT A: IMAGE ANALYSIS: Although we look at print advertisements every day, we often do not consider the ways in which they affect us. Visual images in ads can influence and persuade us, so it is important to evaluate them critically to understand their meanings. Good image analysis involves examination of the components of an image to gain an understanding of the whole.

      Select an advertisement to analyze. The advertisement you choose should be directed towards a specific audience. To identify the intended audience, think about the members of the potential audience for the advertisement that you have chosen. Who are they? Ads for a beauty product, for example, may be aimed at young girls; ads for a deodorant might target men; a diaper commercial is likely intended for new parents; ads for cruise trips might be aimed at retirees. You can use any academically-appropriate advertisement to complete this assignment, as long as its intended audience is clearly identified.

      Your thesis must inform the reader of your topic and purpose. Because you are writing in the informative mode, use objective language and a neutral point of view.

      Draft an analytical essay that examines the audience, context, and purpose of the advertising image you’ve chosen. Read the article by Jenna Pack titled “Breaking Down an Image” found in the “Model Informative Essays” tutorial for ideas about how to write an image analysis. Your analysis should lead to a conclusion about the ad’s effectiveness, based on examination of its components. Include the image with your draft.

      PROMPT B: EXTENDED DEFINITION: Define or redefine one of the following words:

      • Family
      • Success
      • Courage
      • Art
      • Beauty

      In your draft, briefly explain how society, or the dictionary, defines the word you’ve selected, and then explain your unique or extended definition of the word. Provide examples and explanations to support your definition. Your thesis must inform your readers of your new definition and, because you are writing in the informative mode, you must use objective language.

      Draft an extended definition essay that defines or redefines a word or concept. Read the article by Dan Richards titled “Digital Ethics” found in the “Model Informative Essays” tutorial for ideas about how to write an extended definition essay.


      B. Think About Your Writing

      As a part of your completed draft, complete the color coding activity and include answers to all of the questions below your draft.

      PART 1: Color Coding Activity

      Using the color codes provided, evaluate your draft as follows:

      • Use red text to indicate your thesis statement.
      • Use green text to indicate the topic sentence of each body paragraph.

      PART 2: Questions

      1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences) Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in in your subject matter should be clear to readers.

      2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences) Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?

      3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences) Sophia says: Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure.

      C. Informative Draft Guidelines

      DIRECTIONS: Refer to the checklist below throughout the writing process. Do not submit your Touchstone until your draft meets all of the guidelines.

      Essay Prompt: Image Analysis

      ❒ If you chose the image analysis prompt, have you analyzed and interpreted – and not just described – the ad’s design?
      ❒ Have you made conclusions about the audience and effectiveness of the ad?
      ❒ Did you include the image in your draft?
      ❒ Did you complete the color-coding activity?
      ❒ Is your draft 800-1300 words long?

      Essay Prompt: Extended Definition

      ❒ If you chose the extended definition prompt, did you indicate how society defines the word you selected, and then explain your definition (or an extended definition) of it?
      ❒ Have you included examples and explanations to support your definition?
      ❒ Did you complete the color-coding activity?
      ❒ Is your draft 800-1300 words long?

      Working Thesis

      ❒ Have you included a clear, focused, and detailed thesis statement?
      ❒ Does your thesis state the topic and purpose of your essay?
      ❒ Is your thesis a single sentence, and is it located in the introductory paragraph?

      Focus and Organization

      ❒ Is there an adequate number of body paragraphs, each with a clear topic sentence?
      ❒ Is there a conclusion paragraph that makes a concluding statement?
      ❒ Are your draft paragraphs sequenced properly?
      ❒ Have you used transitions to connect ideas between sentences and paragraphs?
      ❒ Can your draft be described as having a good flow?
      ❒ Does your draft have a clear focus?
      ❒ Are all supporting details relevant?

      Style and Tone

      ❒ Is the tone of your draft unbiased and informative?
      ❒ Is it clear that the purpose of your essay is to inform readers about your topic?
      ❒ Have you carefully considered your word choices?

      Conventions

      ❒ Have you checked your draft for grammatical errors?
      ❒ Have you used Spell-Check or another method to check spelling?
      ❒ Have you punctuated your draft correctly?

      Before You Submit

      ❒ Have you included your name, date, and course at the top left of the page?
      ❒ Have you completed the “Think About Your Writing” questions and color coding activity?
      ❒ Is your draft between three and five pages long (approximately 800-1300 words)


      D. Scoring

      Your draft will be scored according to the Touchstone 2.2 Rubric, which considers required elements for either the analysis essay or the definition essay, the thesis statement, organization, style and tone, focus, conventions, completion of the color-coding activity and answers to the “Think About your Writing” questions above.

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      English Question

      For this assignment, you will choose one topic of interest to you, and one that can be argued based on ethics. Ethical arguments try to answer reflective questions with a clear statement that something is right or wrong and then go on to show how a religious, philosophical, or ethical principle supports this position. The most important part of an ethical argument is the ethical principle, a general statement about what is good or bad, right or wrong. It is the set of values that guides you to an ethically correct conclusion. You can show that something is good or right by establishing that it conforms to a particular moral law or will result in something good for society. Conversely, You can show that something is bad or wrong by demonstrating that it violates a moral law or will result in something bad for society.

      Your Multimodal Research Project should have a strong argument, use a minimum of six (6) sources for support to advocate for your claim, and draw conclusions about your topic based on your argument and evidence. You will include at least one image or graph, as well as a Works Cited section.

      *Your audience for this assignment is an interdisciplinary audience of college students, scholars, and inquisitive adults (the kind who watch PBS). The genre for this assignment is researched argumentation.*

      In order to complete this assignment, you should go through the following steps:

      1. Invention and Critical Thinking: Come up with a topic, conduct background research, and develop a research question;
      2. Research your question. Carefully choose your sources. Read and make notes as you go;
      3. Develop a working thesis statement based on your research.
      4. Draft the body and outline the conclusion of your essay.
      5. Draft your introduction and conclusion. As part of the introduction section, revise your working thesis statement into a more polished thesis based on your draft.
      6. Get feedback on the draft of your project from a peer, friend, tutor, the Writing Center, or professor.
      7. Revise your project based on the feedback you received. Solicit a second round of feedback if necessary and revise.
      8. Edit and proofread your project for submission. Double check your formatting and design.

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      English Question

      Synthesis Paper 150 Points
      Final Due: Sunday, October 31st by 11:59pm to BB Dropbox 3 Pages
      “Was he a beast, that music so moved him?”
      -Franz Kafka, The Metamorphosis
      Thus far, we have suggested that to understand academic writing we must familiarize ourselves
      with context of the text, that is, the nature of the author, his or her audience, the medium through
      which they are communicating, the political and historical context in which it is written, and the
      problem the author is addressing. In this assignment, we will flesh out how some outside
      research helps us write in depth and accurately understand and summarize the work of others.
      Your task for this essay is to answer the following question in 3-4 pages: What is Kafka’s main
      thesis in The Metamorphosis, or, what is James Baldwin’s main thesis in “Sonny’s Blues” or
      “Notes of a Native Son.” To answer these questions, you will need to quote the text at least
      three times and bring in one outside source to show Kafka or Baldwin’s context, where
      some of their ideas are coming from, etc (more on this below). This is not a plot summary, it
      is an argument on what you think Kafka is arguing in The Metamorphosis, or what Baldwin is
      arguing in “Sonny’s Blues.” Remember, you get to choose which text you want to address, do
      not write about both. Choose the one you liked best. You may write about both Baldwin
      texts, however.
      For Kafka: Kafka addresses many problems and makes many claims, regarding mental illness,
      capitalism, family dynamics, and more. But what, for you, is the overarching thesis? What was
      the point of this story?
      For Baldwin: Baldwin similarly addresses many points, from drug use, to depression, to the
      subtle ways racism stifles and destroys black life, to the power of music to overcome
      trauma. For you, what is the most essential and important argument in this text?
      What Can I Write About?:
      Any of the major themes that you think are the most important to Kafka or Baldwin in making
      the argument of The Metamorphosis or “Sonny’s Blues.”
      The best papers, though, are generally those that seek to identify a consistent theme pursued
      throughout the text by Kafka or Baldwin. Some ideas: Mental illness, alienation, capitalist
      economies and societies, the effect of society on the individual, familial relationships,
      Synthesis Paper 150 Points
      Final Due: Sunday, October 31st by 11:59pm to BB Dropbox 3 Pages
      masculinity and femininity, music, race, and art. Do not feel limited by this list, this is just to
      help with brainstorming.
      What Outside Source Can I Use?
      You can use any source you see fit. The general idea is that you need to show why or how
      Kafka/Baldwin is portraying, using, or including this theme. If you think this text is mostly about
      capitalism, you would want to cite something from Marx, if you think this text is mostly about
      mental illness, you may want to include a source on the symptoms of depression. If you think
      this text is mostly autobiographical, you may want to use some biographical source material on
      Kafka or Baldwin’s life (from wikipedia or elsewhere, we will discuss source “reliability” later).
      Your outside source paragraph (where you quote it) should always come before your readings of
      your text. This is called a literature review, a concept we will cover in more depth as we move
      forward. But, in general, you always want to put your context first, so that your subsequent
      analysis of Kafka’s words has that context to pull from. Your analysis of depression in the text,
      for example, needs concrete symptoms already established to be fully fleshed out.
      In this literature review paragraph, please quote your outside source extensively. The goal
      of this paragraph is to establish important facts you need to better analyze your texts.
      Thesis:
      Your thesis should mention the moments and themes you want to pull on in your summary of
      your text’s argument as well as the nature of your outside source. Here are some examples:
      A bad example: Gregor is represented as not a man in The Metamorphosis.
      A good example: Franz Kafka creates a world in The Metamorphosis in which Gregor’s
      boss and family all value him only for his work and not as a man, and ultimately forsake
      him the instant he becomes a financial burden, underlining Kafka’s Marxist influence.
      James Baldwin shows at the end of “Sonny’s Blues” how music can help us heal when
      other methods fail, which the study of music therapy has validated.
      James Baldwin shows in the two distinct kinds of suffering the brothers go through that
      racism affects everyone living under it, just in different ways, which can also be seen in
      real estate redlining
      Quote Inclusion:
      Make sure to frame and include relevant quotes in the manner described on blackboard.
      Associate your topic sentence (the argumentative first sentence of a body paragraph) to your
      thesis, frame your quote by transitioning from the topic sentence, and analyze (moving from a
      translation to specific ideas and concepts that require further elaboration from the quotes that
      ultimately prove your thesis).
      Example:
      Topic sentence: Kafka portrays Gregor’s boss in a way that makes his language and
      entire being solely rooted in work. (Quote Frame) Rather than inquire as to Gregor’s
      Synthesis Paper 150 Points
      Final Due: Sunday, October 31st by 11:59pm to BB Dropbox 3 Pages
      illness, the general manager instead berates him: “I am astonished, utterly astonished. I
      have always know you as a calm, sensible person, and now it seems you’ve begun to
      permit yourself the most whimsical extravagances” (Kafka 10). (Translation) Here the
      general manager grossly exaggerates Gregor’s misdeeds, claiming his momentary
      absence is a significant problem. [Analysis] The idea of appearance versus reality is key
      to his language, as he claims he knows Gregor to be a “calm, sensible person,” an
      appraisal that is vanquished almost immediately upon him being late for work once. For
      the general manager, a person’s nature is discerned solely by their adherence to work
      guidelines. Gregor can no longer be calm because he has missed work, or is fooling
      around in his room at seven in the morning. On top of this, Gregor’s lateness by only an
      hour is rendered a “whimsical extravagance,” underlining the strong juxtaposition
      between the haves and have-nots in this text, and the relationship between work and
      identity in capitalist society as Marx described.
      Reaching out for help:
      This paper, while such a project should be familiar to you from high school, does represent a
      jump from 101 (though ideally the last paper of 101 should include source material). I would
      usually conference with students on this paper, but forced digital conferences over zoom seems
      excessive given that many of us are working second jobs, taking care of family and so on.
      That said, please reach out to me via email with sample thesis statements, or to schedule a
      meeting, if you’d like. If you’re feeling confused in any way, please reach out before not
      submitting the paper on time—the only way people fail this course is by not doing the work at
      all.
      Grading:
      Your final paper will be graded with these parameters, from most important to least:
      1. Thesis statement that incorporates every aspect of your paper and mentions your included
      outside context.
      2. Effective incorporation of quotes and outside source (introduction and analysis of
      quotes).
      3. Topic sentences that make an argument on the relationship between your body paragraph
      topic and your thesis

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      English Question

      Problem-Solution Paper

      Assignment Details:

      Length: Your paper should be approximately 500-1000 words. Your reference list and any visuals are not included in the word count.

      Heading: The following heading should appear on your paper, single-spaced.

      Title of Work (e.g., Problem-Solution Draft)

      Field of Study / Documentation Style Used (e.g., Computer Science / IEEE)

      Audience (Your audience can be readers with little knowledge of your topic or peers/those familiar with your topic.)

      Format: Paragraphs should be indented and double-spaced; use 12-point Times New Roman.

      Due dates: Your draft paper is due by Friday, Nov. 19

      A draft is a well-organized and carefully edited paper that you consider to be your best work. The instructor will review your draft and provide feedback for improvement. You will then revise and resubmit

      your final paper by Friday, Dec. 3.

      You must receive advanced permission to submit a paper (including a draft) late.

      If you do not submit a well-planned, developed, & complete draft on time, up to 50 points will be deducted from your final paper grade.

      Organization/Development

      1. Your Problem-Solution (PS) paper must include the following sections:

      a. Describe a situation

      b. Identify a problem

      c. Describe or introduce a solution(s)

      d. Evaluate the solution(s)

      e. Conclusion (Only if your evaluation does not offer broad concluding statements.)

      See Tables 2 and 3 on p. 103 for ways to organize a PS paper.

      These sections do not need to be in separate paragraphs

      1. For example, you might combine the “situation” and “problem” in one paragraph where you describe the context or background of a problem in your field. You might introduce a solution and evaluate it in one paragraph.

      2. To help readers identify the sections of your paper, include subheadings with paragraphs.

      e.g.,

      Situation

      or

      Solution/Evaluation

      In addition, each paragraph should

      begin with a topic sentence that explains the purpose of that paragraph.

      3. You can include visuals, such as tables or charts, to help explain your ideas.

      Citation

      4. You must use at least three (3) credible sources, such as peer-reviewed journal articles or

      other source types as approved by the instructor. You must cite according to the

      expectations of your field.

      5. Paraphrase, summarize and quote source information. Before the due date, upload your

      paper to iCollege and review Turnitin. Make appropriate changes and upload your paper

      again for the instructor’s review.

      6. You must include a reference list, based on the expectations of your field.

      Grammar/Vocabulary

      See the evaluation criteria for more information, but note the following:

      7. Use appropriate language to control the strength of opinions (e.g., hedges, boosters,

      attitude markers) (see pp.159-163).

      8. Use a variety of cause/effect structures, including an “,–ing clause of effect”, when

      appropriate (see pp. 115-119).

      In fact, use ONE -ing clause of effect!

      9. Use passive and active voice when appropriate (see pp. 119-125; pp. 129-132).

      10. Use indirect (embedded) questions—not direct questions—when appropriate (see pp.133-135).

      11. Use other language structures associated with academic writing style (e.g., mid-position

      adverbs) (see pp. 22-25; p. 105).

      12. Use skeletal phrases common in academia (see pp. 135-138 and the PS Vocabulary Chart).

      13. If you include visuals, use the language of data commentary (see pp. 139+).

      Other

      14. If you are repeating the course, you must write about a different term or concept, unless you receive permission from the instructor to repeat the topic.

      15. Before you work on this paper, it is recommended that you complete the textbook activities, which will prepare you for the paper

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      English Question

      • I have attached the outline for the drama the essay is about… I chose “Thanksgiving”
      • Write an essay that explores how and why key elements such as character or symbols from the drama of your choice (Simply Maria, POOF! or “Thanksgiving”) relate to one or two of the themes from Unit 1 in a particular way, using at least one scholarly source. Review what you learned from Unit 4.1 Discussion – Exploring Themes in Drama. Some important contexts you may to consider are:
        • The dialogue
        • The setting
        • The plot
        • The cultural context
        • The time period in which the drama was written (vs. the one in which it is set, if applicable)
      • You are encouraged to use your outline from (LO 10) Unit 4.3 Assignment – Developing a Thesis and Outline for Your Drama Essay as a guide for your essay’s logical flow, but if you wish to change your focus or your drama choice, you can.
      • Review the pages Sample Play Analysis: Andre’s Mother and the Starting Your Drama Analysis Essay as guidelines for how to approach your analysis.
      • Your essay should incorporate details and quotes from the play (using parenthetical documentation with the playwright’s name), integrate them logically and grammatically, and you should use your own words to elaborate on the function and meaning of the details and quotes you use as evidence.
      • Apply what you learned from (LO 2) Unit 4.2 Discussion – Applying a Lens to Your Drama Analysis by incorporating at least one quote or paraphrase from one of the Research Resources for Your Drama Analysis Essay. Be sure to include an in-text parenthetical citation as well as a bibliographic citation in MLA format for your Works Cited page.
      • Be sure to maintain an appropriate academic tone (no slang, second-person [“you,” “we”], contractions, etc.)
      • Leave time to submit your draft to Free Tutoring at Tutor.com for review. Your tutor can help with thesis and content development, organization, grammar, and mechanics. Don’t forget that you can submit your draft to Tutor.com multiple times during the revision process!
      • Please refer to the Purdue Online Writing Lab for MLA formatting and style guide.
      • Submit your final paper in the Unit 4 Essay: Analysis of a Play (under “Assignments”). Remember, your instructor will be able to see your Turnitin results – both your similarity percentage and any phrases or language that appear elsewhere, either online or in TurnItIn’s database of prior student work, so ensure that your work is scrupulous in its citations and adheres to the standards of academic honesty. Only appropriate scholarly sources are needed or encouraged and should be correctly cited. Plagiarism, as always, will not be tolerated. Please ask if you have any questions about citation or academic honesty.

      When writing your essay, the goal is to demonstrate what spin the play has on one or two particular themes. Be specific about the ways the theme is used and how the play’s use of time period, character, dialogue, and setting develop a deeper meaning to the theme. Provide details, including cited direct quotes from the play. Don’t forget that you must comment on the quotes you use to explain why they are significant.

      File submissions: Please submit your file as a DOC.X or PDF file.

      Grading Criteria:

      • The specificity and development of your synthesized ideas about the drama
      • Your supporting claims, logic, and organization
      • The quality of your writing, to include paragraph development and organization: topic sentences, conclusions, transitions, etc.
      • Your engagement with the text (how you explain your examples, your choice of supporting quotations)
      • Length Requirement: 750-1,000 words

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      English Question

      Purpose:

      To write an essay that exhibits the hallmarks of Toulmin Argumentation, with a main
      claim, grounds, backing and rebuttals in the text.
      To practice APA formatting and paraphrased quotes within a formal essay structure
      To incorporate evidence, facts, expert ideas that came from the student’s research
      process.
      To practice revision, editing and peer review process towards creating a better final
      formal essay
      Your Final Argument Essay (w research) should include the following:
      1. It should be between approximately 8-10 pages in length (1700-2200 words) Note: This
      includes the cover and references pages.
      2. It should follow APA guidelines, and therefore be double-spaced, have 12 pt Times New
      Roman font, and have an APA cover page on the first page and running header on all
      pages that has the topic of the essay on upper left to middle part of page w/ page numbers in the
      upper right corner.
      3.The essay must have a title that reflects the claim/ main idea/ topic of the essay [see
      example essay].
      4. It should also contain a clearly articulated claim (or claims) that is narrowed, arguable
      and within reason (meaning it can be honestly debated from at least two sides). This claim
      should be somewhere near the beginning of the essay (e.g near the end of the first or
      anywhere in the second paragraph, at the latest) as is appropriate for a Toulmin formatted
      essay. I should have already approved it and returned it to you with comments (Formal Proposal
      Assignment/ One on One)

      5. It should be an essay that has primarily your ideas and those ideas should be presented
      forcefully but reasonably (e.g no equivocating phrases, like ‘I think that this is true because…’
      or ‘this essay will prove…’). The essay should be written in the third person (No first or second
      person) and follow the parameters of a Toulmin formatted essay.
      6. It should contain at least two additional reasons (grounds) to support the main claim(s)
      within the body of the essay [Note: If your essay is structured to include 2 types of arguments,
      say Cause/ Effect and Proposal, then it should have 2 causes/effects and 2 main reasons to
      support the proposal]
      7. It should contain at least a paragraph’s worth of recognition of another P.O.V (this does
      not have to be in the same paragraph) as qualifiers and/or rebuttals to make the claim more
      nuanced. See Toulmin Argument essay handout in content page re: the Toulmin method OR see
      the Toulmin Essay outline on pages 318 or 324 in your textbook.
      8. It should contain between 6-10 references, with 1-2 of these being direct quotes, with the
      remaining 5-8 being paraphrases of material from the original source and have at least 3
      but no more than 4 separate sources cited on a separate references page.
      9. The referenced material and direct quotes should be no more than 3 lines total in length-
      note: a line is not a sentence, but an actual line of written text on the page.
      10. The final essay must include an APA formatted reference section, appended after the
      essay w/ the 4-5 cited references. Please follow APA formatting as described earlier in postings
      on the content page (see link for advice on how to put your works cited together). All of these
      must come from your Annotated Bib Assignment and be from the LSC Library database.

      Timeline: An intro with claim of the essay is due on Monday Nov 28th by 11:59PM in a
      drop box. A Rough Draft of the essay is due by Friday Dec 2rd by 11:59PM for full credit
      and should be NO LESS than 6 full pages in length [this can include the cover page and
      references page]. This is worth approx. 10% of the overall grade of the essay and is a
      completion grade. Note: If you do not have 6 full pages typed and printed by this date/time,
      you will receive a zero for the assignment. A final draft of the essay is due on Thursday Dec
      8th by 11:59PM for full credit, and I will not accept the final draft of the essay after
      Sunday Dec 12th by 11:59PM

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      English Question

      Purpose:

      To write an essay that exhibits the hallmarks of Toulmin Argumentation, with a main
      claim, grounds, backing and rebuttals in the text.
      To practice APA formatting and paraphrased quotes within a formal essay structure
      To incorporate evidence, facts, expert ideas that came from the student’s research
      process.
      To practice revision, editing and peer review process towards creating a better final
      formal essay
      Your Final Argument Essay (w research) should include the following:
      1. It should be between approximately 8-10 pages in length (1700-2200 words) Note: This
      includes the cover and references pages.
      2. It should follow APA guidelines, and therefore be double-spaced, have 12 pt Times New
      Roman font, and have an APA cover page on the first page and running header on all
      pages that has the topic of the essay on upper left to middle part of page w/ page numbers in the
      upper right corner.
      3.The essay must have a title that reflects the claim/ main idea/ topic of the essay [see
      example essay].
      4. It should also contain a clearly articulated claim (or claims) that is narrowed, arguable
      and within reason (meaning it can be honestly debated from at least two sides). This claim
      should be somewhere near the beginning of the essay (e.g near the end of the first or
      anywhere in the second paragraph, at the latest) as is appropriate for a Toulmin formatted
      essay. I should have already approved it and returned it to you with comments (Formal Proposal
      Assignment/ One on One)

      5. It should be an essay that has primarily your ideas and those ideas should be presented
      forcefully but reasonably (e.g no equivocating phrases, like ‘I think that this is true because…’
      or ‘this essay will prove…’). The essay should be written in the third person (No first or second
      person) and follow the parameters of a Toulmin formatted essay.
      6. It should contain at least two additional reasons (grounds) to support the main claim(s)
      within the body of the essay [Note: If your essay is structured to include 2 types of arguments,
      say Cause/ Effect and Proposal, then it should have 2 causes/effects and 2 main reasons to
      support the proposal]
      7. It should contain at least a paragraph’s worth of recognition of another P.O.V (this does
      not have to be in the same paragraph) as qualifiers and/or rebuttals to make the claim more
      nuanced. See Toulmin Argument essay handout in content page re: the Toulmin method OR see
      the Toulmin Essay outline on pages 318 or 324 in your textbook.
      8. It should contain between 6-10 references, with 1-2 of these being direct quotes, with the
      remaining 5-8 being paraphrases of material from the original source and have at least 3
      but no more than 4 separate sources cited on a separate references page.
      9. The referenced material and direct quotes should be no more than 3 lines total in length-
      note: a line is not a sentence, but an actual line of written text on the page.
      10. The final essay must include an APA formatted reference section, appended after the
      essay w/ the 4-5 cited references. Please follow APA formatting as described earlier in postings
      on the content page (see link for advice on how to put your works cited together). All of these
      must come from your Annotated Bib Assignment and be from the LSC Library database.

      Timeline: An intro with claim of the essay is due on Monday Nov 28th by 11:59PM in a
      drop box. A Rough Draft of the essay is due by Friday Dec 2rd by 11:59PM for full credit
      and should be NO LESS than 6 full pages in length [this can include the cover page and
      references page]. This is worth approx. 10% of the overall grade of the essay and is a
      completion grade. Note: If you do not have 6 full pages typed and printed by this date/time,
      you will receive a zero for the assignment. A final draft of the essay is due on Thursday Dec
      8th by 11:59PM for full credit, and I will not accept the final draft of the essay after
      Sunday Dec 12th by 11:59PM

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      English Question

      This assignment is meant to help you become familiar with the library’s online resources and how to cite sources. Go to the library’s website: lib.fit.edu and click on the drop-down menu “Search and Find” to select “Databases.” Do NOT just start typing into the search bar on the main page of their website.

      Write your responses in complete sentences.

      1. You need to search in the Databases section to find articles rather than books. You will now be on the A-Z Databases page and you can use the drop-down menu on that page to find databases by subject – select Arts & Communication. From this list, choose one of the following databases to search in: Academic Search Complete, Bloom’s Literature, JSTOR, Literature Resource Center, or ProQuest.

      You will be searching for sources about the writer Yusef Komunyakaa and his poem “Facing It” which appears in your Bedford textbook in the “Poetry and Visual Arts” section (the glossy pages in the middle of the book, pages H & I). Read the poem and view the image of the memorial in your textbook first before completing the assignment below.

      • Do an advanced search in one of the five databases listed above using the author’s last name and the title of the poem as keywords. Tell me which database you used.
      • How many results did you find?
      • Now narrow your search results to just journal articles (not book reviews or chapters or other types of sources). Some databases might use the terms “peer reviewed” or “literature criticism” or “scholarly journal” so choose those options. How many sources are listed now?
      • Pick one of the sources that you found that seems most relevant and type the full citation for it using MLA format. [NOTE: If you did not find any sources then you need to either use a different database or try different keywords because you must find something to cite in order to complete this part of the assignment.] Cite the source as an article in a scholarly journal. To help you format it properly, follow the directions and examples on this website: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html (Links to an external site.) — Scroll down to the section “AN ARTICLE IN A SCHOLARLY JOURNAL”
      • Now do the search again in a different one of the databases from the list. Compare your results. Tell me which database you used the second time. Which of the two produced more results? Which one produced more relevant results (for example, results that were clearly about the author and his poem rather than a different person with that name or something that appears unrelated to the author)?

      2. You will be searching in the Databases section again to find articles. Select Arts & Communication under databases by subject and pick one of the following databases to search in: Academic Search Complete, Bloom’s Literature, JSTOR, Literature Resource Center, or ProQuest.

      Now you will be searching for sources about something else from the “Poetry and Visual Arts” section of your Bedford textbook. From this section, choose one of the other poems + images (i.e. American Gothic, Girl Powdering Her Neck, Two Monkeys, House by the Railroad, or The Milkmaid). Read the poem and view the image in your textbook first before completing the assignment below.

      • Do an advanced search in one of the five databases listed above using the author’s last name and the title of the poem as keywords. Tell me which database you used and which keywords you typed.
      • How many results did you find?
      • Now narrow your search results to just journal articles (not book reviews or chapters or other types of sources). Some databases might use the term “peer reviewed” or “literature criticism” or “scholarly journal” so choose those options. How many sources are listed now?
      • Pick one of the sources that you found that seems most relevant and type the full citation for it using MLA format. [NOTE: If you did not find any sources then you need to either use a different database, try different keywords, or choose a different poem/author because you must find something to cite in order to complete this part of the assignment.] Cite the source as an article in a scholarly journal. To help you format it properly, follow the directions and examples on this website: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html (Links to an external site.) — Scroll down to the section “AN ARTICLE IN A SCHOLARLY JOURNAL”

      3. Go back to the library’s main page on their website: lib.fit.edu and click on the drop-down menu “Search and Find” to select “Library Catalog.” Do NOT just start typing into the search bar on the main page of their website.

      This will allow you to search the books in Evans Library. Begin by searching for books by or about James Joyce and answer the following:

      • On what floor can you find books on Joyce in Evans Library? This is listed in the entries for the results that come up during your search.
      • How many results did you find? What is the Call Number for the first result that is listed?
      • Narrow your results by clicking on the option for “History and Criticism.” You’ll see that option at the top above the results. How many results are there now?
      • Click on the entry for the book by Robert M. Polhemus. Write a full citation for it using MLA format. To help you format it properly, follow the directions and examples on this website: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_books.html (Links to an external site.) — Scroll down to the section “BOOK WITH ONE AUTHOR”

      4. Now do a new search in the Library’s Catalog for books by or about Alice Walker and answer the following:

      • Are there more books in the library about Walker or Joyce?
      • Give the Call Number for a book that is by or about Alice Walker. What year was it published?

      5. Do a new search in the Library’s Catalog again, but this time look up Kate Chopin. You will notice a book that comes up in this search that also came up in the search for Alice Walker.

      • What is the Call Number for that book?
      • What year was it published?
      • Is it listed as currently available at Evans Library or is it checked out

      ————————————-

      # Yusef Komunyakaa and his poem “Facing It”

      My black face fades,

      hiding inside the black granite.

      I said I wouldn’t,

      dammit: No tears.

      I’m stone. I’m flesh.

      My clouded reflection eyes me

      like a bird of prey, the profile of night

      slanted against morning. I turn

      this way — the stone lets me go.

      I turn that way — I’m inside

      the Vietnam Veterans Memorial

      again, depending on the light

      to make a difference.

      I go down the 58,022 names,

      half-expecting to find

      my own in letters like smoke.

      I touch the name Andrew Johnson;

      I see the booby trap’s white flash.

      Names shimmer on a woman’s blouse

      but when she walks away

      the names stay on the wall.

      Brushstrokes flash, a red bird’s

      wings cutting across my stare.

      The sky. A plane in the sky.

      A white vet’s image floats

      closer to me, then his pale eyes

      look through mine. I’m a window.

      He’s lost his right arm

      inside the stone. In the black mirror

      a woman’s trying to erase names:

      No, she’s brushing a boy’s hair

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      English Question

      The assignment is to revise one of your first two papers (either short story or poetry paper) into a research paper which develops your thesis and incorporates secondary material using MLA Citation.

      Primary material: the actual story or poem under discussion.

      Secondary material: what a scholar in a peer-reviewed article in a scholarly journal or a scholarly book has written about the primary material under discussion. What Secondary material is not: Wikipedia, Shmoop, Cliffnotes.com. I choose

      Metaphor in “Daddy.”

      You can do advanced searches using the search engine JStor to plug in the main concept from your paper and the name of primary material under discussion. The paper should be longer than the original paper. Develop your thesis by coming up with additional examples. You can also incorporate other stories or poems by the same author. Once again, DO NOT PLAGIARIZE. In a research you are encouraged to use the ideas of others but you must acknowledge this using quotations and MLA Citation. The difference between a plagiarist and a scholar is a footnote.To see how to cite journal articles in your Works Cited page.

      1. Google MLA Citation Format.
      2. Click MLA Formatting and Style Guide // Purdue Writing Lab.
      3. Scroll down to MLA Works Cited Page: Periodicals
      4. Scroll down to An Article in a Scholarly Journal.

      The basic format for MLA citation in the from a journal article is as follows:

      Author (s). “Title of Article.” Title of Journal, Volume, Issue, Year, pages.

      Duvall, John N. “The (Super)Marketplace of Images: Television as Unmediated Mediation in Delillo’s White Noise.” Arizona Quarterly, vol. 50, no. 31, 1994, pp 127-53.

      Here’s how use MLA citation in the body of your essay after entering the information on Foulkes in your Works Cited Sheet:

      According to some, dreams express “profound aspects of personality” (Foulkes 184), though others disagree.

      According to Foulkes’s study, dreams may express “profound aspects of personality” (184).


      1. “Daddy” and biographical criticism.
      2. For Jstor I like to add this 2 document
      3. https://www-jstor-org.bmcc.ezproxy.cuny.edu/stable/pdf/1208714.pdf?ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A132f30be6c4129f97da34682b70edcf5
      4. https://www-jstor-org.bmcc.ezproxy.cuny.edu/stable/pdf/462991.pdf?ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A132f30be6c4129f97da34682b70edcf5

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      English Question

      The assignment is to revise one of your first two papers (either short story or poetry paper) into a research paper which develops your thesis and incorporates secondary material using MLA Citation.

      Primary material: the actual story or poem under discussion.

      Secondary material: what a scholar in a peer-reviewed article in a scholarly journal or a scholarly book has written about the primary material under discussion. What Secondary material is not: Wikipedia, Shmoop, Cliffnotes.com.

      1. “Daddy” and biographical criticism
      2. you need to add 2nd source – https://www-jstor-org.bmcc.ezproxy.cuny.edu/stable/pdf/25091151.pdf?ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-
      3. https://www-jstor-org.bmcc.ezproxy.cuny.edu/stable/pdf/3397681.pdf?ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3Ae5be11a6dfd497c60f1d4c2949a087c6
      4. To see how to cite journal articles in your Works Cited page:
      5. Google MLA Citation Format.
        1. Click MLA Formatting and Style Guide // Purdue Writing Lab.
        2. Scroll down to MLA Works Cited Page: Periodicals
        3. Scroll down to An Article in a Scholarly Journal.

        The basic format for MLA citation in the from a journal article is as follows: Author (s). “Title of Article.” Title of Journal, Volume, Issue, Year, pages. Duvall, John N. “The (Super)Marketplace of Images: Television as Unmediated Mediation in Delillo’s White Noise.” Arizona Quarterly, vol. 50, no. 31, 1994, pp 127-53. Here’s how use MLA citation in the body of your essay after entering the information on Foulkes in your Works Cited Sheet: According to some, dreams express “profound aspects of personality” (Foulkes 184), though others disagree.According to Foulkes’s study, dreams may express “profound aspects of personality” (184).

      You can do advanced searches using the search engine JStor to plug in the main concept from your paper and the name of primary material under discussion.

      The paper should be longer than the original paper. Develop your thesis by coming up with additional examples. You can also incorporate other stories or poems by the same author.

      Once again, DO NOT PLAGIARIZE. In a research you are encouraged to use the ideas of others but you must acknowledge this using quotations and MLA Citation. The difference between a plagiarist and a scholar is a footnote.

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      English Question

      Essay 3: Argumentative Essay with Research

      Points: 100 (25% of course grade)

      Length: 5 full pages-6 pages, not counting the Works Cited

      Topic Choice: the food insecurity problem for college students in the USA

      Instructions and Requirements

      Guide for Structuring Essay 3 (which should contain a minimum of 6 paragraphs.)

      Introduction (1-2 paragraphs)

      • Create a hook to grab your audience’s attention.
      • Identify the food problem that you are writing about.
      • Explain some negative consequences this problem creates in society, consequences that will appeal to your specific audience and convince your audience that this food problem is worth caring about.
      • State your thesis (your ideas for how this problem should be solved).

      Body Paragraphs (4-5 paragraphs)

      • Include at least four body paragraphs in which you explain what you think are the best solutions for solving the food problem you are writing about, use rhetorical strategies to try and persuade your audience to adopt these solutions.
      • Write about at least 4 different solutions for solving the problem.
      • Here are some ideas for how to develop each body paragraph:
        • Identify in your topic sentence one of your solutions from your thesis.
        • Explain why this solution is needed.
        • Describe how the solution could be implemented.
        • Explain how this solution could improve the situation.

      Optional Counterargument Paragraph (not required)

      • You could also add a counterargument paragraph, and use the refutation rhetorical strategy.
        • First explain the opposing view (the counter argument).
        • Then “refute the opponent” and explain why the opposing argument is flawed, unfair, weak, or misguided.

      Conclusion (1 paragraph)

      • You could summarize your most important points that you want your audience to remember.
      • You could make a prediction about what might reasonably happen if your audience does not adopt your solutions.
      • You could end your conclusion with something very powerful, something you really want to stick in your audience’s mind.

      Works Cited

      • On a separate page, list in alphabetical order all of the sources you quoted and summarized in your essay.


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      English Question

      Directions:

      Step 1: Review

      First, please carefully review your Essay 3 Prompt-Social Justice Issue.

      Step 2: Rough Draft

      By Tuesday at 11:59 pm, submit your rough draft of Essay 3. Note that you will not be assigned a peer review partner if you do not submit on time.

      Step 3: Get a Partner

      By Wednesday at 8:00 am, Canvas will automatically assign you a partner. To see who your partner is, come back to this assignment. On the top right, it will say Submitted, and below it will tell you who your partner is (for more info on that, watch the video at the end).

      Step 4: Comment on Paper

      Once you have a partner and access to his or her essay, you will go in and read it carefully, making comments in places where the writer can improve.

      Step 5: Respond to Questions

      Once you are done commenting, answer following questions in the submission box:

      1. Does the writer begin with a strong lead in? Is it an effective? What details could the writer add to it to better engage the reader?
      2. Does the writer have a clear thesis that makes an argument about a current election issue?
      3. Does the writer begin each body paragraph with a Point or topic sentence that is in his or her own words and makes a sub-claim that relates back to the thesis?
      4. Is each of the sub-claims supported with Information from the sources the writer found)? Is the support effective/convincing? Is it properly introduced with the author name and article/source name? Are there places where better support is needed?
      5. Does the writer include proper explanation in each paragraph? Does the explanation analyze the information and show the writer’s own opinions as they relate to the information?
      6. Does the writer include and rebut a count argument?
      7. Does the writer have a concluding paragraph that restates the thesis and leaves you thinking/gives you a sense of finality?
      8. What would you say are the talk’s greatest strengths? What did the writer do particularly well?
      9. What should the writer focus on most as he or she revised the the script? What can be most improved?

      If you need help completing the assignment, please check out the Canvas Student Guide to Completing a Peer Review, (Links to an external site.)but note that there is no rubric for this assignment (there will be for the final draft) or watch the video below:

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      English Question

      Introduction

      There is no substitution for seeing theater in person. However, given the limitations of time and place, this assignment will explore theater through script and a video of a production realizing that script.

      It is a cliché to regard Shakespeare’s Hamlet as the greatest theatrical drama of all time. However, this cliché is not without cause. The play Hamlet is beloved because of its complexity and the wide-ranging possibilities it offers actors and directors for interpretation.


      Assignment

      In this assignment, you will select a scene from Hamlet to analyze. Although you are encouraged to both read and view the work in its entirety, for practical time considerations, this will not be necessary for this assignment; instead you will be focusing on one scene.

      First, read this synopsis of the entire play, found here: https://www.hartfordstage.org/stagenotes/hamlet/synopsis (Links to an external site.)

      Next, select a scene to analyze. Your tendency might be to go for the famous “to be or not to be” soliloquy, but know that Hamlet is full of great scenes, and it might be easier to say something revealing if you choose a scene that is less well-known. Ultimately, try to choose a scene that seems – at least in its description – to seize your attention or interest. You can find a synopsis of each scene at this site: http://utminers.utep.edu/ajkline/hamlet.htm (Links to an external site.)

      Now you must read the scene. As you do, keep in mind that Hamlet is not only considered one of the greatest dramas for performance, it is also regarded as one of the greatest pieces of literature in English – and even world – literature. Pay close attention to the language Shakespeare uses, the turns of phrase, and the ways he creates his characters and moves the action of the plot along. It would be useful to keep notes as you read, marking places that seem significant in some way, and noting any aspects of the text that strike you (here, you might find it useful to employ some of your learning from the literature module of our course). You can find the entire script of Hamlet, complete with helpful footnotes to assist with problems of language or meaning, here: http://www.shakespeare-online.com/plays/hamletscenes.html (Links to an external site.)

      Finally, watch a staging of your scene. Youtube has countless versions of Shakespeare’s Hamlet, scene-by-scene. You can also watch an entire production on the Kanopy streaming site, through the FSW library. As you watch the staging, pay attention to how this literary work is brought to life. Does the interpretation agree with yours? Does it seem to reveal anything about the scene that you hadn’t experienced from reading of it? How are the characters brought to life? How is the stage used? What kind of Hamlet do you get from this interpretation (bear in mind, interpretations of the character of Hamlet can range from indecisive and moody to insane, or even insanely clever)? Be sure and include an explanation for why you chose the scene you did.

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      English Question

      Responding to “The Promise [of Sociology]” C. Wright Mills

      Instructions

      Pick one of the following topics to respond to:

      Topic 1: Analytical Response

      Write an essay that analyzes and thinks through a particular claim or question raised by C. Wright Mills in his essay “The Promise [of Sociology].” To begin, introduce and briefly summarize Mills’ text to your readers. From there, bring in a particular quote from Mills, then offer your own response to it. What is Mills getting at with this discussion?

      As you develop your analysis, offer your readers evidence and reasoning from your own experience or observations in the world. By the end, offer a specific central idea/claim/theory that is yours as a way to add to the conversation already started by Mills. Try to answer “so what?” for your reader.

      Topic 2 Analytical/Personal Response

      After reading “The Promise [of Sociology]” by C. Wright Mills write an essay of your own that adds your voice to the conversation Wright has started. Wright makes some big claims and questions about historical changes like industrialization, wars and global conflict, and changes in the economy and how they impact individuals. Your task is to summarize Mills’s argument and then further define what you see to be the power of historical forces in your own life. You can go beyond Mills’s examples in his essay to think about other historical forces at work in the world.

      Getting Started: Briefly introduce and summarize Mills’ essay for your readers (they won’t know it). After that, bring in a particular claim or question from his text that intrigues you. From there, keep going. Consider what Wright is saying and add to it. What are the implications of what he is saying? What has been the power of historical forces in your life? Develop your discussion by bringing in a specific example of a historical force as evidence to help show your readers how you’ve come to hold this perspective.

      By the end, offer readers an answer to “so what?” Give readers a clear sense of what you would add to Mills’s discussion.

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      English Question

      For Essay 3, choose two writers featured in our English 102, research their lives and their work, and explore the following questions:

      1. How did they grow up? How did they become writers? Where and when did they find their first audiences?
      2. Do you see evidence for biographical influences in each writer’s work? That is, does the work seem to be based on or informed by lived experience? If so, how?
      3. Is the writer trying to entertain or to educate? If you think the writer does both, how does the writer use entertainment to educate? And how does each writer anticipate and work with the communicative needs and expectations of his or her audiences to achieve that purpose? To explore this question, be sure to find out when and how a particular work was first published or performed, and what else was going on at the time.
      4. How is each author’s purpose reflected in his or her work? Explore possibilities like the set-up, the protagonists and antagonists, the tone, or any other feature of that reveals the work’s themes.

      The most important questions to focus on are the first and second. To complete this assignment, you must conduct some additional research and make use of at least four new references, material that has not already been assigned as course readings. In addition, you must also integrate some ideas from literary criticism. You can use ideas from one source in Module 5 or from “Writing about Literature: An Overview”. Good research essays typically are between 8 and 12 pages long, or between 2500 and 3500 words.

      The following criteria will be important for Essay 3’s final grade:

      Ideas & Organization:

      Does your essay present research questions in your introduction?

      Do you present and discuss sufficient biographical information about each writer?

      Do you draw ideas from at least four more sources from your own research?

      Do you discuss the possible influence of experiences on each author’s works?

      Do you discuss the influence of purpose and audience needs and expectations?

      Do you discuss enough ideas from literary criticism in lectures or materials in Module 5?

      Do you support any analysis or synthesis with appropriate examples?

      Do you make clear connections between ideas from your research, ideas from the texts, and your own analysis and interpretive claims?

      Have you supported all your analytical or interpretive claims? Is the essay complete?

      Writing & Technical Elements:

      Do you need to edit for problems in your writing?

      Do you integrate any quotations from key texts, your research, or literary criticism with your own ideas?

      Did you cite correctly and include your sources in a bibliography?

      Do you explain your ideas enough?

      The research essay is worth 20% of your course grade, or twice as much as any other essay assigned for the course. You will receive two grades for the completed essay, each worth 10%. One grade will assess the depth of your research and the quality of your synthesis from multiple sources. The second grade will reflect your overall writing and your ability to follow a standard citation and referencing format. Essays are graded independently and grades are expressed using the following 20-point scale: A = 20, 19, A- = 18, B+ = 17, B = 18, B- = 15, C+ = 14, C = 13, C- = 12, D+ = 11, D = 10

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      English Question

      Public Texts Prompt


      The final component of the public writing portfolio asks that you produce either two short form or one long form public text(s) intended for public consumption. That is, you will write to the public with the goal of informing them and persuading them about the issue you researched during Module 3.

      Your public text should teach others about what you have learned. This means translating academic research for a public. It means that you must find ways of making information interesting and persuading. You still must incorporate your sources, but you should do so in a way that doesn’t feel like you’re speaking another language. You also need to find ways to make the public relate to the information and find appeals so that your audience feels connected to the communities you are concerned about.

      • They need to be written for a real audience.
      • They need to incorporate your research in authentic ways.
      • They need to be action oriented
      • They need to be polished.

      ,

      • Submit your drafts for the public texts as links to websites or word document uploads by November 12th.After all drafts are submitted, I will post a peer review assignment list with the peers you will be responsible for reading and feed backing. Please make sure to post your drafts by November 14th in order to be included in the peer review process. After the list is posted: Look for the list with peer review groups and identify the people you will be working with.
        • Find your group mate’s drafts and watch, read, listen to their draft.
        • If it is a word document, download the document, comment on it, and re-upload the new draft with comments.
        • If it is a voicethread, use the comment feature to provide feedback and then reply to the person’s original post to let them know you have commented.
        • If it is a YouTube, webpage, or podcast, write your feedback in paragraph and bullet point form. Make sure to point to precise locations by mentioning a time stamp, thread #, or paragraph number.

        Respond with your feedback by Wednesday, November 17th

      *** I have attached the the issue researched during Module which you should based on it ***

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      English Question

      Format: Times New Roman, Double Spaced, 12 pt. type

      Length: 5-8 pages

      Submit: upload as a Word Document or PDF (*not* Pages)

      One of the key skills you need to develop in philosophy is the ability to take a position on an issue and argue in favor of it. This means working out your argument, defining key terms, considering counter arguments, responding to the counter arguments and revising your position as appropriate.

      For this paper you will choose an issue to investigate from Ethics Bowl PDF. These case studies can be found as a PDF attached to this paper assignment on Blackboard. Each one of these cases highlights an ethical issue and provide an ethical question for each case. You have to decide which specific case you want to work with. Your answer to the ethical question will be your thesis statement. The assignment is to defend a position on an issue concerning your selected case.

      Select the Issue

      First, select one case to investigate from the Ethics Bowl PDF. To access this document go to: Blackboard à Assignments à Ethical Reasoning Paper. The PDF of the Ethics Bowl Cases is attached. Read over the questions that are assigned to the cases. The assignment is to take a position on one of the cases in response to the question that has been assigned to that case. Click on the links at the bottom of your case and begin doing some research into to make sure that you have a handle on the main issues and are ready to take a position in response to the question. Use the case number and name as the title of your paper.

      Prewrite

      Begin the prewriting process of writing an argumentative paper as described in Weston’s Argument Rulebook, Chapter VII. Extended Arguments (51-60). That is you should:

      1. Explore the issue
      2. Spell out your basic argument
      3. Begin sketching out a defense of each of your premises
      4. Consider how one might object to your argument or to given premises
      5. Think about how you can respond to these arguments and/or revise your original argument so that they do not arise

      Click here for Video Instructions for Selecting the Issue and Prewrite (3:21)

      Only now should you begin Writing!

      This paper has eight parts (be sure to complete them all):

      Part I: First Paragraph: The Issue

      Start with a short summary of the issue you will be investigating. Define key terms. Give the reader some key facts about the issue and background information to contextualize it. Also give the reader a quick sketch of the different positions people take on this issue and why. End the paragraph with a clear thesis statement, such as: In this paper I will be arguing _______. Tip: Consult Weston’s Argument Rulebook, Ch. VIII Argumentative Essays (61-68)

      Part 1: The Issue – Click here for Video Instructions (1:27)

      Case used in all Demonstration Videos: Zoos (4:27)

      Demonstration Video: The Issue – Paper Practice (1:36)

      Part II: Second Paragraph: Basic Argument

      Present the basic argument for your position in premise and conclusion form.

      P1)

      P2)

      P3)

      C)

      Put forward your premises in a methodical manner that leads us to the conclusion. Use as many premises as you need to get to the conclusion (at least two premises).Review the discussion boards on argument building (from the beginning of the semester) and Weston’s rules in Chapter 1, Short Arguments to help you do this.

      Use your thesis statement from The Issue as the conclusion of your argument. Since your conclusion must be about an ethical issue, you will need to include a premise that supplies an ethical principle (which will allow you to determine whether the action is ethical or not).

      The type of ethical principle that each student needs really depends on the type of argument that the student has structured. Let’s say that a student is writing an argument about who is responsible for fixing the student debt crisis. For this student, I would suggest that a premise that stipulates what determines whether something is one’s responsibility or not. This would be a principle that takes a more general abstract form, which would allow it to be used to determine not just who is responsible to fix the student loan crisis, but also who is responsible to take out the trash, or to feed people who do not have money to buy food due to loss of employment with the pandemic. It is kind of like a formula for determining who is responsible. So, this could take a couple of different forms. For example:

      • If ___, then that person is ethically responsible.
      • When ____, the person/entity who ___ is ethically responsible to ___.
      • A person is ethically responsible to fix a problem if ______.
      • Whenever a person/entity ______, then they are ethically responsible to fix the problem.

      Now, your basic argument might not be about ethical responsibility. Maybe it is about what is ethically justifiable (It is ethically justifiable to _______ when ______; _______ makes an action ethically justifiable; As long as _______ an action is ethically justifiable). Or maybe it is about what is morally wrong, in which case your ethical principle might look something like this: It is morally wrong to _______; An action is morally wrong, if _______. Or maybe it is about about is ethically right: It is morally right to _______; An action is morally right, if _______. Find the ethical principle that works for your argument, providing the more abstract, philosophical foundation that will allow us to understand how we should judge the ethical value of the empirical details involved in your case.

      This basic argument should lay out your reasoning, short and sweet. If you are finding that it is getting long, then take a closer look to see if what you wrote is a bare bones argument or actually a defense of the premises. Anything that is a defense of the argument belongs in the next section of the paper (Parts III & IV).

      Alternatively, you might find that in order to lay out your reasoning on the issue, you need to involve more than one line of argument. If this is the case, then you might consider doing this by creating two arguments that build upon one another (for an example of how such an argument could be structured, please refer back to the new threads I created on this topic in the Argument Building Discussion Boards).

      Part 2: Basic Argument – Click here for Video Instructions (3:01)

      Demonstration Video: Basic Argument – Paper Practice (5:18)

      Part III: Defense of Empirical Premises

      Now explain your argument in more detail, dedicating one paragraph to each of your premises, explaining the reasoning behind it. Start each paragraph by presenting the premise that you will be defending. Then proceed to explain why the reader should accept the premise. End each paragraph by showing how this premise relates to your conclusion (or how this premise leads into the next premise, which will be defended in the following paragraph).

      In the process of defending your premises, you should:

      • define key terms, see Weston Appendix II (95-100)
      • cite reliable sources to back up your claims (try starting with the sources offered in the footnotes of your case study description)
      • explain why any generalizations you are making are justified (i.e., do not overgeneralizations) See Weston, Ch 2, Examples (9-18)
      • defend your ethical principle (since an ethical principle should have been one of your premises above, in this section there should be a paragraph gives the justification for this principle).

      Part 3: Defense of Empirical PremisesClick here for Video Instructions (2:19)

      Demonstration Video: Defense of Empirical Premises – Paper Practice (7:16)

      Part IV: Defense of Ethical Principle

      Now defend your ethical principle (since an ethical principle should have been one of your premises above). This is an essential part of your ethical reasoning paper! This section should consist of 1-2 paragraphs. You need to explain why we should accept your ethical principle—why is that what should ethically concern us? Imagine that you are talking to a person who reads your ethical principle (for example, that: We have an ethical responsibility to _____.) and says “No, we don’t!” How would you explain to that person that we do have such an ethical responsibility (or, that_____ is what makes an action ethically good; or, that is what makes an action ethically wrong)? How would you convince that person?

      Be careful to stay on ethical terrain here! Your goal is to get the reader to accept that this is the principle that will allows us to act ethically—which is a separate matter from the non-ethical/non-moral concerns of it being efficient, practical, effective, popular, legal, customary, etc.

      *Note* – The sample paper in attachment is weak in this section. Aim to develop your defence of your ethical principle more fully.

      The video instructions for this section contain a lot more detail!

      Part 4: Defense of Ethical Principle – Click here for Video Instructions (5:38)

      Demonstration Video: Defense of ETHICAL Principle/s – Paper Practice (3:05)


      Part V: Reflect on Connection Between Ethical Principle and an Ethical System

      This section should be two paragraphs long and it is another essential part of your ethical reasoning paper! Now reflect on further on your ethical principle. What ethical systems we studied this semester does this principle connect with? Can you identify anything Kantian in your principle and the way that you defended it? What about any Utilitarian reasoning? Connect your ethical principle and way of defending it to one of these two ethical systems.

      In your first paragraph, explain the key ideas from that ethical system. How does that system work? How does it go about determining what the right thing to do is? What does it consider of ethical importance? I would encourage you to cite the primary texts we studied this semester in this paragraph.

      In your second paragraph, explain how your ethical principle relates to this section. How is this system reflected in your way of defending your ethical principle? Explain.

      Part 5: Connection to an Ethical System – Click here for Video Instructions (2:47)

      Demonstration Video: Connection to an Ethical System – Paper Practice (4:34)


      Part VI: Consider an Objection

      Next, put forward an objection that could be raised against your argument. Be careful not to strawman the objection. Explain the reasoning behind the objection so that it will strike the reader as a legitimate concern. Also be careful to select an objection that actually respond to your argument and does not simply supporting a different view on the topic.

      Tips: Think of the objector as a person who is in conversation with you and your ideas. When you are coming up with an objection, imagine the objector heard your argument in parts 2 and 3 of this paper. Why might someone have heard you out and yet still object to what you have said? Make it clear which of your premise/s from part 2 that the objector is specifically targeting with this objection.

      Part 6: Objection – Click here for Video Instructions (2:50)

      Demonstration Video: Objection – Paper Practice (5:57)

      Part VII: Response to the Objection

      Now offer a response to the objection you just raised. Explain your reasoning in detail so that you will have the best chances of convincing a person who objects to your argument in the manner described above.

      Part 7: Response to the ObjectionClick here for Video Instructions (0:22)

      Demonstration Video: RESPONSE to Objection – Paper Practice (3:58)

      Part VIII: Conclusion

      Reflect on your response to the objection. Do you think that the objection to your argument wins? Or does your response to the objection win? Explain your reasoning. BE CAREFUL! Typical conclusion that simply summarize the foregoing earn a “0”. For the 15 points, you must actually reflect on how well your response to the objection does or does not deal with the objection’s concerns. Really consider what points the objection has in its favor.

      Part 8: Conclusion – Click here for Video Instructions (1:12)

      Demonstration Video: Conclusion – Paper Practice (6:36)

      Works Cited

      Each paper must include a Works Cited or Bibliography page with at least three sources. You may use whichever citation format you are most comfortable with, i.e., APA, MLA, Chicago.

      Add section titles

      Insert the following section titles into your paper.

      • The Issue
      • Basic Argument
      • Defense of Empirical Premises
      • Defense of Ethical Principle
      • Reflect on Connection Between Ethical Principle and an Ethical System
      • Consider an Objection
      • Response to the Objection
      • Conclusion
      • Works Cited

      This is an easy way to get (or loose!) 10 points.

      Formatting and Grading Criteria – Click here for Video Instructions(3:25)

      Plagiarism will not be tolerated. Any student whose paper includes any instances of plagiarism will receive a zero for that assignment and be reported to the Academic Integrity Committee. Such reports could potentially result in the student’s expulsion. Do not Plagiarize. If you are struggling with an assignment, then come to office hours and talk to me about it. Plagiarism includes but is not limited to: copying text from another source (including text material and class handouts) without quotation marks and proper citation, taking ideas from other sources without using proper citation to make it clear that the idea did not originate with the student, recycling papers or parts of papers from other courses, submitting the same writing for more than one assignment in this course. Each and every university student at Harper College is individually responsible for understanding what plagiarism is and avoiding it. If you are concerned that you might not have an adequate understanding of what plagiarism is, then review the videos on plagiarism and the self-test I provided to you earlier on in the semester. If you are still concerned, then contact the Writing Center (click on the “Student Support” button in Blackboard for their contact information).

      Grading Criteria

      Points

      Section Titles

      • The Issue
      • Basic Argument
      • Defense of Empirical Premises
      • Defense of Ethical Principle
      • Reflect on Connection Between Ethical Principle and an Ethical System
      • Consider an Objection
      • Response to the Objection
      • Conclusion

      10

      Clear explanation of the issue, laying out the key facts for the reader and showing why this issue is not only important, but also complicated. Give a brief overview of the different views people take on this issue.

      10

      First paragraph ends with a clear thesis statement, which also serves as the conclusion of the basic argument and is supported throughout the paper.

      10

      The Basic Argument is clearly laid out in premise and conclusion form. Premises follow a logical order and lead (like stepping stones) to the conclusion. Make sure that one of your premises is an ethical principle and that your thesis statement is supplied at the end as your conclusion.

      20

      Each empirical premise is fully defended in an individual paragraph (“Defense of Empirical Premises”).

      20

      Your ethical principle is fully defended in 1-2 paragraphs (“Defense of Ethical Principle”). Make sure you defend your ethical principle. Explain why we should accept your ethical principle—why is that what should ethically concern us?

      30

      Key terms are defined. Generalizations are justified. Reliable sources are correctly cited.

      10

      Identify and explain how your Ethical Principle connects to an Ethical System we studied this semester (Options Only Include: Utilitarianism and Kant’s Ethics)

      25

      One objections is presented in a well-reasoned manner.

      25

      A well supported response to the objection is offered.

      25

      A conclusion is offered that carefully reflects on whether the objection or response to the objection wins and why.

      15

      Total

      200

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      English Question

      Essay #3: Extended Compare and Contrast

      Requirements

      • Approval of Topic Proposal (see next page)
      • 3-4 pages*, double-spaced, 12 pt. Times New Roman.

      *3-4 pages means 3 full pages to 4 full pages

      • MLA format must be utilized perfectly.

      Assignment

      While the combined acts of comparing and contrasting ideas may seem simple, they form the basis of strong critical and analytical thinking. Your primary goal in this assignment will be to use these skills to compose a concerted and convincing argument that draws a significant conclusion out of a discussion of the dissimilar among the similar.

      PROMPT: Choose two texts/essays (at least one from our course readings) that include a similar area of overlap (a specific concept, topic, theme, or idea both texts share). Then, compose a unified essay, based on a thesis statement and central argument, comparing and contrasting each author or text’s approach to this concept, topic, theme, or idea.

      You have two options for choosing your texts to compare and contrast. You may choose two essays from your assigned course readings, and make note of a significant area of overlap between them in terms of their ideas, themes, arguments, or greater content.

      Or, you may choose one of the assigned essays from our readings this semester, and one outside text, and compare and contrast these two readings. This option offers you the opportunity to draw on your own interests, and use an entirely different field of knowledge as part of your essay. However, make sure not to take on too much text!

      The topic/area of overlap is entirely your choice, but it must be able to sustain a strong argument across a 3-4 page paper.

      Using evidence from the two texts, and bringing together techniques honed in your previous essays, formulate a polemical and interpretive thesis about how these two essays, and/or their authors, compare with and differ from one another regarding the specific area of overlap you’ve chosen.

      Support this argument by composing an essay that uses specific analysis of the two sources you’ve chosen.

      First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5, 2021 by the end of the day (11:59 p.m.) via Blackboard

      Topic Proposal Prompt

      Before you proceed with composing your paper, you will need to propose your topic. This should be a brief (100-200 words) paragraph which introduces the essays you’ll be referencing and the area of overlap you’ve chosen to discuss. You should include:

      1. A brief discussion of the area of overlap between your two source essays, including what you find specifically interesting about the similarities and differences between them on this topic.
      2. As best as you can, a preliminary discussion of what you think you’ll be claiming about the similarities and differences between the essays’ approach to the topic. What is the significant difference? What’s important or interesting about it? Why does this matter?

      Topic Proposal Due: Wednesday, Nov. 24 by the end of the day – (Typed, 12 pt. Times New Roman font)

      First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5 by the end of the day (11:59 p.m.) via Blackboard

      Optional Essay 3 Revisions Due Sunday, Dec. 12

      Essay #3: Extended Compare and Contrast

      Requirements

      • Approval of Topic Proposal (see next page)
      • 3-4 pages*, double-spaced, 12 pt. Times New Roman.

      *3-4 pages means 3 full pages to 4 full pages

      • MLA format must be utilized perfectly.

      Assignment

      While the combined acts of comparing and contrasting ideas may seem simple, they form the basis of strong critical and analytical thinking. Your primary goal in this assignment will be to use these skills to compose a concerted and convincing argument that draws a significant conclusion out of a discussion of the dissimilar among the similar.

      PROMPT: Choose two texts/essays (at least one from our course readings) that include a similar area of overlap (a specific concept, topic, theme, or idea both texts share). Then, compose a unified essay, based on a thesis statement and central argument, comparing and contrasting each author or text’s approach to this concept, topic, theme, or idea.

      You have two options for choosing your texts to compare and contrast. You may choose two essays from your assigned course readings, and make note of a significant area of overlap between them in terms of their ideas, themes, arguments, or greater content.

      Or, you may choose one of the assigned essays from our readings this semester, and one outside text, and compare and contrast these two readings. This option offers you the opportunity to draw on your own interests, and use an entirely different field of knowledge as part of your essay. However, make sure not to take on too much text!

      The topic/area of overlap is entirely your choice, but it must be able to sustain a strong argument across a 3-4 page paper.

      Using evidence from the two texts, and bringing together techniques honed in your previous essays, formulate a polemical and interpretive thesis about how these two essays, and/or their authors, compare with and differ from one another regarding the specific area of overlap you’ve chosen.

      Support this argument by composing an essay that uses specific analysis of the two sources you’ve chosen.

      First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5, 2021 by the end of the day (11:59 p.m.) via Blackboard

      Topic Proposal Prompt

      Before you proceed with composing your paper, you will need to propose your topic. This should be a brief (100-200 words) paragraph which introduces the essays you’ll be referencing and the area of overlap you’ve chosen to discuss. You should include:

      1. A brief discussion of the area of overlap between your two source essays, including what you find specifically interesting about the similarities and differences between them on this topic.
      2. As best as you can, a preliminary discussion of what you think you’ll be claiming about the similarities and differences between the essays’ approach to the topic. What is the significant difference? What’s important or interesting about it? Why does this matter?

      Topic Proposal Due: Wednesday, Nov. 24 by the end of the day – (Typed, 12 pt. Times New Roman font)

      First Draft Due Range: Sunday, Nov. 28 – Sunday, Dec. 5 by the end of the day (11:59 p.m.) via Blackboard

      Optional Essay 3 Revisions Due Sunday, Dec. 12

      *Please note that I posted the essay 3 assignment and the topic proposal assignment for essay 3.

      **You must have your topic proposal approved before you can start writing essay 3.

      Mon 11/22 Read: Audre Lorde, “The Master’s Tools Will Never Dismantle the Master’s House” & Audre
      Lorde, “Age, Race, Sex, and Class: Women Redefining Difference”
      Read: Essay 3 and Topic Proposal Prompts – come to class with any questions

      Wed 11/24 Work on Essay 3 Proposals – due tonight at midnight

      • Essay 3 Proposal due today, Wednesday, 11/24 by 11:59 PM
      • Essay #3 First draft due date range begins Sunday, 11/28

      Mon 11/29 Read The Trayvon Generation; Exam preparation and practice

      Wed 12/1 Work on Essay 3

      • Essay #3 first draft due date range ends Sunday, 12/5*

      *please let me know if you need a slight extension

      !!!Hey everyone–

      I posted/updated a few things on the course site:

      • Essay 3 Prompt and Assignment
        • Including Essay 3 Topic Proposal Prompt and Assignment

      For Monday’s class, please read the 2 Audre Lorde essays AND the Essay 3+Topic Proposal Prompt.

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      English Question

      Tips for Single-Source Essays

      Single-source essays have a few important features that differ from the multi-source essays assigned in this class:

      1. They only require that you use one source (for this essay, that source will be the book, Oryx and Crake).
      2. The required source will be assigned, so you can’t do any research or Googling.

      The writing process will look like this:

      1. Read the source and take notes on it (annotate every chapter)
      2. Brainstorm your ideas and see what others think (discussion boards)
      3. Write an outline of your essay that includes your points and evidence,
      4. Set a timer for 2-3 hours and write a draft of your essay,
      5. Revise the essay for thesis and topic claims, organization, development, and source use,
      6. and finally edit the essay for style, grammar, and MLA formatting

      Prompt Question

      Answer one of these questions, and then support it with lots of cited evidence from the novel:

      1. In what way is genetic modification of humans potentially dangerous or unpredictable? What characters or events does Oryx and Crake use to show that genetic modification of humans is dangerous or unpredictable? Use lots of evidence from the story. How does this relate to what is happening in our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary. Tip: focus on human modification, not on animal modification. You can make connections to what you learned writing our previous essay.
      2. Why is society’s obsession with youth (or beauty) dangerous or unhealthy? What characters or events does Oryx and Crake use to show the negative impact of an obsession with youth or beauty? Use lots of evidence from the story. How does that relate to our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary.
      3. Why is storytelling so important to society? What characters or events does Oryx and Crake use to show the importance of storytelling? Use lots of evidence from the story. How does this relate to our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary.
      4. Should Snowman protect the Crakers and allow them to thrive as the new “human species” of this planet, or should he join the remaining humans and help them rebuild society (leaving the Crakers to die)? Why? Use lots of evidence from the book to support your answer. Tip: you cannot argue for saving both humans and Crakers–one must go for the other to stay. Don’t try to create a compromise where everyone wins. You have to choose a side.

      The introduction should:

      1. (Optional: Begin with a hook, if you’d like.)
      2. Briefly summarize the book, Oryx and Crake.
        1. First, introduce the book and author.
        2. Then, summarize the book in about 4-6 sentences.
          1. In the summary, include incidents and ideas that:
            1. Are most important (give us an accurate overview of the book and its themes) and
            2. Relate to your topic
      3. End with your thesis.
        • Your thesis should respond to one prompt question and be clear and specific.
        • “(See the thesis templates below for more help.)

        Your 4-5 body paragraphs should focus on answering the prompt question and proving your thesis.

        Each of your body paragraphs should:

        1. Start with a topic sentence (i.e., the main point of your paragraph that responds to the prompt question).
          • Topic Sentence Examples (your claims should be more specific than these examples):
            • One reason storytelling is valuable is…
            • Another reason Crake should rebuild humanity is…
            • The most dangerous thing about youth obsession is…
        2. Include cited evidence from Oryx and Crake:
          1. Provide context for the evidence. What was happening in the book at the time of this incident?
          2. Whenever possible, summarize an example that helps prove your point (and make sure to cite it).
          3. When it’s helpful, you could include a short quote from the book.
        1. Explain how the details from the book prove your point and why the evidence and/or your point is important (i.e., analyze your evidence).

        Finally, end your essay with a conclusion that:

        1. Wraps up your ideas (in 1-2 sentences) and
        2. Includes concluding thoughts that discuss one topic that relates to the entire essay (3-5 sentences)
          1. Example topics: How this issue might apply to more people than we think, why this topic or lessons are so important, what people can do to improve in this area, how the book relates to your life, your opinion on the book, who you would recommend the book to and why, the importance of reading, the importance of sharing our own stories, etc.

        Tips:

        Do not order the paragraphs according to chronological order.

          1. For example, do not order them based on the first thing Jimmy did, the next thing that happened to him, and so on.
          2. This pattern usually leads to an essay that goes off-topic and focuses on the story more than your points.

        Make sure you correctly spell and capitalize names

          1. Maintain consistency when referring to Jimmy /Snowman (use one name; using both sounds clunky and going back and forth is discombobulating)
          2. Refer to Margaret Atwood’s full name once; use only her last name for additional references
          3. Lots of items have invented names and your autocorrect will try to change them. Edit your essay carefully to make sure they are spelled correctly.

        Length requirement: 5-6 pages (about 1500 words)

        Source requirements:

        • You must use cited ideas from Oryx and Crake.
        • You should use cited evidence from the book in each body paragraph.
        • You may NOT use any other sources (no Googling).

        Format Requirements:

        MLA format (Links to an external site.)(1” margins, Times New Roman 12-point font, block header, running header, double-spaced, MLA formatted in-text citations (Links to an external site.)).

        An accurately formatted works cited page that includes an entry for the one assigned source.

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        English Question

        Topic

        Using an advertisement or commercial of your choice, analyze the advertiser’s use of ethos, pathos and logos while taking into consideration the advertiser’s intended audience. All three rhetorical appeals must be present in the advertisement/commercial.

        Instructions

          1. Develop an effective rhetorical analysis essay (750-1000 words) about the advertisement/commercial you chose.
          2. Format your paper according to MLA style (Links to an external site.).
          3. Attach the image from the ad or embed the video above the title of your essay.
          4. Write an interesting title that captures the interest of your reader and focuses your essay.
          5. Begin with a strong introduction that engages your reader and provides a clear thesis at the end of the introduction.
          6. Write one paragraph that discusses the intended audience.
          7. Write three support paragraphs, one for each rhetorical appeal (ethos, pathos, and logos). Include relevant concrete examples from the ad and discuss whether the appeals are used effectively.
          8. End with a strong conclusion that discusses the overall effect of the ad with regard to ethos, pathos, and logos. Restate your thesis in a different wording and sum up what the reader should take away from the essay.
          9. Use in-text citations as needed.
          10. Add an MLA formatted Works Cited as a separate page at the end of the essay. Use these resources to format MLA citations.
          11. Proofread your essay. Check for clear content and accurate sentence mechanics.
          12. Save your rough draft as a Word or Google doc and submit it as a file upload

          Instructions

          1. Open the peer review assignment by going to the 2.5 Assignment: Rhetorical Analysis Essay Draft and click on the name of one of the assigned peers whose work you will review.
          2. You will NOT use a rubric to review each essay. Rather, you will write constructive and substantive comments in a Word Doc or Google Doc.
            • Please think about three revisions you would suggest to the writer to strengthen the paper. A few aspects you may consider include the following:
              • Content, such as a strong thesis statement, adequate development of ideas, correct focus on ethos, pathos, logos;
              • Organization, such as topic sentences, transitional words and phrases;
              • MLA formatting, paraphrasing, quoting, and incorporating resources ethically and correctly;
              • Grammar, punctuation, and style (in general).
          3. Open a Word document or Google Doc. State your three suggestions for revision, referring to examples from the paper under review to illustrate your suggestions. Your peer review should be three solid paragraphs, each one making a suggestion for revision with a few examples from your peer’s paper to illustrate.
          4. Submit your Peer Review twice:
            • FIRST To your classmate by returning to the 2.5 Assignment: Rhetorical Analysis Essay Draft assignment and select the classmate’s work you reviewed.
              • Make a general comment about your peer’s essay in the “Add a Comment” box.
                • Note: You must make a comment to enable your classmate to see your feedback.
              • Click on “Attach File” and upload your document to send the feedback to your classmate.
              • Refer to the “How do I submit a peer review to an assignment? (Links to an external site.)” tutorial as needed.
              • Note: You will not be able to see the feedback you leave for your classmate. As long as you make a comment and attach your file, your classmate will see your feedback.
            • SECOND To your instructor by submitting your Peer Review document to this 2.6 assignment.
              • Your instructor will review your recommendation and assign a grade based on how well you met the criteria described above.
          5. Repeat this process for each peer review you are assigned.

          LOOKING AHEAD

          In an upcoming assignment, you will review the feedback you receive and revise your essay for final submissin

        1. PurposeThis assignment requires you to use all of the skills you have been developing to analyze visual representations of rhetorical appeals, follow a process for writing, and use/cite sources properly.
        2. Instructions

          1. Return to the Peer Review of your Rhetorical Analysis Essay Rough Draft and review the comments of your peers.
          2. Using the feedback you received from your classmates, revise and edit your essay.
          3. Your paper must include the following criteria:
            • A strong and relevant introduction;
            • A strong thesis statement;
            • Well-developed body paragraphs that contain topic sentences which refer back to the thesis and provide supporting details from your analysis.
            • Strong organizational structure with clear transitional sentences;
            • A conclusion that reemphasizes the thesis statement;
            • A Works Cited page in MLA format;
            • General MLA guidelines (including an appropriate heading and page numbering).
          4. Save your final draft as a Word or Google doc and submit it as a file upload to the final draft link.

          Grading

          The assignment is worth 100 points.

          Rubric

          Rhetorical Analysis Essay

          Rhetorical Analysis Essay
          Criteria Ratings Pts
          This criterion is linked to a Learning OutcomeFormatting
          10 to >9.0 ptsProficientContains all MLA formatting: Heading, Title, Page numbers, Font, Margins, Double spacing, Indentation 9 to >7.0 ptsCompetentOne or two errors with MLA formatting: Heading, Title, Page numbers, Font, Margins, Double spacing, Indentation 7 to >0 ptsNoviceThree or more errors with MLA formatting: Heading, Title, Page numbers, Font, Margins, Double spacing, Indentation
          10 pts
          This criterion is linked to a Learning OutcomeOrganization
          10 to >9.0 ptsProficientFocused support paragraphs that contain topic sentences which refer back to the thesis. 9 to >7.0 ptsCompetentMost support paragraphs are focused and contain topic sentences which refer back to the thesis. 7 to >0 ptsNoviceMany support paragraphs lack focus and are missing topic sentences which refer back to the thesis.
          10 pts
          This criterion is linked to a Learning OutcomeThesis
          10 to >9.0 ptsProficientThe thesis is arguable, is well-developed and clearly identifies if the advertisement is persuasive to the audience. 9 to >7.0 ptsCompetentThe thesis is arguable, is mostly well-developed and may indicate how persuasive the advertisement is to the audience. 7 to >0 ptsNoviceThe thesis is unclear, missing , not arguable or does not identify how persuasive the advertisement is to the audience.
          10 pts
          This criterion is linked to a Learning OutcomeContent
          50 to >45.0 ptsProficientMain points are well-developed with relevant supporting details and a thorough analysis of the usage and effectiveness of rhetorical appeals and target audience. 45 to >30.0 ptsCompetentMain points are developed with adequate supporting details/examples/evidence but may lack some discussion of audience and/or rhetorical appeals. 30 to >0 ptsNoviceMain points are not well-developed and lack adequate supporting details/examples/evidence about the audience and rhetorical appeals.
          50 pts
          This criterion is linked to a Learning OutcomeDocumentation
          10 to >9.0 ptsProficientAll cited works and quotations are done in the correct format with no errors and are smoothly integrated into the text. Works Cited is formatted correctly and contains an MLA formatted citation for the advertisement. 9 to >7.0 ptsCompetentMost cited works and quotations are done in the correct format and most are integrated into the text. Works Cited is mostly formatted correctly and contains a citation for the advertisement. 7 to >0 ptsNoviceMany cited works and quotations are done incorrectly, are missing, or are not integrated into the text. Works Cited page is not formatted correctly and/or does not contain the advertisement citation.
          10 pts
          This criterion is linked to a Learning OutcomeGrammar/Mechanics
          10 to >9.0 ptsProficientFew to no errors in grammar/mechanics. 9 to >7.0 ptsCompetentSome errors in grammar/mechanics. 7 to >0 ptsNoviceMany errors in grammar/mechanics.
          10 pts

          So Imma need three word documents two are easy and one is going to be the long eassay one. So One Essay Draft, one Essay Rouogh Draft, and the actually main moint 5 paragraph essay they all dur at 11pm sharp in 11 hours exatly so ill like you to send them at latest 10:30. thanks

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        English Question

        For this essay, you will need to write in first person about your family history. Although this is a personal essay, it does require some research. As with myself, I assume, like most Americans, that many of you have more nationalities than just one. I am asking you to choose one nationality and discuss the wave of that culture’s migration to the US in one paragraph. What were the causes that brought this culture to the United States? In another paragraph, I am interested in what struggles this culture had to face once they got to the U.S. In the third body paragraph, I would like you to address an aspect of illegal immigration today; finally, in the fourth paragraph, you will need to address whether or not you agree with making immigration illegal and why; lastly, you need a conclusion (you will need six paragraphs total). Furthermore, if you are full or part Native American, you can write about the history of your tribe in paragraph one, and in the second paragraph, you can write about what struggles this tribe faced in terms of American expansion. If you are African American, and you know that your family came to the United States through slavery, you can write about what brought African Americans to the United States during the slave years or what tribe your family may have or did originate from; in paragraph two you can address what was life like for a slave in America. If you are an international student or first wave immigrant, you can discuss what brought you to the United States and what cultural hurdles have you faced once here.

        You are allowed to use your family history for this essay; you can write about your relatives, interview them, and even use photographs (however, photographs are optional). I am asking you to use four sources (hard copy or from the library unless approved), and an optional interview. Lastly, this paper must utilize MLA format, and it needs to come out to a minimum four full pages (not including works cited).

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        English Question

        Directions:

        Step 1: Review

        First, please carefully review your Essay 3 Prompt-Social Justice Issue.

        Step 2: Rough Draft

        By Tuesday at 11:59 pm, submit your rough draft of Essay 3. Note that you will not be assigned a peer review partner if you do not submit on time.

        Step 3: Get a Partner

        By Wednesday at 8:00 am, Canvas will automatically assign you a partner. To see who your partner is, come back to this assignment. On the top right, it will say Submitted, and below it will tell you who your partner is (for more info on that, watch the video at the end).

        Step 4: Comment on Paper

        Once you have a partner and access to his or her essay, you will go in and read it carefully, making comments in places where the writer can improve.

        Step 5: Respond to Questions

        Once you are done commenting, answer following questions in the submission box:

        1. Does the writer begin with a strong lead in? Is it an effective? What details could the writer add to it to better engage the reader?
        2. Does the writer have a clear thesis that makes an argument about a current election issue?
        3. Does the writer begin each body paragraph with a Point or topic sentence that is in his or her own words and makes a sub-claim that relates back to the thesis?
        4. Is each of the sub-claims supported with Information from the sources the writer found)? Is the support effective/convincing? Is it properly introduced with the author name and article/source name? Are there places where better support is needed?
        5. Does the writer include proper explanation in each paragraph? Does the explanation analyze the information and show the writer’s own opinions as they relate to the information?
        6. Does the writer include and rebut a count argument?
        7. Does the writer have a concluding paragraph that restates the thesis and leaves you thinking/gives you a sense of finality?
        8. What would you say are the talk’s greatest strengths? What did the writer do particularly well?
        9. What should the writer focus on most as he or she revised the the script? What can be most improved?

        If you need help completing the assignment, please check out the Canvas Student Guide to Completing a Peer Review, (Links to an external site.)but note that there is no rubric for this assignment (there will be for the final draft) or watch the video below:

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        English Question

        Public Texts Prompt


        The final component of the public writing portfolio asks that you produce either two short form or one long form public text(s) intended for public consumption. That is, you will write to the public with the goal of informing them and persuading them about the issue you researched during Module 3.

        Your public text should teach others about what you have learned. This means translating academic research for a public. It means that you must find ways of making information interesting and persuading. You still must incorporate your sources, but you should do so in a way that doesn’t feel like you’re speaking another language. You also need to find ways to make the public relate to the information and find appeals so that your audience feels connected to the communities you are concerned about.

        Long Form Text Options

        Podcasts or Video Essays

        Podcasts are a long form text because they require that you plan your podcast, record your audio, edit the audio, and then publish in a podcast website. The video essay is the same apart from the incorporation of visuals.

        You don’t have to send out the link to the public, but you need to send it out to the class via canvas. You can create a video essay through voicethread or youtube. And you can create a podcast through buzzsprout or other free podcast sites.

        For either of these options you’ll need to incorporate certain elements:

        • Interview [optional] of a professional or a community member who can speak to some of what you are talking about.
        • Research [required] that supports the arguments and conclusions you make. These should be name dropped in the podcast/video and included in the site page for the podcast with links/citations or as a works cited final page in the video.
        • Intro and Conclusion [required] can include original music and/or introduction bio for a podcast or video. Learn about using music legally: https://creativecommons.org/about/program-areas/arts-culture/arts-culture-resources/legalmusicforvideos/ (Links to an external site.)
        • Your podcast/video should be between 10-15 minutes in length [required].
        • Your podcast will be publicly published in a podcast page like Buzzsprout, your video should be posted on youtube or voicethread. Use the free versions.

        Short Form Texts

        Short form texts are easier and quicker to write/produce. This is why you will need to produce two. Ideally, they should go together. For example, you might create a twitter thread and a informational brochure that you could link in your twitter thread. You might also create a petition with a flyer for a protest planning/meeting. Here are some options you have:

        • Social Media Thread (Tik-tok; Twitter; or something similar where you can include substantial information to persuade your audience)
          • Yes, you will need to post it in the social media app and link it to canvas. You can create a separate account for privacy.
        • Informational Flyer or Pamphlet
        • A webpage mission statement or information page
          • You can use wix or some other free webpage site.
        • A petition
          • There are lots of petition websites you can search and use but if they require publishing you can write it out on a word document instead.
        • A blog post
          • You might check out wordpress for this.
        • Other public texts that you can come up with. Make sure to run your idea by me first to make sure it will count for your project.

        Specifications for Public Texts:

        • They need to be written for a real audience.
        • They need to incorporate your research in authentic ways.
        • They need to be action oriented
        • They need to be polished.
        • Submit your drafts for the public texts as links to websites or word document uploads by November 12th.After all drafts are submitted, I will post a peer review assignment list with the peers you will be responsible for reading and feed backing. Please make sure to post your drafts by November 14th in order to be included in the peer review process. After the list is posted: Look for the list with peer review groups and identify the people you will be working with.
          • Find your group mate’s drafts and watch, read, listen to their draft.
          • If it is a word document, download the document, comment on it, and re-upload the new draft with comments.
          • If it is a voicethread, use the comment feature to provide feedback and then reply to the person’s original post to let them know you have commented.
          • If it is a YouTube, webpage, or podcast, write your feedback in paragraph and bullet point form. Make sure to point to precise locations by mentioning a time stamp, thread #, or paragraph number.

          Respond with your feedback by Wednesday, November 17th.

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        English Question

        Instructions: Submit the 500-750 word essay on your submitted profession. The assignment should be your own original work. That means that if you use a paper from a previous course, it will not be accepted. Also, if you use “quoted” material for most of your assignment, it will not be accepted (even if appropriately referenced). It should contain only information that supports the main theme of the essay.

        Topic: This assignment is for your to obtain insight from a person currently working in your preferred profession. No personal interviews will be accepted. Use an Internet search to find interview articles or videos interviews of a person that is already in your selected profession (Essay #1).Tech

        Online search: You are to locate an interview (e.g. video, article, etc.) of a person in your preferred profession. It might take a few tries to find good ones. A personal interview is not allowed. I need to verify the information with its URL

        https://www.youtube.com/watch?v=ESIjxVudERY

        Full Elon Musk Interview CodeCon 2021

        watch video above and write about it following instructions. no plaigerism please.

        Essay Format:

        Paragraph 1 – Briefly discuss the profession you are pursuing and its importance to you.

        Paragraph 2 – Identify the person and their title, length of career, and company. Discuss how and where you located the interview.

        Paragraph 3 – What specific insight did the persons provide regarding necessary education, certifications, enjoyment, and other advice.

        Paragraph 4 – Did the persons’ information make you more or less likely to pursue the profession? Why?

        4.) Below the Essay – Include link (URL) to Internet article, video, etc. for your representative.

        No essays will be accepted in the Discussion Board or through email. Test the document and make sure it opens before you submit!!

        Additional Information:

        • Your reference list will not be included in your word count.
        • If you supply information (e.g. statistics, quotes, etc.) from other sources, it must be referenced.
        • Written material obtained from the textbook or other sources and not referenced could be cause for zero points on the assignment.
        • Reference is defined as a listing of the source of the material.
        • In the body of the essay, after the “quoted” material list (Author’s name, year of publication).
        • At the end of your essay, include a reference list: include the author’s name, date of publication, title, publisher, or website URL.

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        English Question

        For the organization where you work or the specific department or functional area you are familiar with, develop a Written Report to include each of the following:

        1. Describe the overall organization and the unit you will be discussing.
        2. Create two organizational charts – a master chart for the overall organization and a chart for the specific department or function. Use questions on page 223 in the text to discuss the organization.
        3. Develop a job description for a health care professional. Utilize the examples (Exhibit 5-3 through 5-7) but be sure to use an occupation other than that represented by the samples.
        4. Develop an annual plan and a 5-year strategic plan for the unit.
        5. Develop a recruiting plan for the organizational unit utilizing the information in the exercise on page 264 in the text. Provide a chart that reports on employee turnover by quarter and by year for the last three years.
        6. Provide information on the current budget for the unit including revenue and income and direct and indirect expenses. You have just been informed that you will be required to reduce the budget by 10% and you are already half way through the fiscal year. Where will you reduce cost?
        7. Identify committees that you might expect to see in the unit and provide a one or two sentence description of the committee function, approximate number of people on the committee and any primary expertise that might be needed.
        8. Outline an orientation program for new employees and identify areas for employee education and skills training (One year education plan).
        9. Using a leadership inventory, identify your style of leadership and discuss how this will influence the unit.
        10. Describe in detail how you would get your group off “dead-center” to discuss a problem that has arisen in the unit.
        11. To develop the paper you will need to perform some research into health care organizations and the different aspects of management and leadership styles. Be sure to use APA form and style. This paper should be included in your portfolio.

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        English Question

        ESSAY ASSIGNMENT #3: The Rhetoric of Fiction

        Literary-Critical Analysis/Composition 1302/ Fall 2021/Jonathan T. Jones

        Introduction

        Voltaire (1694-1778) was a French author-philosopher. Jonathan Swift (1667-1745) was an Anglo-Irish author. Ambrose Bierce (1842-1914) was an American journalist Civil War veteran and short story writer. What do they have in common? Maybe a lot…..maybe not much. But, all three writers used satire as a means to convey a major theme or argument in their writings.

        Essay Assignment: Show how Voltaire in his novel, Candide, Jonathan Swift in his essay, “A Modest Proposal,” and Ambrose Bierce in his short story “A Son of the Gods” used satire to communicate a major theme or message. Here’s how to complete this essay:

        Step 1

        Read the following: All items are located in the folder for Weeks 11-12.

        Voltaire’s novel, Candide

        Jonathan Swift’s essay, “A Modest Proposal”

        Ambrose Bierce’s short story, “A Son of the Gods”

        Step 2

        Choose a key passage or a number of passages in each piece to illustrate the use of satire. This is not a compare/contrast essay. But, make sure you write a unified, cohesive essay with a concrete introduction and conclusion.

        Step 3

        Because you are writing a literary-critical essay, you must ask the following question: How does satire in Voltaire, Swift and Bierce convey a particular theme? And, what is the major theme or themes? Once you know your thesis: 1) articulate your thesis; 2) read the scholarly articles and decide how you wish to use them in your essay; 3) look for evidence in the text itself that supports your thesis; 4) incorporate scholarly opinion from your chosen articles within the body of your essay. You may also use the articles already posted on Bb.

        Defend your thesis by quoting the text itself to illustrate the validity of your argument. When you quote from the story itself, you are quoting from the narrator in the case of Candide and “A Son of the Gods” who is telling the story, or if you are quoting “A Modest Proposal,” you are quoting from Swift’s “proposer.”

        Incorporate at least two scholarly sources in your analysis. You may use the articles already in the Blackboard folder or you may further investigate by going to JSTOR or the LITER ATU RE REFERENCE CENTER online.

        Enotes.com, sparknotes, cliffnotes, Wikipedia.com, and others are less than scholarly sources etc. and are absolutely forbidden as resources in your paper. You must properly list your Works Cited and cite them with in-text citations within the text of your essay. If the first and/or final draft is not timely filed, points will be deducted from your grade if you fail to do so. The Works Cited page is not included in the page number requirement.

        MLA format, 4-6 pages. Essays must include in-text citations, i and a Works Cited page.

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        English Question

        I have this assignment due 4 days but I want to be finished earlier than the due time and as soon as possible also, the assignment has 3-4 steps to do so you going to start with the first step all the way to the last step. And please please read the information very carefully before you start the assignment and I’m going to provide the articles that deals with this assignment and I’m not trying to receive zero. Important thing I want this assignment to be written professionally and DO NOT COPY annotated bibliography from anywhere or even the whole essay. So, first I will provide the information about the first step once you finish from it I will provide information about the second step and until we reach the last step.

        What is an annotated bibliography?

        An annotation is brief notes about a text that identifies the main argument, the purpose, and support for the argument. These notes help the reader to understand the text. A bibliography is a list of sources, also known as a Works Cited page.

        So, an annotated bibliography (AB) is simply an MLA formatted source citation followed by a paragraph describing the information in the source (about 150 words).

        The purpose of an annotated bibliography is to keep track of specific pertinent information you want to include in your paper. It also includes all necessary information for citing the source within your paper and documenting the publication information in your Works Cited list.

        What information should you include in the annotated bibliography? When writing your annotated bibliography, respond to each of the bulleted points below, in the order in which they appear. Some points may not apply to every source.

        • Briefly evaluate the source.
          • What kind of publication/website presented the material? (Often, there is information about a site at the very bottom of the page. Types of sites: general news source like a newspaper or news program, scholarly/professional, government, educational institution, etc.)
          • What are the author’s credentials? (any information about the author)
          • Is the piece current? What is the date of publication?
        • Briefly summarize the key points of the article.
          • What main assertion/claim is the author trying to convey?
            • What are some significant minor assertions or points included in the piece?
          • How are the points supported? (Does the author quote or cite other sources?)
          • How does the article relate to your topic?

        Follow the format on the example.

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        English Question

        https://drive.google.com/file/d/1ftxrL-B4pS4hBYfic… DOWNLOAD THE BOOK THAT IS IN THE LINK IS FROM SMARTER THAT YOU THINK BY CLIVE THOMPSON

        Do some brainstorming to arrive at a possible focus for your argument. Do some initial reading and research to find a topic of interest. Consider the issues we’ve encountered and discussed, as well as the ideas presented in the texts we’ve read [note, it must be a different topic than you had for RP1]. Develop an initial position statement. 2. Then write a paragraph or two explaining your interest in this focus. 3. Make a research plan. Specifically, what do you need or hope to find? What questions need to be answered? What kinds of sources will you seek out? Be specific. What help do you need? This portion of the process is where you shape the goals of your paper and we help you refine them. Complete each of the separate parts of this assignment to receive credit (type and number them!)

        You want to pick a topic and position that will be easily argued and researched. So take a general idea and find subdivisions and ways to narrow it down to something workable for this purpose and scope.

        Don’t try to argument “our country is a dystopia.” Obviously, there are thousands of ways you must explain and reasons you must argue. Also don’t make the mistake of arguing “we have no freedom.” What kinds of freedom do you mean? There are hundreds of freedoms from speech and thought to enslaving others! Pick one specific type, like “freedom to protest” or “freedom to own tanks”.

        Also don’t try to argue “the media is bad.” Again, media means hundreds of things and “bad” is vague. Don’t take on too much [even if you want to!]. Don’t try to argue “tv teaches bad lessons about life.” Do you mean ALL programs and commercials, including religious ones and Sesame Street? You might say, well no, of course not. But unless you use specific language, readers will expect it. How about “YouTube teaches bad morals”? Again, I’d say all of Youtube millions of videos? And what do you mean by “bad morals”? All aspects of morality? You probably don’t want to cover all that and don’t mean that anyway. Try something like “most graphic novels teach readers distorted and dangerous views of sexuality, although there are some who break this trend.” That’s still not perfect – and I’d have to define “distorted and dangerous,” but at least I’ve got a focused topic [graphic novels] and a particular subject [sexuality] and a mostly negative position.

        So pick a specific subject with a narrow focus and take a clear position, even if it is mixed. It will make your research, reasoning, and writing much easier!

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        English Question

        Choose one of the works from the syllabus and write an 8-10 page essay, supported by research, that presents an interpretation of the work from one of the critical perspectives discussed in this class. Your paper should use literary terms to isolate specific aspects of the form that you wish to examine, and you should offer plenty of evidence from the text to support your interpretation. Design your paper as a contribution to the various other readings of the text to be found in your research. Be sure to have a clear, focused thesis, which you develop through a series of paragraphs that advance your supporting ideas.

        Research is required. Visit the Pierce library’s website to find the collection of databases devoted to literature, and search for essays about the work you choose. You will be completing an annotated bibliography of sources that you consult (see the assignment page for the bibliography in Canvas). Your final paper does not need to refer to every source in your bibliography but should contain enough references to demonstrate your familiarity with other readings of the text.

        The paper should be typed in a 12pt. font, double-spaced throughout, with a one-inch margin. Follow the MLA guidelines for formatting a research paper. The Pierce library also offers many online resources for MLA format and bibliographies. Submit the paper through Canvas on the designated due date.

        The essay will be graded on content (unity, clarity, originality, and accuracy), support (use of evidence, use of research, development with commentary), organization (order of ideas, logic, structure), and style (sentence skills). If necessary, be sure to review the basic structure of both paragraphs and essays.


        The literary terms that need to be mentioned is… genre, point of view, plot, etc.


        The topic of the essay is


        The Love Song of J. Alfred Prufrock

        BY T. S. ELIOT

        https://www.poetryfoundation.org/poetrymagazine/po…


        Rubric for an Essay w/Research (1)

        Criteria Ratings Pts

        This criterion is linked to a Learning OutcomeContentThe essay is unified around a single purpose. The argument is laid out in a focused, limited thesis, and each supporting idea is articulated and developed in a paragraph or section of its own. There is a clear introduction, body, and conclusion.

        4 pts

        Full Marks

        Meets the content requirement.

        2.4 pts

        Partial Credit

        The essay is only partially unified, or the purpose of one or more sections is unclear. The thesis may be too broad or unfocused.

        0 pts

        No Marks

        Fails to meet the content requirement, or the assignment was not completed.

        4 pts

        This criterion is linked to a Learning OutcomeSupportThe essay contains adequate, specific evidence to support the argument. Sources are clearly introduced in the text, and quotations or paraphrases are smoothly integrated into the sentences. Connections between the evidence and the supporting ideas or the larger argument are made explicit through commentary and analysis.

        4 pts

        Full Marks

        Meets the support requirement.

        2.4 pts

        Partial Credit

        Support may be inadequate or too general. Problems may exist in the integration of sources, or the paper lacks commentary on the evidence or analysis.

        0 pts

        No Marks

        Fails to meet the support requirement, or the assignment was not completed.

        4 pts

        This criterion is linked to a Learning OutcomeOrganizationThe essay displays a principle of organization that determines the order of ideas. The paragraphs and the essay as a whole are made coherent through the use of transitions, signal phrases, and key words. The sequence of paragraphs is logical.

        4 pts

        Full Marks

        Meets the organization requirement.

        2.4 pts

        Partial Credit

        The essay lacks a clear principle of organization, or connections between ideas are only partially defined.

        0 pts

        No Marks

        Fails to meet the organization requirement, or the assignment was not completed.

        4 pts

        This criterion is linked to a Learning OutcomeStyleThe essay is free of errors in grammar, punctuation , and spelling. Sentences are written to suit the purpose and communicate ideas efficiently. The style is interesting and original.

        4 pts

        Full Marks

        Meets the style requirement.

        2.4 pts

        Partial Credit

        The sentences display problems in grammar, punctuation, and/or spelling. Sentences may also be convoluted, wordy, or simplistic.

        0 pts

        No Marks

        Fails to meet the style requirement, or the assignment was not completed.

        4 pts

        This criterion is linked to a Learning OutcomeCitations and ResearchThe in-text citations and works cited page conform to the standards of MLA format. The research conveys familiarity with the scholarship available on the topic, and the research situates the paper within a wider discussion of the topic.

        4 pts

        Full Marks

        Meets the citations and research requirement.

        2.4 pts

        Partial Credit

        Problems exist with in-text citations or works cited page. Sources may also be inappropriate or poorly selected.

        0 pts

        No Marks

        Fails to meet the citations and research requirement, or the assignment was not completed.

        4 pts

        Total Points: 20

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        English Question

        Please write a Research Paper in MLA Format about Comic-Con and why it should stay in San Diego California. I have included an outline to help structure the essay. NOTE: NO OUTSIDE SOURCES ALLOWED!! I WILL INCLUDE A LIST OF REFERENCES FOR YOU TO USE. NOTHING FROM THE WEB!!

        To get you started, below is one way to organize your Research Paper:

        I. Paragraph 1Introduction:

        In the first paragraph of an argument essay, set the context by grabbing the reader’s attention and providing background information on the topic (in this case describe and briefly explain the history of Comic-Con, name the creator/artist, identify its location, and explain how it relates to San Diego.) Lastly, present the thesis statement.

        II. Body – Reasons (arguments) and Counter-arguments

        A. Paragraph 2 Reason 1 – Topic Sentence

        1. Evidence to support your reason
        2. Evidence to support your reason
        3. Evidence to support your reason

        (include at least two quotes within each body paragraph. This will help you to provide enough evidence to support your reason/topic sentence. As a reminder, in your essay, you must use and cite at least 5 total sources that come from the list of references I included.

        B. Paragraph 3 Reason 2 – Topic Sentence

        1. Evidence to support your reason
        2. Evidence to support your reason
        3. Evidence to support your reason

        (include at least two quotes within each body paragraph. This will help you to provide enough evidence to support your reason/topic sentence).

        C. Paragraph 4 Reason 3 – Topic Sentence

        1. Evidence to support your reason
        2. Evidence to support your reason
        3. Evidence to support your reason

        (include at least two quotes within each body paragraph. This will help you to provide enough evidence to support your reason/topic sentence).

        D. Paragraph 5 Reason 4 – Topic Sentence

        1. Evidence to support your reason
        2. Evidence to support your reason
        3. Evidence to support your reason

        (include at least two quotes within each body paragraph. This will help you to provide enough evidence to support your reason/topic sentence).

        E. Paragraph 6 Counterargument

        1. Evidence about your counterargument
        2. Refute counter-argument (provide evidence to support the refutation)

        (include at least two quotes within each body paragraph. This will help you to provide enough evidence to support your reason/topic sentence).

        ** Please note that you do not have to leave your counter-arguments to the end of your body. The most important thing to consider is what your points are and how you think they will impact this particular audience. Sometimes people prefer to alternate between arguments and counter-arguments. Additionally, many times, people prefer to leave their strongest arguments to the end. It just depends on your topic and the particular audience to which you are writing.

        III. Paragraph 7 Conclusion: Restate your argument and your position. Remind your readers why the chosen cultural artifact is important to the community where it resides, the larger community of San Diego, and perhaps to tourists who visit.

        Requirements:

        • 5-6 pages in MLA format (minimum of 1,500 words). The essay must be a minimum of 7 paragraphs, including an introduction, body, and conclusion. ***The Works Cited page is not counted in the minimum number of pages.
        • Start with an introductory paragraph that begins with a hook and provides relevant background information to catch the reader’s attention.
        • Develop body paragraphs which incorporate quoted and detailed evidence from at least 5 sources while using proper MLA format for all citations. These sources must come from the provided list of resources
        • Quoted evidence should be incorporated thoughtfully and thoroughly into the essay by establishing context, introducing the quoted passages, and explaining how the passages support the main ideas of the body paragraphs and the essay as a whole.
        • Include a Works Cited page (all sources used in your essay must be included in the Works Cited page).
        • Provide logical transitions between paragraphs that guide your reader.

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        English Question

        hello, i have an essay to be done , everything is explained below.

        GUIDELINES FOR ESSAY TWO

        ENGLISH 1520

        1. Before beginning this paper, read this guide on developing research questions:

        The Writing Center | How to Write a Research Question | Guides (gmu.edu)

        1. Last week we touched upon the issue of privacy. For this essay, using the issue of privacy, you will develop your own research question. This can be anything privacy related, such as cyber security, data protection, facial recognition technology. Here is a link to Privacy in Opposing Viewpoints:

        https://link.gale.com/apps/portal/AAA000083903/OVIC?u=lom_oakcc&sid=bookmark-OVIC&xid=9ece160e

        1. Your answer to your research question is your position (thesis statement).

        2. Use the library, your textbooks, etc. to find your research resources. There should be at least four sources to support your argument. Three sources should come from the library’s database or your textbook. One source can be from outside of the library, but should end in .org or .edu. Good database sources for this issue are Opposing Viewpoints and Films on Demand.. Here is a link to Films on Demand: Search Results – Films On Demand (oaklandcc.edu)

        You will need to sign into the library using your OCC login information to view Films on Demand

        1. Keep your audience in mind.

        • This paper must be four full pages in length (not including the works cited page).Correct grammar must be used.
        • An additional citation (works cited) page must be attached (follow MLA guidelines. Use the Purdue Owl website and Chapter 12 of your textbook for help with MLA citation format.
        • Paper must be typewritten and double-spaced using Times New Roman 12 point font as well as other MLA formatting (see attached sheet)
        • Support any arguments you present in your papers with quotes from your sources and make sure to use the correct citation format. (MLA style)
        • Although you are supporting your argument with quotes, the majority of the argument should be your own.Be careful not to plagiarize.
        • MLA format must be used; be sure to refer to the Purdue Owl website.
        • Remember, you cannot refer to yourself. You should not use I think, I feel, in my opinion, it is my belief, etc.
        • Your D2L similarity score should be 20% or below

        Develop your thesis statementThis is your position or claim (basis of your argument)

        This is where your subject, purpose and focus all come together in a controlling idea.

        • A clearly stated thesis conveys your main idea (your argument).
        • A thesis statement is an explicit declaration (usually in 1 sentence) of the main idea.
        • It will convey a single idea, clearly focused and specifically stated.
        • It can be thought of as a central idea phrased in the form of an assertion.
        • It is a claim-it indicates what you claim to be true, interesting or valuable

        about your topic

        NOTES: Make sure that you correctly format your works cited page (see next page for other notes)

        Make sure that you properly cite paraphrases, as well as direct quotes in the paper and on

        your works cited page

        Proofread

        Check your similarity score (sources should not be the majority of your paper; use only to support your point).

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        English Question

        English Composition 101

        Goodwin University (formally Goodwin College)

        Overview

        In this unit, we will be writing to discover and explore the “master topics” that we will be working with throughout the semester.

        COURSE OUTCOMES

        • CLO-1 Use techniques of personal writing to generate, examine, and revise ideas

        WEEKLY OUTCOMES

        After reading the text and viewing the lecture notes and additional materials, students will be able to:

        • Generate ideas for a writing project
        • Examine ideas for a writing project
        • Revise ideas for a writing project

        Sample topics and thesis statements

        Any topic you can think of has the potential to be a starting point for scholarly inquiry and research. This chart suggests a number of random research topics, and then develops each one into a thesis statement for an academic paper. Notice that these thesis statements are written in impersonal language (ie, without first-person or second-person pronouns such as I, me, you, we, etc.) and make claims that can be supported with objective evidence.

        Any of these topics could be developed into different kinds of thesis statements. These examples are merely intended to illustrate what academic thesis statements should sound like.

        Sample research topics

        Scholarly thesis statement examples

        Accounting

        Accounting is an ancient profession, but recent technological innovations are revolutionizing the field.

        Astrology

        While the validity of astrology has been largely debunked, it remains a multi-million dollar industry.

        Autism

        Early diagnosis is critical to managing Autism Spectrum Disorder, and more resources need to be devoted to screening young children for symptoms.

        Bedbugs

        Bedbug infestations represent a serious human health risk, and people need to be educated about how to prevent infestations, as well as how to identify them and eliminate them when they do occur.

        Breastfeeding

        Women should not be discouraged from breastfeeding in public, and laws protecting their right to do so should be strengthened.

        Cholesterol

        Most people associate cholesterol with heart disease, but your body actually makes its own cholesterol, which is necessary for a variety of bodily functions.

        Coffee

        Americans are addicted to coffee, but not enough people realize the damaging effects of the coffee trade on the environment and on the social and economic welfare of coffee-producing regions.

        Driving

        Most people think of themselves as good drivers, but there are three common mistakes that almost every driver makes without realizing it.

        Dystopia

        Science-fiction authors throughout history have used dystopian narratives to examine social problems unique to their time and place.

        Electricity

        Harnessing the power of electricity has changed the course of human history in three important ways.

        Eugenics

        While some researchers have proposed editing disease-causing genes out of the human genome, doing so could act as a slippery slope leading to discriminatory manipulations of human DNA.

        Eyes

        Portrait painters have commonly focused on a subject’s eyes as the “windows to the soul.”

        Family Guy

        While it foregrounds crass jokes and low humor, the animated series “The Family Guy” presents a sophisticated satire of American society.

        Frogs

        Frogs play a range of important ecological roles, and the global decline in frog populations poses a significant threat to ecosystems.

        Google

        Google markets itself as a brand devoted to inspiring and educating people, but its corporate policies do not align with its stated mission.

        Hartford, CT

        While is faces many challenges, Hartford, Connecticut, remains a vibrant, diverse, and dynamic center of cultural activity.

        Hats

        Throughout history, hats have played an important role in defining social, cultural, and professional identity.

        Homelessness

        Homelessness is a chronic problem, but some cities have developed policies that have the effect of providing universal access to shelter. Adopting these policies on a national level could have a transformative effect on our country’s social wellbeing.

        Homeopathy

        The growing popularity of homeopathic remedies is revolutionizing the healthcare industry, but the biggest changes are still to come.

        Homeschooling

        While it is often misunderstood and stigmatized, homeschooling is becoming more popular among American families, especially for special needs children.

        Maps

        Throughout history, maps, rather than being neutral representations of objective space, have been designed and used in ways that promote the biases and interests of the societies that produced them.

        Mermaids

        In literature and film, mermaids have represented the enchanting mystery of the sea and its deep relation to our biological identity.

        Michael Jackson

        One of the greatest performers of all time, Michael Jackson was a victim of social pressures associated with his stardom, as well as of his own personal demons.

        Miscommunication

        Communication is the basis for all of our social organization, but when communication goes wrong, the results can range from the comical to the catastrophic.

        Nutmeg

        Although they live in the “nutmeg state,” many Connecticut residents may be unfamiliar with the surprising health effects associated with the consumption of this familiar spice.

        Quarks

        The discovery of quarks constituted a significant turning point in the study of sub-atomic physics.

        Rivers

        The most significant early civilizations developed along the banks of rivers, which were important as a source of fish and other animal protein, as a source of water for drinking and irrigation, and as a route of trade and transportation.

        The Battle of Gettysburg

        Although the Battle of Gettysburg is typically considered the battle that won the Civil War for the North, Grant’s victory during the Chattanooga Campaign may have played an even more decisive role.

        The Empire State Building

        Although surpassed by One World Trade Center in height, the Empire State Building remains the definitive architectural icon of New York City.

        The FBI

        Although the FBI is commonly revered as an organization committed to upholding the rule of law, the history of the bureau contains several high-profile examples in which agents have abused their power and acted against the interests of the American people.

        The Last Supper

        As painted by Da Vinci and others, The Last Supper is a familiar image. If the historical Jesus held a real “last supper” with his disciples, however, it likely would have looked much different than the scene in Da Vinci’s painting.

        The New York Knicks

        Although the Knicks haven’t won an NBA championship since the early 1970s, in some ways, they are the best team in the NBA.

        The Panama Canal

        The construction of the Panama Canal was extremely costly both economically as well as in terms of the number of workers who were killed while working on the project, but the canal has also had a devastating environmental toll on the ecology of the Panamanian isthmus.

        Tin

        Tin has played an important role in the development of technology since the Bronze Age, and scientists continue to discover new ways of exploiting this element’s unique chemical properties.

        UFOs

        Although it is unlikely that North America was visited by little green men in the 1950s and 60s, a number of famous UFO sightings remain unexplained.

        Unicorns

        In art, media, and culture, images of unicorns have commonly represented qualities of grace, beauty, and spirituality.

        Vacuum cleaners

        While automated robot vacuum cleaners like the Roomba have become popular household devices, they are characterized by a number of shortcomings that limit their effectiveness.

        Volcanoes

        Studying volcanoes can teach us about the history of the early earth, and may also provide insight into the future of energy production.

        Wonder Woman

        While some feminists have embraced Wonder Woman as a symbol of empowerment, the image of Wonder Woman is a sexist stereotype that does more to validate male fantasies than it does to advance the principles of feminism.

        World Peace

        Although skeptics have doubted whether world peace could ever be achieved, we should always strive toward the goal of eliminating conflict and fostering intercultural dialogue and understanding.

        An important statement about choosing your Master Topic

        All of the assignments you will write for this class will address the Master Topic you choose in this first week. In order to get the most out of this class, it is important for you to pick a writing topic that you are genuinely interested in. If you can identify something that you really care about – something that relates to a hobby you enjoy, a career you wish to pursue, or a problem you are trying to solve – then your connection to this topic will motivate you to engage in a rewarding research and writing process. If you have any questions about how to identify a Master Topic that inspires you, address them to your instructor, either through the “Ask the Instructor” thread or on the Week One discussion board.

        Week 1 Discussion

        What fascinates you, inspires you, infuriates you, puzzles you, eats at you, stimulates you? Identify a topic that you want to devote a lot of time to writing about over the coming weeks, months, and, possibly, years.

        Once you have identified a topic, please answer these three questions:

        1. Why did you pick this topic?
        2. Why is your topic important?
        3. Using the sample thesis statements provided in the Unit One course materials as examples, articulate a potential thesis statement for an academic essay about your topic.

        Week 1 Assignment: Artifact Analysis

        On the discussion board, you’ve addressed a range of general questions about your topic. For this essay assignment, please identify a specific physical “chunk of the world” that represents your topic. It can be a picture you’ve taken yourself, a picture you find from the Internet, a drawing you’ve done, a quotation or a line from a song, an abstract image, or anything else that you can insert into a Word document. Post the image, clip, quotation, or whatever your “chunk” is at the top of your document, and then write a 300-word essay about your artifact.

        In accordance with the “5 tips for effective writing,” arrange your essay so that includes an introduction, a body paragraph, and a conclusion. Outline your essay as follows:

        1. Intro: Provide a detailed description of the artifact, and connect it to the topic that you have chosen to write about for the class.
        2. Body paragraph: Explain why you’ve chosen this artifact to illustrate the topic you’ve chosen to write about for this class
        3. Conclusion: Speculate on what else there is to learn about your topic and why your topic is important.

        Special tips!

        • Begin your introduction with a sentence that “shows” the artifact using descriptive language.
        • Begin your body paragraph with a topic sentence that connects the artifact to your theme.
        • End your conclusion with a sentence that brings us back to the artifact.

        Sample APA paper, annotated

        https://owl.purdue.edu/

        Here is a link to a sample APA paper.

        Note the layout of the title page, in-text citations, and references page.

        Week 2 Discussion

        What are you learning about your topic that you didn’t know before? Are any of your previous attitudes or beliefs being challenged by what you read? What is the most interesting thing you have learned? What kinds of resources are the most informative? What challenges have you encountered?

        Week 2 Assignment: Report on 3 Sources (reference, internet, database)

        In a brief, five-paragraph essay, present a report on what you know about your research topic after having spent the week studying it. Use your three body paragraphs to lead your reader from general information about your topic to more specific information by organizing your paper as follows:

        1. Body paragraph one – A summary of general information from a reference source
        2. Body paragraph two – A summary of more detailed or focused information from an online source
        3. Body paragraph three – A summary of the findings from one article located in an academic database
        4. Please format this essay in APA style, including a title page, a running header, in-text citations, and a references page.

        Helpful tips:

        • Since your essay will be leading up to the points you make in your third body paragraph, it will probably be useful to have an idea of what you are going to be writing about in this paragraph before you write the rest of your essay.
        • Use your introduction and conclusion to contextualize the significance of what you have learned in your research
        • Summarize the most important point of each source in the topic sentence of each of your body paragraphs, then use the rest of the paragraph to elaborate on that point.
        • Include at least one quotation from your Internet source, and one from your database source.
        • Do not quote from Wikipedia or any other reference source. Paraphrase any information from reference sources in your own words.

        Week 3 Discussion

        • What debates circle around your topic?
        • What is the most significant area of disagreement among people who study and discuss your topic?
        • Identify specific examples of writers taking different positions on the same topic.
        • What are the arguments on both sides?
        • Which argument is more convincing to you and why?

        Week 3 Assignment: Persuasive Essay

        Complete the following passage:

        ____ has been a hotly-debated topic in the field of ______. Some people have argued that _____, but I say, _______.

        Write a three-paragraph essay explaining why you feel the way you do about this topic. Make conspicuous use of pathos, logos, and ethos.

        Helpful tips:

        • Identify a specific author or article that exemplifies the point of view you want to argue against. Pick your fight with an individual author, rather than with a general point of view. Consider replacing the phrase “Some people have argued that” with the name of a particular author who has articulated the position you intend to refute.
        • Your introductory paragraph should describe the opposing sides of the debate and conclude with a thesis statement that clearly expresses your own point of view.
        • Your body paragraph should highlight the strategy of logos, presenting specific rational arguments in support of your thesis statement.
        • Your conclusion should focus on the element of pathos, using emotional language to evoke the importance of the debate and to enlist your readers’ sympathy and support.
        • Your entire essay should be written with a professionalism and authoritativeness that convey a sense of your own credibility as a writer.
        • Use APA style to cite every source you include in your discussion, using both an in-text citation (author, year) and an entry on your references page for each source.

        PLEASE DO NOT USE OUTSIDE SOURCES BESIDES THE REQUIRED TEXT BOOK AND LINKS POSTED BELOW! IF YOU ARE NOT FAMILAR WITH THE SUBJECT THEN DO NOT TAKE ON THE ASSIGNMENT, THANK YOU!

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        English Question

        Following up from where you left off last time with your thesis statement, begin writing out the body paragraphs of your argumentative essay (if you are pressed for time, you may instead outline your body paragraphs and then expand them into full paragraphs in a later draft of the essay). Here are a few tips for each of the different body paragraph types:

        For body paragraphs that are intended to relay background information, you should share information with your audience that you believe would not only be important to their understanding of your topic but also that they are not already likely to know. You might cite information from your sources for these paragraphs. While you can quote a source for this purpose, it might be more ideal to paraphrase or summarize the information instead. Whether you quote, paraphrase, or summarize, though, if you refer to any ideas or information that are not your own, even if they’re in your own words, you must cite the source.

        For body paragraphs that contain reasons and supporting evidence to support your thesis, consider following a variation of the SIEL Method (see the Course Documents folder to review the reading). In other words, start each paragraph by stating your reason for why your audience should accept your thesis statement as true. Follow up with evidence either from personal knowledge or from one of your sources. If you cite from a source, this could be a good time to use a quotation, though a paraphrase is also effective here (and as stated before, always cite the source whether you quote it directly or not). Finally, draw a connection between the argument (the topic sentence) of the paragraph and the supporting evidence–how does the evidence prove your argument to be right?

        Finally, some of your body paragraphs might be responses to ideas and arguments from your sources or interviews. These paragraphs should also begin with topic sentences introducing the ideas and arguments of your source authors or interviewees. Afterward, you may quote, paraphrase, or summarize from the source, or you may paraphrase or summarize the contents of the interview (as you are unlikely to remember exact quotations unless you recorded the interviews, and if that is the case, you are permitted to use quotations here as well). You should represent all arguments, including those you disagree with, fairly and completely. Afterward, you should respond to their arguments. What aspects do you agree with and why? What aspects do you disagree with and why?

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        English Question

        Introduction

        undefined

        Introduce the topic:

        undefined

        • A general introduction to the topic
        • Demonstrate why this topic is important
        • Explain what you are going to do – This essay will…..

        undefined

        (Approx. 100 words)

        undefined

        Main body – includes two parts

        undefined

        1.1. Discuss three of the listening challenges from the article.(Write in paragraphs).

        undefined

        Include:

        undefined

        • Chose three listening challenges from the article: false starts and repetitions, unnecessary words, long sentences with items such as run-on sentences and clauses, technical terms, words with dependent prepositions, embedded references to items mentioned previously, complex structures such as noun phrases, abbreviations and acronyms, culture, lecture content, cognitive processing of numbers and statistics, working out detail from main points or visual challenges.
        • Discuss = evaluate the ways they are important
        • Support your arguments with logical and relevant evidence and examples. Include regular in-text citations.
        • 1 or 2 paragraphs for each challenge. Be objective so use the 3rd person: This shows that, this is important because, many people think that etc.
        • Support your arguments with logical and relevant evidence and examples. Include regular in-text citations.
        • 1 or 2 paragraphs for each strategy. Be objective so use the 3rd person: This shows that, this is important because, many people think that etc.

        undefined

        (Approx. 300 words)

        undefined

        2.Suggest three strategies teachers can use to help students improve their listening skills. (Write in paragraphs).

        undefined

        Include:

        undefined

        • Chose three strategies teachers can use to help students improve their listening skills. Teachers can teach students the following: active listening, to take notes, prepare the environment, listen for gist, listen for detail, know the context and be prepared, signposting language etc.

        undefined

        undefined

        (Approx. 300 words)

        undefined

        3.Describe some listening challenges you have experienced and the strategies that have helped you become a better listener. (Write in paragraphs).

        undefined

        • Support your arguments with logical and relevant evidence and examples.
        • This section is reflective so choose expressions such as: in my opinion, for me, my personal experience is, I feel that etc.

        undefined

        (Approx. 200 words)

        undefined

        Conclusion

        undefined

        • Demonstrate how you have addressed the topic
        • Highlight the main key points discussed in your essay
        • Demonstrate any conclusions that can be drawn from the essay as a whole
        • No in-text citations here
        • Do NOT include any new information

        undefined

        (Approx. 100 words)

        undefined

        Reference list (on a separate page – not included in the word count)

        undefined

        At least SIX (6) references – Use Harvard referencing

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        English Question

        Instructions

        Item 2 of the Portfolio: Annotated Bibliography (due in week 4)

        This week, you will submit an annotated bibliography for two (2) of your sources for the final project paper. Both sources should be scholarly and from the APUS Library. Go ahead and read the instructions for upcoming assignments so you will have a good idea of sources you might need.

        Each source (listed in alphabetical order) should have a complete Works Cited or References entry for the citation style you are using, as well as an annotation, which should be a paragraph or two summarizing and evaluating the article. Information about the author’s credentials and publisher’s credibility may be included. Value of the sources to the final project paper should be part of the annotation. (Summaries/evaluations under one hundred words each will be considered under-developed.)

        Write in third person only. It’s a good idea to include a signal phrase, direct quote or paraphrase, and a parenthetical citation within each summary.

        To format your Works Cited or References entries, you may use the library cite button discussed in the week four Lessons. Include the article’s web link (the https address—not just the doi) at the end of your Works Cited entry. Just copy and paste it from your web browser, if it is not already included. Examples are shown in the attached Template (which you will download) and Sample (which is attached to show you an example of what a good submission looks like).

        Submit your assignment as a Word document attached to the assignment link so it can be automatically processed through Turnitin. Use the template provided. You can save the template with a title like this: Your Name_Annotated Bib.

        Please note that the template is in MLA style. If APA is the appropriate style for your topic, set up your paper (cover page, parenthetical citations, etc.) as shown in this link: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html

        Attachments

        SAMPLE annotated bibliography.pdf

        (181.26 KB)

        APA_TEMPLATE_Annotated_Bib.docx

        (17.61 KB)

        MLA_TEMPLATE_Annotated_Bib.docx

        (16.64 KB)


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        English Question

        Hi, I need 3 5-paragraph essays (so 15 paragraphs in total). I WILL tip if you do a good job. Details below, Thanks!

        (Score for Question 1: ___of 30 points)

        Question 1: Robert Burns wrote the following poem to Mrs. Agnes Craig McLehose before he married Jean Armour in 1788. Read the poem carefully.

        In a well-written essay explain the speaker’s attitude toward love and how he reveals that attitude. You may wish to discuss figurative language, metrical pattern, tone, and other poetic devices that seem appropriate.

        “Ae* Fond Kiss, And Then We Sever” *one

        Ae fond kiss, and then we sever;

        Ae fareweel, alas, for ever!

        Deep in heart-wrung tears I’ll pledge thee,

        Warring sighs and groans I’ll wage thee.

        Who shall say that Fortune grieves him,

        While the star of hope she leaves him?

        Me, nae* cheerful twinkle lights me; *no, not

        Dark despair around benights* me. *darkens, leaves me unenlightened

        I’ll ne’er blame my partial fancy,

        Naething* could resist my Nancy: *nothing

        But to see her was to love her;

        Love but her, and love for ever.

        Had we never lov’d sae* kindly, *so

        Had we never lov’d sae blindly,

        Never met-or never parted,

        We had ne’er been broken-hearted.

        Fare-thee-weel, thou first and fairest!

        Fare-thee-weel, thou best and dearest!

        Thine be ilka* joy and treasure, *every

        Peace, Enjoyment, Love and Pleasure!

        Ae fond kiss, and then we sever!

        Ae fareweel alas, for ever!

        Deep in heart-wrung tears I’ll pledge thee,

        Warring sighs and groans I’ll wage thee.

        [Type your answer here.]

        Question 2: Read the following passage from Charlotte Brontë’s novel Jane Eyre, in which the narrator reflects on her relationship with Rochester, her employer.

        In a well-written essay, explain how the author reveals Jane’s attitude toward Rochester. You may want to analyze the use of imagery, diction, syntax, and rhetorical questions. Don’t summarize the plot; focus on analysis.

        “I compared him with his guests. What was the gallant grace of the Lynns, the languid elegance of Lord Ingram,−even the military distinction of Colonel Dent, contrasted with his look of native pith and genuine power? I had no sympathy in their appearance, their expression: yet I could imagine that most observers would call them attractive, handsome, imposing; while they would pronounce Mr. Rochester at once harsh-featured and melancholy-looking. I saw them smile, laugh−it was nothing; the light of the candles had as much soul in it as their smile; the tinkle of the bell as much significance as their laugh. I saw Mr. Rochester smile:. his stern features softened; his eye grew both brilliant and gentle, its ray both searching and sweet. He was talking, at the moment, to Louisa and Amy Eshton. I wondered to see them receive with calm that look which seemed to me so penetrating: I expected their eyes to fall, their colour to rise under it; yet I was glad when I found they were in no sense moved. “He is not to them what he is to me,” I thought: “he is not of their kind. I believe he is of mine;.I am sure he is−I feel akin to him−I understand the language of his countenance and movements: though rank and wealth sever us widely, I have something in my brain and heart, in my blood and nerves, that assimilates me mentally to him. Did I say, a few days since, that I had nothing to do with him but to receive my salary at his hands? Did I forbid myself to think of him in any other light than as a paymaster? Blasphemy against nature! Every good, true, vigorous feeling I have gathers impulsively round him. I know I must conceal my sentiments: I must smother hope; I must remember that he cannot care much for me. For when I say that I am of his kind, I do not mean that I have his force to influence, and his spell to attract; I mean only that I have certain tastes and feelings in common with him. I must, then, repeat continually that we are for ever sundered:−and yet, while I breathe and think, I must love him.”

        [Type your answer here.]


        Question 3: People may learn from failure, but they can also be haunted by it. Authors frequently use a character’s failure to add meaning to a work of literature.

        Choose a full-length work of literary merit you have studied during this course or in another course. In a well-written essay, analyze how a character in that work learns from or is haunted by failure. Also analyze how the character’s failure adds to the work’s overall value. Do not merely summarize the plot.

        [Type your answer here.]

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        English Question

        ASSIGNMENT:

        How do superheroes reflect the cultural values important to our society today? In current superheroes in film and TV today, we see the importance of a variety of cultural values, such as:

        • justice
        • freedom / independence
        • responsibility and duty
        • team building
        • multiculturalism / diversity
        • feminism / female strength
        • leadership
        • honor
        • friendship / family

        For this investigation, select ONE film, TV show, or comic book based on a superhero. In your paper, explain how the superhero(es) in the text reflect and illustrate ONE cultural value that is important to American society today. You may choose from the list above, or identify a different cultural value.

        Construct your own essay in which you create a clear thesis statement that shows your understanding of how a superhero in a film, TV show, or comic book demonstrates the importance of ONE specific American cultural value or belief in today’s society.

        INSTRUCTIONS:

        Your investigation into superheroes should be a direct response to the prompt outlined above. You essay should be in MLA format and style, including a Works Cited page; a minimum of 4-6 pages in length (1,500 words); and it should include at least 4 sources. You are required to use ONE film, TV show, or comic book as your primary source that represents a superhero and at least three secondary sources (outside research that might include the historical or biographical context for the text; critics of the film or TV show, etc).

        REQUIREMENTS:

        4-6 pages (at least 1,500 words)

        MLA format. 12-point font, Times New Roman. Works Cited Page

        A creative title that hints at the subject matter. 


        Indicate a clear focus in a well-written thesis statement that includes a focus on how the superhero reflects ONE cultural value.

        Your essay should be well-structured with a clear beginning, middle, and end.

        Concrete evidence properly cited and integrated.

        Include at least 4 sources (1 primary source and 3 secondary sources). The evidence should clearly support the topic sentence and the overall thesis statement.

        Each body paragraph should have at least 2-3 sources (primary source + 1 to 2 secondary sources)

        Provide a conclusion which states why your argument is significant


        Implement proper stylistic conventions to include: sentence variation, college-level vocabulary, complex sentence structure.

        Write the paper as if addressing a scholarly audience.

        Demonstrate thoughtful revision and editing/proofreading

        GOALS:

        This assignment will help students meet the following Student Learning Objectives, as stated on the course syllabus:

        Utilize the writing process to produce complex, high-quality work.

        Evaluate the validity and soundness of arguments and the evidence within them.

        Synthesize ideas of two or more writers to create a broader understanding of an issue

        Utilize critical reading strategies to pull meaning from complex texts.

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        English Question

        Tips for Single-Source Essays

        Single-source essays have a few important features that differ from the multi-source essays assigned in this class:

        1. They only require that you use one source (for this essay, that source will be the book, Oryx and Crake).
        2. The required source will be assigned, so you can’t do any research or Googling.

        The writing process will look like this:

        1. Read the source and take notes on it (annotate every chapter)
        2. Brainstorm your ideas and see what others think (discussion boards)
        3. Write an outline of your essay that includes your points and evidence,
        4. Set a timer for 2-3 hours and write a draft of your essay,
        5. Revise the essay for thesis and topic claims, organization, development, and source use,
        6. and finally edit the essay for style, grammar, and MLA formatting

        Answer one of these questions, and then support it with lots of cited evidence from the novel:

        1. In what way is genetic modification of humans potentially dangerous or unpredictable? What characters or events does Oryx and Crake use to show that genetic modification of humans is dangerous or unpredictable? Use lots of evidence from the story. How does this relate to what is happening in our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary. Tip: focus on human modification, not on animal modification. You can make connections to what you learned writing our previous essay.
        2. Why is society’s obsession with youth (or beauty) dangerous or unhealthy? What characters or events does Oryx and Crake use to show the negative impact of an obsession with youth or beauty? Use lots of evidence from the story. How does that relate to our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary.
        3. Why is storytelling so important to society? What characters or events does Oryx and Crake use to show the importance of storytelling? Use lots of evidence from the story. How does this relate to our own real life? Use your own prior knowledge, experience, and observation for this part–no research necessary.
        4. Should Snowman protect the Crakers and allow them to thrive as the new “human species” of this planet, or should he join the remaining humans and help them rebuild society (leaving the Crakers to die)? Why? Use lots of evidence from the book to support your answer. Tip: you cannot argue for saving both humans and Crakers–one must go for the other to stay. Don’t try to create a compromise where everyone wins. You have to choose a side.

        The introduction should:

        1. (Optional: Begin with a hook, if you’d like.)
        2. Briefly summarize the book, Oryx and Crake.
          1. First, introduce the book and author.
          2. Then, summarize the book in about 4-6 sentences.
            1. In the summary, include incidents and ideas that:
              1. Are most important (give us an accurate overview of the book and its themes) and
              2. Relate to your topic
        3. End with your thesis.
          • Your thesis should respond to one prompt question and be clear and specific.
          • “(See the thesis templates below for more help.)

          Your 4-5 body paragraphs should focus on answering the prompt question and proving your thesis.

          Each of your body paragraphs should:

          1. Start with a topic sentence (i.e., the main point of your paragraph that responds to the prompt question).
            • Topic Sentence Examples (your claims should be more specific than these examples):
              • One reason storytelling is valuable is…
              • Another reason Crake should rebuild humanity is…
              • The most dangerous thing about youth obsession is…
          2. Include cited evidence from Oryx and Crake:
          1. Explain how the details from the book prove your point and why the evidence and/or your point is important (i.e., analyze your evidence).

          Finally, end your essay with a conclusion that:

          1. Wraps up your ideas (in 1-2 sentences) and
          2. Includes concluding thoughts that discuss one topic that relates to the entire essay (3-5 sentences)
            1. Example topics: How this issue might apply to more people than we think, why this topic or lessons are so important, what people can do to improve in this area, how the book relates to your life, your opinion on the book, who you would recommend the book to and why, the importance of reading, the importance of sharing our own stories, etc.
          3. Do not order the paragraphs according to chronological order.
            1. For example, do not order them based on the first thing Jimmy did, the next thing that happened to him, and so on.
            2. This pattern usually leads to an essay that goes off-topic and focuses on the story more than your points.
          4. Make sure you correctly spell and capitalize names
            1. Maintain consistency when referring to Jimmy /Snowman (use one name; using both sounds clunky and going back and forth is discombobulating)
            2. Refer to Margaret Atwood’s full name once; use only her last name for additional references
            3. Lots of items have invented names and your autocorrect will try to change them. Edit your essay carefully to make sure they are spelled correctly.
          1. Do not order the paragraphs according to chronological order.
            • For example, do not order them based on the first thing Jimmy did, the next thing that happened to him, and so on.
            • This pattern usually leads to an essay that goes off-topic and focuses on the story more than your points.
          2. Make sure you correctly spell and capitalize names
            • Maintain consistency when referring to Jimmy /Snowman (use one name; using both sounds clunky and going back and forth is discombobulating)
            • Refer to Margaret Atwood’s full name once; use only her last name for additional references
            • Lots of items have invented names and your autocorrect will try to change them. Edit your essay carefully to make sure they are spelled correctly.

          Length requirement: 5-6 pages (about 1500 words)

          Source requirements:

          • You must use cited ideas from Oryx and Crake.
          • You should use cited evidence from the book in each body paragraph.
          • You may NOT use any other sources (no Googling).

          Format Requirements:

          MLA format (Links to an external site.)(1” margins, Times New Roman 12-point font, block header, running header, double-spaced, MLA formatted in-text citations (Links to an external site.)).

          An accurately formatted works cited page that includes an entry for the one assigned source.

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          English Question

          This paper is a true essay in the classical sense that the writer should discover, articulate and express personal insights as they intersect with and circle around a specific topic or experience. Writing consultant Katherine Bomer in her publication “The Journey is Everything” states “The kind of writing I am arguing for in this book: prose pieces that are personal, lyrical, literary, descriptive, reflective, narrative, expository, philosophical, political, spiritual…all of the above.” Your goal? To craft an essay that has room for everything – essays linger, arouse, question, travel, contradict, reveal and expose the mind.

          Successful essays will:

          Be personal. Narrate your own story/experience in first person, cultivate voice

          Set up the text, context and approach in a way that allows you to enter the conversation

          Use at least one class/college/life idea or moment as a “touchstone” – a foundation for your inquiry

          Explore the larger contextual elements (moment in history, geography, age, situation…)

          Possess a controlling idea, but also be creative, organic, logical – not formulaic

          Be honest and accurate – identify and name your ideas, places, moments, setting

          Possess a thoughtful, creative conclusion – good essay have striking beginnings and endings

          Include quoted credible sources (writers, current voices, critics, peer).

          Use an epigraph to creatively contextualize your contribution to the conversation (see Wilde quote).

          Audience: Your intended audience is up to you; it could be other class students (current or incoming), your professor, or any demographic you envision would benefit from your content.

          Purpose: To grow through the act of writing, to pour yourself onto the page and write an essay you are proud of, to tell a story, make connections, push ideas and play with words in a way that is engaging – to essay.

          Length: 5-6 pages long, MLA format & works cited page minimum of three outside credible (2 must be peer-reviewed) and varied sources.

          I chose to write about my parent’s dog, how clever she is, how much she loves my parents, how she feels and acts when she sees my 4 years daughter. you need to write that as a real-life story and at the same time argue about how the pet is good with using two outside resources. why we should have a pet (dog). what the benefit? give example and support your argument. talk about how your dag is good and why you can’t get rid of it.


          the essay should look like this one, but mine is about the dog

          https://www.eater.com/2017/10/3/16395312/olive-gar…

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          English Question

          Directions: You should make reference to at least THREE sources that I had listed down below as well as THREE OUTSIDE meaning sources from other news/articles but reliable! these observations that respond to the prompt. You should present your views on the topic above in a well-developed five-paragraph minimum essay culling from many sources within each paragraph. Please underline the thesis statement in the intro as well.

          I have attached a graphic organizer that needs to be filled out.

          A breakdown of the abbreviations meaning

          TS means the topic sentence ,

          CD means concrete detail in this case your sources,

          CM means commentary which is the explanation not used in a personal opinion! This commentary further proves the above opinion. Sometimes this serves as the analogy, rhetorical device, or an outside observation.

          The Introduction should be in this format (WITH THE THESIS UNDERLINED)

          1. Grabber/Hook/Startling Statement

          2. Transition to topic

          3. Reference to the 3 sources minimum

          4. Thesis statement PLUS 3 Topic Sentences/claims all underlined

          The conclusion should be in this format

          1. Solution or call to action

          2. Tie back to thesis

          3. Reason to remember/prediction

          This essay needs to be written in a research paper style essay so when writing the concrete details do not start off by saying “Author’s last name” stated…..”, the commentary needs to be written in the 2 boxes under each Concrete detail.The 3 concrete details should be listed by first 2being from the sources I have listed whether it being a article or video and the third being an outside observation.

          Please make sure to cite all sources in MLA format and as well as to be cited in the graphic organizer as a footnote preferably or including the last name of the authored date published like this ( Authors Last name,Published date) when writing a source.MAKE SURE TO CITE AND INCLUDE THE SOURCE!!!

          Prompt: To what extent should technology companies, news media outlets, and individuals be responsible for monitoring and preventing the spread of fake news?

          Videos:

          1. How fake news does real harm | Stephanie Busari
          2. Google’s fact-checking tool expands to more countries
          3. Man Behind Fake Campaign News On Viral Stories, Regrets It
          4. Fake News. It’s Your Fault
          5. “Why Videos Go Viral”

          undefined

          Articles:

          Domonoske, Camila. “Students Have ‘Dismaying’ Inability to Tell Fake News from Real, Study

          Finds.” NPR, 23 Nov. 2016, www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-findsstudents-have-dismaying-inability-to-tell-fake-news-from-real.

          Davis, Wynne. “Fake or Real? How to Self-Check the News and Get the Facts.” NPR, 6 Dec.

          2016,www.npr.org/sections/alltechconsidered/2016/12/05/…

          -self-check- the-news-and-get-the-facts.

          Williams, Weston. “Google Rolls Out New ‘Fact Check’ Tool Worldwide to Combat Fake

          News.” Christian Science Monitor, 7 Apr. 2017, www.csmonitor.com/Technology/2017/0407/Google-rolls-out-new-FactCheck-tool-worldwide-to-combat-fake-news.

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          English Question

          Purposes of Unit 3 Exploratory Essay

          • Critical Reading Strategies
          • Summary Writing
          • Responding to text
          • Deepening understanding of conversation
          • Rhetorical understanding of texts and conversation
          • Preliminary research to track conversations
          • Exploratory writing to understand conversation
          • Cultivating complexity about conversation
          • Revision and Reflection

          Assignment Description

          Now that you’ve had some practice summarizing different texts and analyzing how they communicate to readers, it’s your turn to join a conversation on our relationship with technology by writing an Exploratory Essay (at least 1,500 words). An Exploratory Essay invites you to explore a question of your choice related to our course theme, identify and summarize sources that help you answer that question, and develop your own purpose for writing through working out an answer to your question that explores it’s complexity.

          Here’s the process in a bit more detail: you will begin with one of the texts from our last unit. It may be good to begin with the text you wrote your rhetorical analysis on, but that is not necessary. Then you will use this “starting text” as a place to develop a question and apply some research strategies to find 2-3 new, related sources on the question. Then, you will learn methods for assessing the usefulness of the sources you’ve found. (It’s likely that you may need to do an additional round of research after you find gaps or overlaps in your sources). Once you’ve finalized 2-3 sources, you’ll read them carefully, write summaries on them, and respond to the ideas they’ve. Finally, you’ll synthesize them in an intentionally organized way that helps you answer your original question.

          There are many reasons we are turning to an exploratory essay now, at this point in the semester. For one, you’ve had an opportunity to tell your own story and perspective with a narrative and you’ve practiced advanced reading strategies that allow you to summarize and analyze a source. All of these skills will be utilized as you develop your own creative, new insight on our relationship with technology. Additionally, this project is designed as a ‘mini’ introduction to research that will provide you with a few basic research processes/strategies as well as some information literacy concepts. These new skills and knowledges will help prepare you for the larger, independent research project that you will compose in RHET102.

          And finally, this project has been designed to encourage you to “cultivate complexity” about a topic instead of the typical for-against, pro-con, yes-no, black-white thinking/research/arguments framework of thinking.

          Learning Outcomes (What you should aim to learn/accomplish with this essay)

          An Exploratory Essay will…

          • Maintain a purpose by…
            • Identify the complexity of your topic and how you are entering the conversation on it.
            • Articulate the significance of the topic for you and your audience.
            • Demonstrating how your thinking about your topic has deepened as a result of your preliminary research.
          • Identify appropriate evidence by…
            • Including accurate and effective summaries of the sources being explored.
            • Incorporate direct quotes effectively as specific ideas to explore and respond to.
            • Making at least one significant connection between sources that provides new insight.
          • Demonstrates control of style by…
            • Demonstrating clarity and organization.
            • Making purposely grammar and mechanics choices that convey a generalized academic ethos.
            • Incorporate direct quotes and/or paraphrases effectively and accurately to meet an academic citation genre of choice (e.g. MLA, APA, or Chicago).

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          English Question

          I’m working on a english question and need an explanation to help me learn.

          This paper is a true essay in the classical sense that the writer should discover, articulate and express personal insights as they intersect with and circle around a specific topic or experience. Writing consultant Katherine Bomer in her publication “The Journey is Everything” states “The kind of writing I am arguing for in this book: prose pieces that are personal, lyrical, literary, descriptive, reflective, narrative, expository, philosophical, political, spiritual…all of the above.” Your goal? To craft an essay that has room for everything – essays linger, arouse, question, travel, contradict, reveal and expose the mind.

          Successful essays will:

          Be personal. Narrate your own story/experience in first person, cultivate voice

          Set up the text, context and approach in a way that allows you to enter the conversation

          Use at least one class/college/life idea or moment as a “touchstone” – a foundation for your inquiry

          Explore the larger contextual elements (moment in history, geography, age, situation…)

          Possess a controlling idea, but also be creative, organic, logical – not formulaic

          Be honest and accurate – identify and name your ideas, places, moments, setting

          Possess a thoughtful, creative conclusion – good essay have striking beginnings and endings

          Include quoted credible sources (writers, current voices, critics, peer).

          Use an epigraph to creatively contextualize your contribution to the conversation (see Wilde quote).

          Audience: Your intended audience is up to you; it could be other class students (current or incoming), your professor, or any demographic you envision would benefit from your content.

          Purpose: To grow through the act of writing, to pour yourself onto the page and write an essay you are proud of, to tell a story, make connections, push ideas and play with words in a way that is engaging – to essay.

          Length: 5-7 pages long, MLA format & works cited page minimum of three outside credible (2 must be peer-reviewed) and varied sources.

          I chose to write about my parent’s dog, how clever she is, how much she loves my parents, how she feels and acts when she sees my 4 years daughter. you need to write that as a real-life story and at the same time argue about how the pet is good with using two outside resources. why we should have a pet (dog). what the benefit? give example and support your argument. talk about how your dag is good and why you can’t get rid of it.


          Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

          Posted in Uncategorized

          English Question

          I’m working on a english writing question and need a sample draft to help me learn.

          I already wrote the short essay but not 500 words. So I’ll upload what I wrote to give you background about this assignment. Also, it’s a very simple assignment you can finish it in about one hour or less.

          Also, please make sure you follow all the instructions I wrote to you because this assignment is very important and worth a lot of points. If you have any questions about the instructions please feel free to ask me.


          Phase 5 – Evaluating Credibility of Sources

          (TRAPP test evaluation rubric and answer sheet for questions asked in the assignment)


          1. Referring to the research question you selected in Phase 4, identify a WRITTEN online source (e.g. a news or magazine article, a web page—anything except an article published in a research journal). The source should be sufficiently long that you will be able to write 500 words on the topic. Read the grading rubric below before starting the assignment.

          2. Provide the URL to your source.This should be a DIRECT URL – that is, if I click it,

          I should be taken directly to the page containing the document itself.Any URL which does not conform

          to this requirement will not only result in your being downgraded for that part, if I cannot find the article VERY easily, I won’t have the ability to score much of this part of your portfolio and your grade will reflect this.

          3. The TRAPP test includes 5 criteria upon which to evaluate a source. Think about the answers to the questions and then rank your source on each of the 5 criteria from 1 to 10 (1 = unreliable, 10 = excellent). Enter the score in the textbox below.

          Dimension

          Score

          Timeliness: the timeliness of the information

          • When was the information published or posted?
          • Has the information been revised or updated?
          • Is the information current or out-of-date for your topic?

          Relevance: the importance of the information for your needs

          • Does the information relate to your topic or answer your question?
          • Have you looked at a variety of sources before choosing this one?
          • Is the information at an appropriate level?Not too elementary or too advanced for your needs?

          Authority: the source of the information

        1. Who is the author/publisher/source/sponsor?
        2. What are the credentials or qualifications of the author?
        3. Is there contact information, such as a publisher or e-mail address?
        4. Does the URL reveal anything about the author or source?
        5. Accuracy: the reliability, truthfulness, and correctness of the content.

        6. Are there spelling, grammar or other typographical errors?
        7. Is the information supported by evidence?
        8. Can you verify any of the information in another source?
        9. Do they cite sources or provide links to the original source?
        10. Purpose: the reason the information exists

        11. What is the purpose of the information?To inform? Teach? Persuade? Sell?
        12. Do the authors/sponsors make their intentions or purpose clear?
        13. Is the information fact? opinion? propaganda?
        14. Are there political, cultural, religious or personal biases? Do they only support one point of view?
        15. Add up the scores to give you an idea of whether you should you use the resource (and whether your professor would want you to!).

          45 – 50 Excellent

          40 – 44 Good

          35 – 39 Average

          30 – 34 Borderline Acceptable

          Below 30 – Unacceptable

          5. Identify which of the 5 criteria your source scored the highest on and explain why.

          6. Identify the criteria your source scored lowest on and justify why the source is still a creditable one for learning about your research topic.

          7. (Read this next paragraph VERY carefully):Summarize the information in your source that contributes to your increased understanding of the research question you chose.This should be at least 500 words and WILL BE SUBMITTED USING THE TOOL IN the Portfolio module (It’s called “Phase 5 Essay Submission” or something similar. You will NOT submit anything to that link other than your essay.The “questions” part of PHASE 5 (everything I have conveniently changed to a deep blue color above this paragraph) you will save and submit to the link entitled “Phase 5 WORKSHEET”.If you get this wrong, there is a very real chance that your submission will not be scored at all and will become a zero on the due date.I cannot emphasize this enough.You will answer the questions in the blue section of this document (as appropriate, respond below each question.Don’t worry about formatting too much–as long as it’s not a total mess, I should be able to parse it.If I can’t, you’ll know…) and submit it to the “worksheet” link, then take your 500-word essay as a separate document and submit it to the “essay” link.Failure to follow these directions will be penalized separately from the rubric (below).

          GRADING RUBRIC (this is what I’ll use to grade your Phase 5 submissions)

          Assignment graded out of 100 points (worth 10% of final grade).

          Excellent

          Good

          Fair

          Poor

          Directions followed and URL correct

          5

          4

          3

          2

          TRAPP Assessment (2 points per criteria)

          10

          8

          6

          4

          Response to Q5 exhibited a critical analysis of the 5 criteria

          10

          8

          6

          4

          Response to Q6 exhibited a critical analysis of the 5 criteria

          10

          8

          6

          4

          Justification for use of source

          5

          4

          3

          2

          Essay

          Material from source summarized completely

          30

          24

          21

          18

          Organization of essay

          10

          8

          7

          6

          Punctuation, spelling, grammar

          20

          16

          14

          4

          500 word requirement met

          10

          8

          7

          4

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          English Question

          TOPIC FOCUS: Arguing for an American popular culture icon who has Influenced the cultural landscape of Americans over several generations. Please limit your selection to an actual person: no historical landmarks, vacation destinations, events, films, symbols, or imaginary characters etc. Icons come from all walks of our cultural panorama. What are the characteristics of such an individual? What values do they represent? How have they continued to evolve over time so that an individual who appealed to your grandparents also appeals to your parents and to you? Build your case. And remember: This research paper is a persuasive paper. It’s not a report of information or a biography. Students must have a thesis to defend. First person POV used sparingly is acceptable in this paper but avoiding announcing phrases such as I selected, I am going to write about, I believe, or in my opinion.”Papers should have a robust introductory paragraph with a thesis, followed by fully developed body paragraphs to present evidence. Counter arguments should be addressed, if appropriate, in 1 or 2 sentences.Topic sentences and transitions help the argument flow and engage the reader. Attention should be given to grammar, structure, spelling and general presentation. Remember the traits of effective writing. PAPERS MUST BE SUBMITTED ON TIME.Three (3) to (6) properly integrated in-text citations are required. MLA Format is required in all the elements of the formatting of this paper. Sources must be reliable. The variety of credible sources annotated in a student’s annotated bibliography should suffice, but should a student’s research take a different tack, then other sources may be used, but they must be credible. No WIKIPEDIA. No Blogs. No Study Mode websites as listed in the syllabus. All sources must be cited properly.

          Assessment Criteria RESEARCH PAPER RUBRIC POINTS EARNED Criterion (TOTAL VALUE 200 points) Maximum Value 1. There is a clear structure in this work: including introductory (with thesis), body and concluding paragraphs. There must be evidence of a counterargument to the thesis clearly addressed early on in the paper. One or two sentences will suffice. 100 2. Critical thinking and engaging in academic discourse is evident. The paper is a persuasive stand on a clearly defined popular culture icon AND not an informational project. 40 3. The AUTHOR has made a clear attempt to meet the MLA requirements of this paper including in text citations, work cited page, proper integration of sources in his or her own prose, and paper formatting. there must be at least 3 in-text citations; any source in your works cited page MUST be cited in your paper. 30 4. THE AUTHOR has presented a work that is mostly free of grammatical, structural, punctuation, has consistency in point of view, and a minimum of spelling.

          Sources: 3 sources required Language: English (US

          Citation Style: MLA

          9 pages / 2500 words (Double spacing).

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          English Question

          Prompt

          Cultures across the world orient themselves differently to activities, social relations, the self, the world, and the passage of time.

          Write a 4-5-page analysis paper that compares the cultural patterns, otherwise referred to as orientations of 2 cultures very different from your own. Use the textbook and other sources to help you do the following….

          1. Describe the activity, social relations, self, world, and time orientation of two different cultures.
          2. Compare these orientations to those within your own culture.
          3. Discuss how these orientations influence interpersonal communication within those cultures.

          Please use the outline below to help you organize your paper.

          Introduction

          1. Introduce the concept of cultural patterns and cultural orientation
          2. Explain the purpose of your research
          3. Describe the sources used as the basis of your research

          Body

          Culture 1:

          1. Explain this culture’s activity orientation and provide example(s)
          2. Explain this culture’s social relations orientation and provide example(s)
          3. Explain this culture’s self-orientation and provide example(s)
          4. Explain this culture’s world orientation and provide example(s)
          5. Explain this culture’s time orientation and provide example(s)
          6. Describe how these orientations influence interpersonal communication
          7. Note major differences between this culture’s orientations and those of your own culture

          Culture 2: (choose a culture very different from culture #1)

          1. Explain this culture’s activity orientation and provide example(s)
          2. Explain this culture’s social relations orientation and provide example(s)
          3. Explain this culture’s self-orientation and provide example(s)
          4. Explain this culture’s world orientation and provide example(s)
          5. Explain this culture’s time orientation and provide example(s)
          6. Describe how these orientations influence interpersonal communication
          7. Note major differences between this culture’s orientations and those of your own culture

          Conclusion

          1. Summarize and Review
          2. Leave with final thoughts

          Submission and Grading

          • Your paper must be in size 12, Times New Roman font, and should be double spaced. Margins should be no more than 1 inch on each side.
          • Please include a reference page and in-text citation using MLA format.
          • To make it easier for me to follow and spot things, please consider using headers or some form of labeling.
          • Scroll down on this page to view the rubric that will be used to grade this assignment.

          Rubric

          Analysis Paper 1: Cultural Patterns

          Analysis Paper 1: Cultural Patterns

          Criteria Ratings Pts

          This criterion is linked to a Learning OutcomePage Requirement

          4 pts

          Fulfilled

          Analysis consists of a minimum of 4 complete pages with the size 12/Roman numeral font and 1 inch margin.

          2 pts

          Incomplete

          Analysis is only 3-3 1/2 pages or may even be 4 pages but may include large font, or too much spacing which takes away from the true length of the paper. Needs more content to fulfill the requirement.

          1 pts

          Insufficient

          Analysis is less than 3 pages. Font, size, margins, etc. are taken into consideration when determining the true page length.

          4 pts

          This criterion is linked to a Learning OutcomeCulture 1: Discussion of Orientations

          7 pts

          Good

          Thorough and effective discussion of culture’s activity, social, self, world, and time orientations, with accurate examples provided for each.

          5 pts

          Satisfactory

          Satisfactory discussion of most or all of culture’s orientations including, activity, social, self, world, and time. Some or all examples provided.

          2 pts

          Inadequate

          Discussion and examples of culture’s activity, social, self, world, and time orientations need work. May be incomplete or lacking adequate understanding of the content.

          7 pts

          This criterion is linked to a Learning OutcomeCulture 1: Influence on Communication

          5 pts

          Good

          Thoughtful analysis of how culture’s orientations may influence interpersonal communication, with some examples provided.

          3 pts

          Satisfatory

          Satisfactory analysis of how culture’s orientations may influence interpersonal communication, with adequate examples missing.

          2 pts

          Inadequate

          Inadequate or missing analysis of how culture’s orientations may influence interpersonal communication, with adequate examples missing.

          5 pts

          This criterion is linked to a Learning OutcomeCulture 1: Comparison to Your Culture

          4 pts

          Good

          Insightful comparison of major differences between culture’s orientations and those of your own.

          3 pts

          Satisfactory

          Satisfactory comparison of major differences between culture’s orientations and those of your own.

          2 pts

          Inadequate

          Inadequate or missing comparison of major differences between culture’s orientations and those of your own.

          4 pts

          This criterion is linked to a Learning OutcomeCulture 2: Discussion of Orientations

          7 pts

          Good

          Thorough and effective discussion of culture’s activity, social, self, world, and time orientations, with accurate examples provided for each.

          5 pts

          Adequate

          Satisfactory discussion of most or all of culture’s orientations including, activity, social, self, world, and time. Some or all examples provided.

          2 pts

          Inadequate

          Discussion and examples of culture’s activity, social, self, world, and time orientations need work. May be incomplete or lacking adequate understanding of the content.

          7 pts

          This criterion is linked to a Learning OutcomeCulture 2: Influence on Communication

          5 pts

          Good

          Thoughtful analysis of how culture’s orientations may influence interpersonal communication, with some examples provided.

          3 pts

          Satisfactory

          Satisfactory analysis of how culture’s orientations may influence interpersonal communication, with adequate examples missing.

          2 pts

          Inadequate

          Inadequate or missing analysis of how culture’s orientations may influence interpersonal communication, with adequate examples missing.

          5 pts

          This criterion is linked to a Learning OutcomeCulture 2: Comparison to Your Culture

          4 pts

          Good

          Insightful comparison of major differences between culture’s orientations and those of your own.

          3 pts

          Satisfactory

          Satisfactory comparison of major differences between culture’s orientations and those of your own.

          2 pts

          Inadequate

          Inadequate or missing comparison of major differences between culture’s orientations and those of your own.

          4 pts

          This criterion is linked to a Learning OutcomeSources

          4 pts

          Good

          Sources clearly used to compile information on culture. Appropriate in-text citations along with a work-cited page included with paper.

          2 pts

          Satisfactory

          Evidence of some sources used however inadequate citations provided within text and/or in work-cited page.

          0 pts

          Missing

          Missing in-text citations and work cited page.

          4 pts

          Total Points: 40


          Please complete the self-reflection by answering the following questions. Number your responses so that they are easier to follow.

          1. What is one thing you think you did well on the paper?
          2. What is one thing you had difficulty with in writing this paper? What is your plan for improving writing future papers?
          3. Which cultural orientation do you think you understood best?
          4. Which cultural orientation did you find challenging to write about and why? What did you do to get “unstuck”?
          5. What do you think is a fair grade for the work you’ve done on this paper? Explain why.

          PreviousNext

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          English Question

          Module 5: Overview: A National Literature

          Summary

          Module 5 surveys surveys representative texts and writers of the Post-Revolutionary period.

          Objectives

          • Demonstrate critical reading, thinking, and writing skills by analyzing texts and writers from the Post-Revolutionary period;
          • Identify content, structure, and style in literary texts;
          • Use literary terminology to analyze works of literature;
          • Define and provide examples of the literary characteristics of works by American authors from the post-Revolutionary period;
          • Define and identify the basic characteristics of American Romantic literature
          • Discuss some recurring themes of American literature.

          Readings

          Complete the following

          • Introduction, pp 9-24;Study Sheet 7-1.docx 
            • Study Sheet 8-1.docx
            • Washington Irving, pp 25-7:
            • “Rip van Winkle,” pp 29-41;
            • “The Legend of Sleepy Hollow,” pp 41-62
          • “Thanatopsis,” William Cullen Bryant, p 118+
          • Poems, Lydia Sigourney, pp 106-7:
            • “Death of an Infant,” p 108;
            • “To the First Slave Ship,” p 109;
            • “Indian Names,” p 110;
            • “Fallen Forests,” p 114
          • Poems, Henry Wadsworth Longfellow, pp 571-2:
            • “A Psalm of Life,” p 573;
            • “My Lost Youth,” p 580
          • John Greenleaf Whittier, p 583-4; “Snow Bound: A Winter Idyll,” pp 587-9
          • Edgar Allan Poe, pp 604-8:
            • “The Fall of the House of Usher,” pp 629-42
            • “Sonnet – To Science,” p 608;
            • “The Raven,” p 613-5;
            • “Annabel Lee,” p 619

          NOTE: Readings that begin with *** are longer works, and will take more time to complete. Students should plan their reading schedules accordingly!

          Assignments

          Please complete all of these assignments before the conclusion of Module 5:

          • Complete all readings
          • Discussion #5: A National Literature
          • Challenge Task #5
          • Writing Assignment #5 
          • Part 1
          • A National Literature
          • Module 5: Discussion #5:    Directions Before beginning your second discussion thread, Review the Discussion Board Expectations in the Syllabus under Course Grading.(1) In this discussion, there are a number of Discussion Prompts listed below. You must respond to TWO of them.
            • Make your initial post before the Module is halfway over. (As always, please consult the course Calendar where the instructor will list specific due dates.)
            • Return before the Module closes and respond to at least two classmates’ posts, preferably on the same topics you chose. Continue the conversation with your fellow students.
            • Students are expected to read what other students have posted.
            • Students may reply to, or expand upon, points made by other students in the thread.
            • (2) To earn points:
            • All posts should average about two paragraphs minimum.  
            • All posts MUST be significant and substantial contributions that demonstrate your mastery of the readings. If you are not earning full points for discussions, then be sure to review the Instructor comments and the grading rubric.
            • Remember: a Literature class IS Reading and Discussion…there are no “right” answers to these questions!
            • GENERAL NOTE: remember…
            • Discussions are informal, personal responses based on your own reading of a text
            • Do not “research”websites or repeat the editor’s comments or copy/paste from any outside source: use your own brain
            • A Literature class IS Reading and Discussion…there are no “right” answers to these questions! 
            • Discussion #5 Prompts
              Discussion Question #1
              American Romanticism is the “American” version of European RomanticismAs a Literary style, it includes all of the theoretical elements of European Romanticism, but it differs in some important ways. Review the study sheet on Romanticism and then think about these differences (listed below) we can see in American Romanticism:
            • Setting: American Romantic literature is set directly in the vast American landscape, and WILD Nature is a looming force just beyond the edges of every story; often Nature itself becomes a “character” in the story, and it almost always presents a level of challenge on its own.
            • Characters: it is populated with American characters, and the stereotypes and recognizable figures of American folk history and regional culture; reflects a diverse immigrant heritage
            • Stories: These stories focus on everyday situations common to American Experience and again reflect regional themes
            • Poems: generally reflect the style and form of European lyric and epic poetry, but with American tropes and symbols
            • Language: It employs an increasingly “American” English that is very influenced by Journalistic style, but many American works at this time mimic the old-fashioned, “formal” English of the educated and aristocratic English
            • Idealizes and “romanticizes” Native American culture and literary figures: In European Romance, the symbol of the Romantic ideal is the “innocent child.” In American Romance, the symbol is  the “Noble Savage,” the “natural man” who is closer to Nature than is “modern man,” and is therefore more “natural” and more “spiritual” than is corrupted “western man.”
            • The Hero is not divinely chosen, and is usually a “reluctant”: in traditional Romance stories, the hero is from the aristocratic class and has, in some way, been divinely chosen; he is superior to other men by birth. In American Romance, the hero is an average man who has risen from his own merit, and he does not actually want to be a hero. Rather, he is forced to act heroically by circumstance or duty.
            • It reflects regional characteristics: Different storytelling traditions and styles evolve in different areas of the new nation because this was the age before instantaneous communication, and ethnic groups also tended to bunch together, which helped to create “local” traditions reflecting European roots.
              • New England writers are centered in Massachusetts (called “The Concord Group,” The Transcendentalists)
              • Northeast writers (The Fireside Poets)
              • Southern Writers are centered in Richmond
              • New York Writers (known as the The Knickerbocker Group)
              • Western Writers (centered first around Chicago, then further west)
            • Review the study sheet on Romanticism, and read the entry in the glossary. Then, think about the readings. What elements of American Romanticism can you discern in the readings?Here’s a question to explore and reply to…Select one work that you really liked in this Unit and go through: first briefly summarize the work, and then explain the Romantic elements you see. What did you like about the work? After thinking about it, do you believe that any of these works of literature are a NEW kind of literature? Any that reflect the NEW spirit of American society? Are there any works that you think may be new kinds of literature (for the time)? Which?Discussion Question #2
              Five Really Important Poets of the 1800sThis Unit we read five really important poets of the 1800’s, all of whom were very influential before the Civil war.Lydia Sigourney is little known today, but in her day she was the most popular woman poet in America. She writes, like Longfellow and Whittier, in the Romantic tradition of poetry, and we can easily see these elements in her poems. In addition, Sigourney continues the “tradition” of contemplative, personal poetry by women in American literary history.Easily the most popular poet of the first part of the 19th century, Longfellow is not very popular today for a number of reasons. One is that his work is not very politically correct by many modern academic standards: his subjects, his attitudes, and his assumptions are not generally shared by many modern thinkers and readers. Another reason for his unpopularity is that his work sometimes is accused of becoming overly sentimental and simplistic, again by modern standards. In reality then, his work is not popular simply because reader’s tastes have changed; readers today don’t value many of the elements that caused his popularity in his day. Still, any survey of American literary history would be incomplete without looking at Longfellow.Similarly, Whittier is also one of the important and popular writers of the early 1800’s who is almost unknown in the modern day, again because of the changing literary tastes of America. However, as the selection in this Unit shows, his interest were very profoundly American and domestic, and his relation of everyday experience gives modern readers a sense of what life was like 200 years ago. Most American readers know Poe and have read his poems, particularly “The Raven,” before. This poem consistently ranks as one of the “American Classics,” but Poe is probably more popular today for his stories. Poe writes traditional “lyric” poems which are most common among the Romantic writers.Finally, there’s Bryant, who is not very well known today at all. But he is not only an important poet of his day, he was also an important classical scholar, and also the leading literary critic of the day. He is an important leaders in the “Young America” movement. In his essays about Literature and Democracy, he argues the need to establish a “new” American literary tradition, one that is separate from the European tradition. He inspired writers and artists (like Whitman) to attempt this feat. Here are some questions to explore and reply to…
            • Review the study sheet on Romanticism, and read the entry in the Glossary. What elements of Romantic literary tradition can you spot in works by these writers?
            • Romantic writers view Nature differently than did earlier writers and thinkers. In Romantic thinking, Nature is a source of goodness and purity, and represent innocence. Nature, and that which is “natural” is “better” than that which is “man-made”. Thus, Romantic writers also tended to “idealize” primitive societies, and because they were “closer to nature”. Where can we see these ideas in the poems by these writers? can you find examples?
            • A person could argue that, in many ways, Sigourney is the most “modern” of all the writers we have looked at so far. In what ways might this claim be true? In which ways would it not hold up?
            • Discuss how the poem “My Lost Youth,” can be seen as either an honest expression of longing and human emotion or as an overly sentimental and simplistic. Which way do you think about this poem?
            • Discuss how the poem “A Psalm of Life,” can be viewed as a truthful expression of the writers belief or as a trite repetition of shallow homilies. What do you think of the poem? 
            • What about the poem, “A Winter Idyll”? What is an “idyll”? In what was does the poem reflect a nostalgic, sentimental, or Romantic view of American life? Explain why
            • Compare Sigourney’s poetry to that of Bradstreet: what similarities can you notice between them, such as topic or style? In what ways are they different? 
            • Discussion Question #3
              Fiction: Poe and IrvingWashington Irving is often called the first “internationally famous” American writer. American writers of this period lacked copyright protections, so they preferred to be published in England, where copyright law was enforced. So it was not uncommon for American writers to go abroad as minor figures, only to return from Europe famous: it happened to both Irving and Longfellow, and Poe is much more famous in Europe than he is in America.Irving writes humorous stories that poked fun at the conventions of his American society, often employing regional stereotypes to do so. But he also writes within the European tradition of the Folk Tale, and in many ways we can see that his stories take the traditional folk tales and set them in the familiar surroundings of America, but then he changes things around a bit. For instance, one traditional element of the folk tale is that it teaches a moral lesson to the reader (who is usually a child). Irving’s stories don’t quite follow this model, and he is often thought to “complicate the moral lesson” that usually concludes the Tale. That is, the story doesn’t end up “teaching” the lesson you thought it was going to when you started reading it, and maybe it doesn’t even teach ANY lesson at all. What moral lesson, after all, does Rip van Winkle teach, if the story ends where it begins, and nothing has really changed at all?In doing this, Irving stories made his readers laugh and he was very popular because of it, and he wrote regularly for the many new “magazines” and literary journals that were published in the 1800’s. Irving was also part of a “modern” literary and artistic community, the first in US history, known as “The Knickerbockers.” They lived in and around New York City which then, like today, was the center of social and literary society.Poe is arguably the most influential writer in America before the Civil War in the modern day; that is, he is more important to us today, than he was to readers then. He writes squarely within the Romantic tradition of literature, but does so with an innovation and invention that extends into the modern day. Among other things, Poe is credited (by some) to have invented the science fiction story and the detective or mystery story. In addition, his “horror” and “suspense” stories remain at the core of “Gothic” literature. It is tempting to suggest that his work constitutes a NEW American literature because he invented new genres; however, the question readers need to consider is whether he invented a NEW kind of literature, or whether he innovated the European tradition with new variations of the old kind of story, like Irving?Ironically, of all the American writers of this period, Poe is the most “European.” Careful readers will note that his stories tend to be set in Europe, employ European Romantic tropes and conventions, and are populated with European characters and subjects. He writes GOTHIC ROMANCES. “The Fall of the House of Usher” is a good example of exactly these points. After he died, the French people erected a memorial for him in America, but Americans did not, which kinda says it all.Here are some questions to explore and reply to …
            • After reading and thinking about Irving and Poe’s stories as examples of American fiction then, do you think either of these writers have successfully created a “New” kind of literature? One that reflects the spirit and Nature of Democracy itself? Explain…
            • Review the elements of GOTHIC Romance in the Glossary and the study sheet: show these elements in “Fall of the House of Usher.”
            • Which of these stories did you like the best? Why?
              • A National Literature
            • PART 2
            • Module 5: Challenge Task #5
              Start Assignmentt

              • Points 10
              • Submitting a file upload
              • Directions
                From any of the readings in Module 5, show an example of a Romantic LITERARY convention, trope, or symbol. First review the Glossary and these study sheets on Romanticism:

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          English Question

          TOPIC FOCUS: Arguing for an American popular culture icon who has Influenced the cultural landscape of Americans over several generations. Please limit your selection to an actual person: no historical landmarks, vacation destinations, events, films, symbols, or imaginary characters etc. Icons come from all walks of our cultural panorama. What are the characteristics of such an individual? What values do they represent? How have they continued to evolve over time so that an individual who appealed to your grandparents also appeals to your parents and to you? Build your case. And remember: This research paper is a persuasive paper. It’s not a report of information or a biography. Students must have a thesis to defend. First person POV used sparingly is acceptable in this paper but avoiding announcing phrases such as I selected, I am going to write about, I believe, or in my opinion.”Papers should have a robust introductory paragraph with a thesis, followed by fully developed body paragraphs to present evidence. Counter arguments should be addressed, if appropriate, in 1 or 2 sentences.Topic sentences and transitions help the argument flow and engage the reader. Attention should be given to grammar, structure, spelling and general presentation. Remember the traits of effective writing. PAPERS MUST BE SUBMITTED ON TIME.Three (3) to (6) properly integrated in-text citations are required. MLA Format is required in all the elements of the formatting of this paper. Sources must be reliable. The variety of credible sources annotated in a student’s annotated bibliography should suffice, but should a student’s research take a different tack, then other sources may be used, but they must be credible. No WIKIPEDIA. No Blogs. No Study Mode websites as listed in the syllabus. All sources must be cited properly.

          Assessment Criteria RESEARCH PAPER RUBRIC POINTS EARNED Criterion (TOTAL VALUE 200 points) Maximum Value 1. There is a clear structure in this work: including introductory (with thesis), body and concluding paragraphs. There must be evidence of a counterargument to the thesis clearly addressed early on in the paper. One or two sentences will suffice. 100 2. Critical thinking and engaging in academic discourse is evident. The paper is a persuasive stand on a clearly defined popular culture icon AND not an informational project. 40 3. The AUTHOR has made a clear attempt to meet the MLA requirements of this paper including in text citations, work cited page, proper integration of sources in his or her own prose, and paper formatting. there must be at least 3 in-text citations; any source in your works cited page MUST be cited in your paper. 30 4. THE AUTHOR has presented a work that is mostly free of grammatical, structural, punctuation, has consistency in point of view, and a minimum of spelling.

          Sources: 3 sources required Language: English (US

          Citation Style: MLA

          9 pages / 2500 words (Double spacing)

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          English Question

          Please use your Working Bibliography, synthesis statement, and MA #1, plus the feedback you have received so far on your work, to type a ROUGH / REVIEWABLE draft of MA #2. Format the paper like a letter or email inside of an MLA-style paper and upload the Word or PDF file here by the date and time listed on the syllabus.

          Make sure to include:

          1. a letter / email greeting to the person whom you fact-checked;
          2. their claim or assumption that you fact-checked;
          3. why you doubted their claim or assumption;
          4. your chosen research (fact-checking) question;
          5. why this question matters;
          6. your synthesis statement;
          7. evidence for your stance from your notes / Working Bibliography;
          8. evidence for any counterarguments from your notes / Working Bibliography;
          9. what makes each source’s ideas seem reliable / SCRAPpy (from your MA #1);
          10. Works Cited entries for all the sources you used, including links where applicable;
          11. an introduction and a conclusion (including a sign-off).

          Your draft does not have to perfect, but it does need to be a genuine effort that’s ready for others’ feedback. I will grade this draft for timeliness and completion, using the rubric below. I may leave some comments on your draft, but I will only do in-depth grading or critique on your final draft.

          NOTE: You should be able to see originality (Turnitin) and proofreading (ETS) reports that will help you revise, edit, and (re)submit your work before the final deadline. To view these reports after you have turned in your draft, come back to this Assignment, click on your submission, view Submission details, and click on the square dialog button (circled in red below) to view your Turnitin reports.

          Screengrab of Submission details pge with Turnitin button circled in red

          Please take advantage of these free pointers to improve your writing. Let me know if you cannot see your ETS and Turnitin reports within 24 hours of submitting your rough draft.

          Notes from me:

          -I will attach my MA #1 and working bibliography when I select you, my Tutor

          -My Professor is a hard-grader and careful reader.

          -Please don’t write too complicated words or reasonings, so it is not much different than my words in the attached files.

          -I need to submit the Rough Draft of this on tomorrow Sunday May 9, 2021, and the Final version on Monday May 10, 2021.
          -I suggest using 1-2 more sources than the sources I have here. Sources have to pass the SCRAP test. The Professor really pays attention to sources.

          -Also, if you can change the way I explain how each source passes the SCRAP test more genuinely (this part 9. in MA2 is the things I did in my MA1), please advise me.

          -Please discuss and update with me regularly until I submitted. I really need and would give high tip for whole-hearted helper.

          Rubric

          1302 ONLINE Project Notes & Drafts Rubric (1)

          Criteria Ratings Pts

          This criterion is linked to a Learning OutcomeComplete and submitted in time to get feedback

          100 pts

          In Time & Complete

          Notes or draft address ALL parts of the prompt and are submitted in time to get feedback

          85 pts

          In Time & MOSTLY Complete

          Notes or draft submitted in time to get feedback, but missing some parts of the prompt

          75 pts

          In time & SOMEWHAT complete

          Notes or draft submitted in time to get feedback, but missing several parts of the prompt

          55 pts

          In time, but off-prompt

          Notes or draft are submitted in time to get feedback, but do not address the prompt

          0 pts

          No genuine attempt in time for feedback

          Notes or drafts are skeletal, plagiarized, illegible, or turned in too late for anyone to give feedback

          100 pts

          Total Points: 100

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          English question

          Henrik Ibsen’s pioneering 1879 play, A Doll’s House, is remarkable for many reasons, including its unity of place (all of the action takes place in the apartment home of the Helmers—Nora and Torvald) and its unity of time (each of its three acts takes place on three related days: Christmas Eve, Christmas Day, and the day after Christmas—all with implications for a new year). Additionally, this play has come to be known for its final closing scene, perhaps the most famous dramatic “sound of a door slamming” on a marriage.

          In fact, just before closing the door on her marriage and saying her final “Goodbye” at the end of A Doll’s House, Nora Helmer tells her now ex-husband (in response to his pleading question) that their only hope would have been for both of them “to change so much . . . that our life together would be a true marriage.” These final words call into question the marriage that she and Torvald have displayed for us on stage throughout the play. Thus, Ibsen’s A Doll’s House can be viewed as a kind of marriage text, a play which raises many questions about marriage—through character, dialogue, images, plot, conflict, and resolution.

          For your writing assignment, I want you to write a critical analysis of what Henrik Ibsen says about love and marriage in A Doll’s House. What questions does he raise about love and marriage (“true marriage” or otherwise)? And how does he answer these questions in the play? In writing this essay, please consider all love and marriage relationships, including those of Mrs. Kristine Linde and Nils Krogstad as well as of Nora and Torvald Helmer, and perhaps even of Dr. Rank as well. What do you think Nora (or, more accurately, Ibsen through her) means by “true marriage”?

          You should spend thoughtful time to write this critical analysis essay. It should be no more than 700-1000 words in length and should thoroughly explore the theme of love and marriage in Henrik Ibsen’s A Doll House. Keep your focus on the play itself as an artistic expression of the theme (and not vice versa—having a theory of love and marriage and using the play to support it). And make sure that your essay is complete, coherent, and thorough, that it has a clear thesis, good organization and solid support for that thesis, and that it uses examples and details. Be sure to proofread and edit so that it has absolutely minimal errors in grammar, sentence structure, and usage.

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          English Question

          These tests are intended for master’s and doctoral students.

          Read these directions carefully!

          • The below test includes 10 questions, randomly selected from a large inventory. Most questions will be different each time you take the test,
          • You must answer at least 9 out of 10 questions correctly to receive your Certificate.
          • You have 40 minutes to complete each test, and you must answer all 10 questions in order to to see your results. If you do not pass this test in 40 minutes, you can begin a new test. Most people complete this test in less than 15 minutes.
          • You only get 1 attempt to have each particular test evaluated (e.g., if you try using the Back button and change something, you will not get another evaluation for this test).
          • If the student version contains BOTH word-for-word and paraphrasing plagiarism, you should select word-for-word.
          • If you need help, see this document which provides criteria for determining plagiarism that are used in this test.
          • Privacy notice: If you pass a test, unique information displayed on your Certificate is also stored in a secure location.

          Item 1

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          As a further example, APT queries and their results may be used to form rules for expert systems that become part of an intelligent computer-based instructional system. Such a system theoretically can optimize student learning by recommending instructional sequences (i.e., temporal patterns) that have high probabilities of resulting in student mastery. In other words, APT-based decision making by a computer program can provide an empirical foundation for artificial intelligence.

          References:
          Frick, T. W. (1990). Analysis of patterns in time: A method of recording and quantifying temporal relations in education. American Educational Research Journal, 27(1), 180-204.

          One way that learning can be personalized is through the use of computers to aid in “recommending instructional sequences (i.e., temporal patterns) that have high probabilities of resulting in student mastery” (Frick, 1990, p. 202). However, the ability for computers to make appropriate decisions about instructional strategies is limited, in part, by the quality of information they have access to.

          References:
          Frick, T. W. (1990). Analysis of patterns in time: A method of recording and quantifying temporal relations in education. American Educational Research Journal, 27(1), 180-204.

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          Which of the following is true for the Student Version above?



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          Item 2

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated – and interesting – is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few.

          References:
          Frick, T. W. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.

          Systems, including both business systems, and educational systems, are actually very simple. The main idea is that systems have parts that fit together to make a whole. What is “interesting is how those parts are connected together” (Frick, 1991).

          References:
          Frick, T. W. (1991). Restructuring education through technology. Bloomington, IN: Phi Delta Kappa Educational Foundation.

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          Which of the following is true for the Student Version above?



          Hints



          Item 3

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          As a further example, APT queries and their results may be used to form rules for expert systems that become part of an intelligent computer-based instructional system. Such a system theoretically can optimize student learning by recommending instructional sequences (i.e., temporal patterns) that have high probabilities of resulting in student mastery. In other words, APT-based decision making by a computer program can provide an empirical foundation for artificial intelligence.

          References:
          Frick, T. W. (1990). Analysis of patterns in time: A method of recording and quantifying temporal relations in education. American Educational Research Journal, 27(1), 180-204.

          The use of artificial intelligence to make instructional decisions has been identified by many authors. The analysis of patterns in time (APT) queries “may be used to form rules for expert systems” (Frick, 1990, p. 202) for use in education. APT-based decision making by a computer program can provide an empirical foundation for artificial intelligence.

          References:
          Frick, T. W. (1990). Analysis of patterns in time: A method of recording and quantifying temporal relations in education. American Educational Research Journal, 27(1), 180-204.

          undefined

          Which of the following is true for the Student Version above?



          Hints



          Item 4

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          Whereas Gauguin was an iconoclast, caustic in speech, cynical, indifferent, and at times brutal to others, Vincent van Gogh (1853-90) was filled with a spirit of enthusiasm for his fellow artists and overwhelming love for humanity.

          References:
          Arnason, H. H. (2003). History of modern art: painting, sculpture, architecture, photography (5th ed.). Upper Saddle River, NJ: Prentice Hall.

          I find visiting art galleries tremendously uplifting. My most recent experience left me with a spirit of enthusiasm and overwhelming love for humanity that I found difficult to explain to my peers who wouldn’t be caught dead visiting an art gallery.

          undefined

          Which of the following is true for the Student Version above?



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          Item 5

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          We shall take the simpleminded view that a theory is just a model of the universe, or a restricted part of it, and a set of rules that relate quantities in the model to observations that we make. It exists only in our minds and does not have any other reality (whatever that might mean). A theory is a good theory if it satisfies two requirements. It must accurately describe a large class of observations on the basis of a model that contains only a few arbitrary elements, and it must make definite predictions about the results of future observations.

          References:
          Hawking, S., & Mlodinow, L. (2008). A briefer history of time (Reprint.). New York, NY: Bantam.

          A theory can be thought to exist only in our brains and lack any other form of tangible reality. This does not mean that theories are just fleeting thoughts, since they are comprised of a specific model of how things work and rules that associate model attributes to what we observe in the universe.

          undefined

          Which of the following is true for the Student Version above?



          Hints



          Item 6

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          Television and radio editorials–when they rarely occur–are usually bland; typically, they are opposed to sin and for freedom. But too many newspaper editorials are the same, and newspapers do not have a federal license that might be taken away. The unspoken motto that hangs over too many editorial-writing desks is: Don’t offend the advertisers. Don’t offend the public. Don’t be too controversial.

          References:
          Simon, P. (2003). Our culture of pandering. Carbondale, IL: Southern Illinois University Press.

          Editorials on radio and television are most often rather bland with opposition being raised to bad things and good things being, unsurprisingly, praised (Simon, 2003). The same problem occurs with editorials in many newspapers and, unlike their media counterparts, newspapers are not federally licensed and thus cannot be threatened with license revocation. So we are left with the question of how to encourage media of various types to promote a more meaningful dialog in society.

          References:
          Simon, P. (2003). Our culture of pandering. Carbondale, IL: Southern Illinois University Press.

          undefined

          Which of the following is true for the Student Version above?



          Hints



          Item 7

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things…. The second source in which modern learning theory is rooted concerns the nature and representation of mental life.

          References:
          Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.

          The depiction and essence of mental life, the essential qualities of knowledge, and explanations for how knowledge is created provide for the origins of modern learning theory. Disagreement between theories of learning can often be traced to differences in one or more of these areas.

          undefined

          Which of the following is true for the Student Version above?



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          Item 8

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          We considered a number of methods for measuring similarity between countries with respect to their mathematics attainment. A simple comparison of scale scores over time was rejected as this would limit the investigation to asking how much respondents from a country know on a given topic. Instead, we chose an item-level analysis that allows for a closer examination of what respondents in a given country know and how this compares to other countries.

          References:
          Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152.

          One criticism of using scale scores or total scores on a test is that it can hide interesting details. For example, Rutkowski and Rutkowski (2009, p. 140) rejected scale scores in favor of an item-level analysis since it would allow “for a closer examination of what respondents in a given country know and how this compares to other countries”.

          References:
          Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSS responses over time: Evidence of global forces in education? Educational Research and Evaluation, 15(2), 137-152.

          undefined

          Which of the following is true for the Student Version above?



          Hints



          Item 9

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          If a bird used the ‘There is a hawk’ signal when there was no hawk, thereby frightening his colleagues away, leaving him to eat all their food, we might say he had told a lie. We would not mean he had deliberately intended consciously to deceive. All that is implied is that the liar gained food at the other birds’ expense, and the reason the other birds flew away was that they reacted to the liar’s cry in a way appropriate to the presence of a hawk.

          References:
          Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.

          For the purposes of the remaining text, we shall put the question of animal intention aside and consider an animal liar if it signals to fellow creatures the presence of a threat when it is not in fact there and, subsequently, benefits from not having to share resources (Dawkins, 1989).

          undefined

          Which of the following is true for the Student Version above?



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          Item 10

          In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

          Original Source Material

          Student Version

          The design team held weekly meetings during the first semester of work. In addition to these meetings, the team members used emails and a listserv for communication. The team eventually created a website hosted by Google to keep track of all of the decisions made during the design process.

          References:
          Lara, M. A., Myers, R., Frick, T. W., Aslan, S., & Michaelidou, T. (2010). A design case: Developing an enhanced version of the Diffusion Simulation Game. International Journal of Designs for Learning, 1(1). Retrieved from https://tedfrick.sitehost.iu.edu/
          aDesignCaseIJDL2010.pdf

          Our team had meetings every seven days in the first semester. Email and a listserv was used for communication in addition to the weekly meetings. We eventually developed a website that was used to document decisions that we made during the process of designing our solution (Lara, Myers, Frick, Aslan, & Michaelidou, 2010).

          undefined

          Which of the following is true for the Student Version above?



          Hints


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          English Question

          Henrik Ibsen’s pioneering 1879 play, A Doll’s House, is remarkable for many reasons, including its unity of place (all of the action takes place in the apartment home of the Helmers—Nora and Torvald) and its unity of time (each of its three acts takes place on three related days: Christmas Eve, Christmas Day, and the day after Christmas—all with implications for a new year). Additionally, this play has come to be known for its final closing scene, perhaps the most famous dramatic “sound of a door slamming” on a marriage.

          In fact, just before closing the door on her marriage and saying her final “Goodbye” at the end of A Doll’s House, Nora Helmer tells her now ex-husband (in response to his pleading question) that their only hope would have been for both of them “to change so much . . . that our life together would be a true marriage.” These final words call into question the marriage that she and Torvald have displayed for us on stage throughout the play. Thus, Ibsen’s A Doll’s House can be viewed as a kind of marriage text, a play which raises many questions about marriage—through character, dialogue, images, plot, conflict, and resolution.

          For your writing assignment, I want you to write a critical analysis of what Henrik Ibsen says about love and marriage in A Doll’s House. What questions does he raise about love and marriage (“true marriage” or otherwise)? And how does he answer these questions in the play? In writing this essay, please consider all love and marriage relationships, including those of Mrs. Kristine Linde and Nils Krogstad as well as of Nora and Torvald Helmer, and perhaps even of Dr. Rank as well. What do you think Nora (or, more accurately, Ibsen through her) means by “true marriage”?

          You should spend thoughtful time to write this critical analysis essay. It should be no more than 700-1000 words in length and should thoroughly explore the theme of love and marriage in Henrik Ibsen’s A Doll House. Keep your focus on the play itself as an artistic expression of the theme (and not vice versa—having a theory of love and marriage and using the play to support it). And make sure that your essay is complete, coherent, and thorough, that it has a clear thesis, good organization and solid support for that thesis, and that it uses examples and details. Be sure to proofread and edit so that it has absolutely minimal errors in grammar, sentence structure, and usage.

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          English Question

          From “My God, It’s Full of Stars,” choose a stanza upon which to focus. Be sure to answer the questions central to the section (see below). Spend some time exploring allusions and imagery in the stanza you have chosen. Write at least 300 words explaining the meaning of the allusions or imagery and how you interpret them within the stanza and, ultimately, in the poem as a whole. Pay particular attention to any italicized lines. Feel free to add memes, videos, photos, or any other relevant information relating to your stanza.

          Submit your analysis (including the answers to your section’s questions below) plus any memes, videos, photos, etc. for “My God, It’s Full of Stars” here. Your final compilation should be in essay format with all of your ideas fully integrated and connected.

          Section 1.

          What is the “it” in the first line of the poem, and to what all does she compare “it” throughout this section? Which comparison do you find to be the most effective or do you relate to the most and why?

          Section 2.

          Explain the conversation the narrator has with Charlton Heston. What is the scene and setting? Why does she include it? Why is it significant? What does it mean? What allusions does she make?

          Section 3.

          Explain the mystery of space. Does she think we are alone? What answers does she seek? Does she find any answers? Who has the answers? Explain the importance of her dad appearing in the end of this stanza. What significance does his appearance have or what does it mean?

          Section 4.

          Watch the short video clip of the 2001 Space Odyssey scene in our module. She is writing about this scene in Section 4. Why does she include it? What kind of journey is Dave on? How does this relate to the poet and the theme of the poem?

          Section 5.

          Explain the allusions and cultural references she uses in this section. Why does she include each one? What is the meaning or significance of each one? What happens at the end of the poem, and how does that circle back around to the beginning of the poem? By the end of the poem, does she have new meaning for the “it” from line one in Section 1?

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          English Question

          This paper is a true essay in the classical sense that the writer should discover, articulate and express personal insights as they intersect with and circle around a specific topic or experience. Writing consultant Katherine Bomer in her publication “The Journey is Everything” states “The kind of writing I am arguing for in this book: prose pieces that are personal, lyrical, literary, descriptive, reflective, narrative, expository, philosophical, political, spiritual…all of the above.” Your goal? To craft an essay that has room for everything – essays linger, arouse, question, travel, contradict, reveal and expose the mind.

          Successful essays will:

          Be personal. Narrate your own story/experience in first person, cultivate voice

          Set up the text, context and approach in a way that allows you to enter the conversation

          Use at least one class/college/life idea or moment as a “touchstone” – a foundation for your inquiry

          Explore the larger contextual elements (moment in history, geography, age, situation…)

          Possess a controlling idea, but also be creative, organic, logical – not formulaic

          Be honest and accurate – identify and name your ideas, places, moments, setting

          Possess a thoughtful, creative conclusion – good essay have striking beginnings and endings

          Include quoted credible sources (writers, current voices, critics, peer).

          Use an epigraph to creatively contextualize your contribution to the conversation (see Wilde quote).

          Audience: Your intended audience is up to you; it could be other class students (current or incoming), your professor, or any demographic you envision would benefit from your content.

          Purpose: To grow through the act of writing, to pour yourself onto the page and write an essay you are proud of, to tell a story, make connections, push ideas and play with words in a way that is engaging – to essay.

          Length: 5-6 pages long, MLA format & works cited page minimum of three outside credible (2 must be peer-reviewed) and varied sources.

          just before you start writing the essay. you should answer this two questions

          1. Dedicate your journal this week to grappling with potential essay topics – what do you have to say?
          2. Go back and survey your journal entries; decide on a moment, idea, topic or lesson that could inspire your essaying journey.

          for quastion two please answer each part, short answers



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          English Question

          Before beginning the discussion, be sure to read the two items above about expanding your vocabulary and participating in the discussion board. They contain instructions that are vital to successful completion of the assignment.

          For this discussion board, respond to the following prompt:

          Introduce yourself to your professor and your classmates. Begin by telling them your name, your background and your educational goals. Then describe your experiences as a reader and a writer. What experiences (positive or negative) have you had as a reader and a writer? Is there a book that has been significant for you? Do you experience joy in reading or writing? fear? You do not have to limit yourself to writing or reading in an academic setting. In addition to writing this self introduction, you may choose to record a short video of yourself using the webcam tool link.

          As with all discussion boards, your initial response should be at least 300 words. Then make 2 replies to classmates of at least 100 words each. Feel free to exceed these minimum requirements.

          …And don’t forget to include at least 2 vocabulary words from this unit in your response! Underline the vocabulary words that you use so that I can easily find them

          Lesson: The Writing Process

          • Lesson Overview

            Lesson OverviewThree stages of writing. Invent. Deliver. Revise.Activities in this lesson expand the context of how you see yourself as a writer and provide an overview of the stages of writing along with tips for overcoming writer’s block.

            Learning Objectives

            1. Describe the overall process and stages of writing.
            2. Develop strategies to overcome “writer’s block.”
            3. Identify activities involved in each stage of writing.

            A Recursive Process

            Invention, delivery, and revision. What is involved in these three distinct stages of writing? Obviously, invention involves discovering an idea, delivery is concerned with how the idea is organized and developed so the reader can follow along, and revision is laboring over the clarity, editing, and accuracy of the writing. Sounds easy, right? But these stages are not always a 1-2-3 step process.Two “writing gurus” introduce themselves and discuss the writing process, focusing on the recursive nature of writing and the importance of feedback from a writer’s group. For some of you, recursive is a new term. When describing the writing process, writers realize they often are revising during the delivery stage and they might be inventing in the revision stage. Ideas and new insights are common during the process of completing a writing. We re-see our ideas as we try to work them into better shape and meaning. Just remember that you may experience the recursive nature of writing and that is normal for good writers.Download the transcript of A Recursive Process A Recursive Process – Alternative Formats

            Stages of Writing

            The gurus discuss what it means to “be a writer” and explain the basic steps in the writing process: invention, delivery, and revision.Download the transcript of Stages of Writing Stages of Writing – Alternative Formats

          • Invention Strategies

            Invention StrategiesWhy choose a strategy or strategies for getting started on a writing project? The answer is fundamental to overcoming and avoiding writer’s block: practicing a prewriting strategy forces the writer to start writing rather than procrastinate or stare at the wall. Asking questions during and after the process helps a writer begin exploring ideas generated by prewriting strategies.

            Prewriting Strategies

            Our mind likes to create and organize, but the two processes are often at odds. When we need to be creative in discovering ideas, we need flexibility and freedom to explore. We need to let go and see where our ideas take us. Too often student writers want to edit and correct as they are trying to loosen up and explore, yet editing and correcting stifle creativity and discovery. That’s why many writers rely on freewriting, brainstorming, mapping, or outlining to free up their thinking.Open notebook, pencil, pad of sticky notes, and cup of coffeeFreewriting: This activity is easy to describe but harder to do. When writers freewrite, they set a timer (5–15 minutes) and write non-stop. They do not pause to reflect or correct, but write the words as quickly as they come to mind. Even when the mind freezes up, they continue writing, confident that ideas will find them! If you have never written this way, you will struggle at first, because we have been taught to correct and reflect (but these mental activities will come later). Practice freewriting several times before you give up on the strategy. With practice, freewriting will lead you to discover an idea, a concept, or an insight that you can lift from the wandering thoughts and use as a topic for a more thoughtful and considered draft.Brainstorming: Usually brainstorming is done in a small group, but it can be done alone. The idea for either situation is the same: start jotting down every idea that comes to mind without editing or eliminating. If you are brainstorming in a group, it is vital that no one criticize or eliminate the ideas posed by members of the group. Brainstorming can help a writer discover specific topics that might lie beneath the surface of broader concepts.Mapping: For visual learners who like to see ideas connected in ways other than sentences, mapping is a simple prewriting activity in which the writer starts in the center of the page with an idea within a circle. Then the writer begins drawing links to other circles with ideas and tries to connect them to as many details and related ideas as possible. This is a good way to see relationships between ideas that is more visual than the linear approach of outlining.Outlining: If your MBTI identifies you as a “T” (Thinking) type, you may find outlining a very natural and linear way to put together a plan for developing ideas. In outlining, the writer assigns a number to ideas of similar weight and relationship, and then uses subnumerals or letters to fill in supporting ideas and details. If you are an “F” (Feeling) type on the MBTI, you may find outlining is best done after you have written through your working draft. The outline allows the writer to see if the draft has a logical and orderly development of ideas and supporting details.

            Inventing Ideas

            Prewriting also invites the writer to use writing to discover what he or she knows. That’s right. Often student writers think of writing as a way of expressing what they know, but, in fact, writing can also help writers discover what they know as they work through the invention process.

            Choosing a Topic

            Lakshmi, a student writer, begins working on an essay about the relationship between humans and germs. Questions from the writer’s group play an important role in developing the topic, while a series of self-directed questions eventually lead to a working thesis.

            Video Focus Points

            Look for answers to these questions when watching the video:

            • Describe the process Lakshmi follows to begin working on her essay.
            • What questions typically help writers identify and narrow a topic?

            Download the transcript of Choosing a Topic Choosing a Topic – Alternative Formats

          • Delivery Strategies

            Delivery StrategiesOnce a writer has discovered and explored an idea for a subject through the invention stage, the idea must be explored more fully. A variety of techniques help a writer expand, develop, describe, evaluate, analyze, and present ideas. These techniques allow the writer to successfully achieve the purpose of the writing.The delivery stage also involves organizing the writing in a way that conveys the topic clearly to the reader. Choosing how to explain a topic and how to organize the explanation both depend on the purpose of the writing.In the delivery stage, writers complete a working draft that explores the subject with deliberate organization and rhetorical techniques. Some writers refer to this draft as a rough draft, but working draft is a more appropriate term since most writers are already editing and revising as they write this draft. (Remember the term recursive?)

            Ideas, Paragraphs, And Details

            Lakshmi begins exploring the relationship between humans and germs and demonstrates the challenges of writing an introduction, developing paragraphs, and adding details to the essay. The advantages of seeking feedback during the writing process become apparent in her conversation with another student writer.

            Video Focus Points

            Look for answers to these questions when watching the video:

            • What changes does Lakshmi make to her essay after her conversation with another student writer?
            • What techniques typically help you organize your thoughts when writing?

            Download the transcript of Ideas, Paragraphs, And Details Ideas, Paragraphs, And Details – Alternative Formats

          • Revision Strategies

            The writer invents to find a topic and then writes through a working draft to get the overall organization and techniques in place. All this time, the writer is also rethinking and considering ways to sharpen and improve the writing.

            We Think…We Write…We Revise

            Expert writers talk about the number of drafts they write, how they revise, and how they know when the work is finished.

            Video Focus Points

            Look for answers to these questions when watching the video:

            • How does revision help writers improve their writing?
            • Do you listen to your inner editor?


            Download the transcript of We Think…We Write…We Revise We Think…We Write…We Revise – Alternative FormatsOnce the working draft is complete, the writer is at a point where feedback from a writer’s circle is most beneficial. It may sound scary to allow others to see a draft that has not been polished, but this is the stage at which writers can make valuable changes and revisions, while readers can at least see what the writer is trying to achieve. Feedback on these drafts does not criticize or find fault, but rather offers reader responses to what is being communicated.

            I Don’t Think It’s Finished

            The student writer’s group reviews Lakshmi’s essay about the relationship between humans and germs, helping her with revisions to clarify the thesis and write a stronger conclusion.

            Video Focus Points

            Look for answers to these questions when watching the video:

            • How do changes made after the peer review process improve Lakshmi’s essay?
            • How does writing about relationships affect Lakshmi’s everyday life?
            • What are the advantages of participating in a peer review process?
            • What cautions do the student writers suggest for peer review?

            Download the transcript of I Don’t Think It’s Finished I Don’t Think It’s Finished – Alternative FormatsNow is the time to take all those reader observations and instructor comments, along with the writer’s own ideas, and revise. Revision is not a one-step fix. Writers must rethink the organization, the development, and all other elements of good writing such as voice, audience, and purpose. And then there is the careful proofreading to correct inaccurate sentences, punctuation, grammar, and usage. All these activities comprise the final preparation of writing for publication. Any time writing is made available for reading by others, it is considered published.

          • Summary

            SummaryGood writing can be developed through a practice of taking writing through the necessary stages, from invention (prewriting and planning) to drafting (revision and editing), collaborating with others through feedback and suggestions, research (if required), and finally proofreading. As you work on essays for this class, allow time for all of these stages.We will now look more closely at the writing process and how your approach to writing is shaped and determined by what is called the rhetorical situation. As you will see, your audience, your purpose, and the voice you use are three very important considerations in written communication

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          English Question

          your paper will be on one of the four poetry sections which covered the poems of Emily Dickinson, Sylvia Plath, T.S. Eliot, and John Donne respectively. It will be due on Friday, 4/16 at the latest.

          The topic of the paper is metaphor (or simile) so your introductory paragraph should begin with a good working definition of metaphor: for example, According to Michael Meyer, “A metaphor is a figure of speech that makes a comparison between two unlike things, without using the words like or as.” Next introduce your poem or poems and, finally, state the thesis of your paper. The thesis statement is should be a clear statement of how metaphor is used in the poem which can be backed up with specific examples.

          Connect your theory of metaphor to at least one other concept introduced in the videos or written material.

          Some possible topics are 1) Metaphor and Symbol in Dickinson; 2) Extended Metaphor in Dickinson; 3) Historical Allusion and Metaphor in Plath; 4) Biographical Criticism and Metaphor in Plath; 5) Synecdoche and Metaphor in “The Love Song of J. Alfred Prufrock”; 6) Literary Allusion and Metaphor in “The Love Song of J. Alfred Prufrock”; 7) Metaphysical Conceit and Metaphor in Donne; 8) Allusions to Ptolemy and Metaphor in Donne.

          You are also free to devise your own topic as long as it includes the concept of metaphor.

          Once again, the thesis statement is perhaps the most important sentence in the essay. According to Meyer, the thesis statement “establishes your interpretation of a text in clear, unambiguous language. It is more than a statement of your topic: it also involves your approach to that topic, the interpretation that emerges from that approach, and the conclusion to your argument” (Meyer 1102).

          Topic and thesis both narrow the focus of your paper. Some details will be relevant to your argument, some not.

          In the body paragraphs, focus on specific lines that can be analyzed into tenor and vehicle. Introduce these lines with topic sentences that develop your thesis. Use topic sentences to divide your topic into sub-topics. Use topic sentences to create transitions between your paragraphs.

          Demonstrate a sound understanding of your concepts and a thorough familiarity with the poem(s) under discussion.

          Your paper should be three to five pages, double spaced, with one inch margins, divided into paragraphs (don’t skip between paragraphs: indent).

          Plagiarism will result in failure for the assignment and, possibly, the class. You may use material from the module but do not cut and paste or paraphrase anything from the internet. Copying down anything from cheat sites like Spark-notes, e-notes, Shmoop, etc.

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          English Question

          For this assignment, respond to one of the bolded writing prompts below. Note: If you prefer to create your own writing prompt, please contact your instructor for approval. Note: Consulting secondary sources to assist with your interpretation of the literary work is optional. Please refer to the play read in Unit Three: Drama only— The Glass Menagerie by Tennessee Williams.

          1. Why does Tom go to the movies so often?

          2. What are the similarities between Tom and his father?

          3. What is the significance of Laura’s unicorn?

          4. Why does Amanda nag at Tom so much?

          5. Does Jim have the potential greatness attributed to him by Laura?

          6. Why does Amanda blame Tom for the failure of the evening?

          7. Which characters face life most realistically? Defend your choice.

          8. What does the fire escape reveal about each character’s personality?

          9. Does Laura fully understand her position and especially the responsibility that Tom feels for her?

          10. Choose either Laura, Tom, or Amanda, and argue how the person you chose should be considered the main character of the play.

          11. Write an essay depicting Amanda’s strengths and weakness. Is she an admirable person or merely a silly, frustrated woman?

          12. Is the message of this play optimistic? Pessimistic? Both? Explain.

          13. Create an original playwriting script. The play should include an exposition, well-developed plot (with conflict and resolution), setting, props, dialogue, and stage directions. Note: No intext citations or Works Cited page necessary.

          This assignment requires each student to write an 800-word essay (900 words maximum) consisting of at least five paragraphs. The introduction should provide a brief summary of the literary work. The thesis statement should be arguable and should forecast the major point(s) in the essay. The body of the essay should provide appropriate textual evidences to support your thesis statement. Note: A minimum of two direct quotes required for each body paragraph. Each direct quotation should be parenthetically referenced and the literature should be documented on the Works Cited page. The conclusion should restate your thesis statement, topic sentences, supporting sentences, and bring the essay to a smooth close. The essay should follow MLA format (Times New Roman, double-spaced, 12” font, 1” margins, heading, and header). As always, grammar, spelling, punctuation, sentence structure, and word choice will be factored into your grade, so edit carefully. Note: No first person pronouns. No second person pronouns. No past tense verbs. No informal language. No offensive language.

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          English Question

          Pick one of the following topics and write a wellorganized and developed essay.

          1.In her book, The Cinderella Complex, Colette Dowling wrote that “It is the thesis of this book that the personal, psychological dependency the deep wish to be taken care of by others is the chief force holding women down today. I call this “The Cinderella Complex” a network of largely repressed attitudes and fears that keep women in a kind of halflight, retreating from the full use of their minds and creativity. Like Cinderella, women today are still waiting for something external to transform their lives.”Apply her idea of “The Cinderella Complex” to a modern film or films. Use Karol Kelly’s article as a source. You can also use “The Chick Flick Paradox” in the Course Reader. Refer to the slides on “The Cinderella Complex” in the Modules section of Canvas for more explanation. Use examples from several films that show the main female star having this complex. What are its implications for women today who watch these movies?

          2.Write an essay in which you apply Freudian and/or feminist ideas in several Disney films and explain the effects they can have on children. You could include one or more of these movies: Sleeping Beauty, Little Mermaid, Cinderella, Beauty and the Beast, Mulan, The Princess and the Frog, Frozen, and Moana. Use the Freudand Disney and Freud: Walt Meets the Idarticles for your primary sources.

          3.Write an essay on how Disney’s sterilizing” (or cleaning up) of fairy tales might affect children. Use Berland’s essay Disney and Freud: Walt Meets the Id as your primary source. You might also want to compare a Disney film to a Brothers Grimm version of the story. Refer to the Perrault vs. Grimmslides in the Modules section. Explain why Disney chose Perrault’s version of these fairy tales over the Brothers Grimm versions. Explain if it is healthy for children to only know the sterilized version of these old stories.

          The essay must follow MLA guidelines.Essay must be four pages longplus a Works Cited page.You must have at least four quotes from our readings and/or slides.Keep movie plot discussion to a minimum.Focus on the themes we have been discussing in class.Your thesis should clear and explicitly stated.

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          English Question

          Instructions

          Item 1 of the Portfolio: Report on the Communication in My Field of Study

          For this assignment you will complete a form, providing information about 4 things:

          1. The program (discipline) you are studying
          2. The program guide you are using and things in it
          3. Analysis of one organization or website from your discipline
          4. Tips for communicating with folks in your discipline

          The complete form shouldn’t be longer than three pages. Less than two full pages will be considered under-developed. Read the information below for a broad understanding of the purpose of this assignment. Refer to the attached template for more specific details on what to do.

          What is a discourse community?

          You learned earlier that writing does not exist in a vacuum, that it is a conversation between writer and reader. One scholar, Erik Borg, says that “We do not generally use language to communicate with the world at large, but with individuals or groups of individuals…these groups are gathered into communities.”

          Each of us belongs to a number of these groups (called discourse communities). If you stop at a coffee shop routinely, you are a member of that community. Members know what the “rules” are for communicating with each other, what kind of greeting is used, what the standard length of comments is, what kind of comments are acceptable, and what kind are not. Other discourse communities might be related to activities with children, fitness, or church. You can probably think of examples of a conversation topic or a greeting that would be acceptable at the gym but not at church. In this assignment, you are going to look at the communication that occurs in one of your discourse communities, the one formed by an interest in your field of study (major, program, or discipline).

          How do I learn about the discourse community in my field?

          What will you be looking for? You will be looking at the kinds of reading and writing members of the community do; the expectations and rules (conventions) for the communication; the way they communicate with each other online; and other tips that help you understand this group.

          How will you do this exploration? You will start by looking at the information linked below, first the course catalog and then in guides designed by the APUS Library staff to help researchers in the field. If your program is not listed in the 10 programs shown below, then go to this link to find your program (or one that interests you if you haven’t selected a program yet): Research Guides by Program. The university catalog has info on all programs, in case yours isn’t listed below.

          Click the first link to go to the university’s catalog. This gives general information about the program. Then move to the research guide for your program. Be sure to look at all the links in the guide. Scroll down the page at each tab.

          Supply Chain Management

          Once I’ve learned about my field’s discourse community, what do I do with that information?

          After you have looked at the catalog description, the research guide, and information in that guide (including an organization or website), complete the following report about the way the people in your program communicate. A template of this report is attached for your convenience. Replace the sample answers with your own words. Save it with a title like this: Smith Robert Report on Communication. Then submit the completed form as an attachment in the assignment link.

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          English Question

          This module focuses on an examination of the impact of the night sky and light pollution in ways that are meaningful to you and your future. Step #1 is for you to understand the basic issues of night sky preservation and light pollution worldwide. Thus, read this linked article (Links to an external site.) first and listen to the TED talk that accompanies it. Consider this map of light pollution across North America. Then, consider these ways of looking at this topic:

          1. What is the problem?
          2. What has caused the problem?
          3. What continues to contribute to the growth of the problem?
          4. What is the scope and impact of the problem on a variety of people, animals, plants, and parts of the ecosystem?
          5. What are the best ways to solve this problem at a societal level? At an individual level?

          Your work in this unit will focus on some of these questions as we look at the impact of darkness, night, and light pollution in our lives, our societies, our careers, and our ecosystems. In this first part of the assignment, you will choose three of these questions to do research on. You must choose question E, and you must choose two others. You should narrow the questions down to make them more specific.

          Find ten good, current articles that address the three questions you chose. Perhaps you will find three articles for the first question; five for the second; two for the third. Make sure that the materials you choose are not just restatements of each other. There may be restated information among them, but each source should contribute something new — that is, different from the information in the other sources — to the information on the issue. Here are some suggestions as to where to find high-quality materials:

          1. Reputable online news sources are from actual big-city newspapers. These should be papers from the US and should be in English. Examples include The New York Times, The Washington Post, The Los Angeles Times, The San Francisco Chronicle, The Chicago Tribune, The Boston Herald. You could look in the newspapers you are using to do your discussions in this class.
          2. Reputable online science articles from the WSU Libraries. The database Nexis Uni is one database that may lead you to some good articles. If you are not familiar with the WSU online library system, please use the link shown below to take a tutorial about how to use the online library system: Using the WSU Libraries (Links to an external site.).

          Assignment: After you have found the materials to help you answer your three questions, you will:

          Write an APA-formatted references list of the ten articles that you chose. Each reference should have a live link that leads to the article that you chose. For information on how to do an APA-style reference, please see this link: APA Reference List (Links to an external site.).

          At this point, you will turn in the references list for a check. If I have questions, you will need to have a conference with me.

          Rubric:

          Each of your references will potentially earn two points: one for a solid, well-chosen source and one for a well-formed APA reference. There are also five overall points given for the general layout, spelling, and alphabetization of the list. Note: If I can’t open the live link in a reference to read the article, no points will be assigned for that reference.

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          English Question

          Blogging about Gender & Sexuality

          For this paper, you will adopt the role of a blogger who writes about current social issues. You have decided you need to share with your readers more writing about gender and sexuality. You want to explain two things to your readers: (1) sex, gender, and sexuality are socially constructed; and (2) that how sex, gender, and sexuality are constructed reflects and reinforces our patriarchal social structure. So, your initial blog will help readers understand the following: (1) what it means to say something is socially constructed; (2) why feminist and queer theorists understand sex, gender, and sexuality as socially constructed; and (3) how the social construction of gender, sex, and sexuality in the contemporary US reflects and reinforces our patriarchal social structure. In your blog, be sure to explain/define key terms you are using and to integrate meaningfully at least three course readings assigned since the start of the quarter. You are encouraged to include examples or ideas from other course materials, such as lessons or videos, and from your personal experiences, as well. You may include outside materials, but you are not expected to.

          Blog posts will be evaluated using the following criteria:

          • Does your blog post have a clear argument?
          • Does your blog post include an accurate and sufficient explanation of what it means to say sex, gender, and sexuality are socially constructed?
          • Does the blog include definitions of key terms and concepts?
          • Does your blog meaningfully incorporate at least three course readings assigned since the start of the quarter?
          • Does your blog correctly and effectively make use of course material to make your argument?
          • Is the blog post written clearly and coherently?
          • Is the blog post free of typographical errors, run-on and incomplete sentences, verb/noun incongruence, and other writing problems that might make it harder for readers to understand?
          • Is the blog post no longer than 4 double-spaced pages using a reasonable (11-12 point) font and no smaller than 1” margins?
          • Does the blog include in-text citations (Steinem 1978) for works cited?

          Please submit your blog post no later than 11:59pm on Friday, October 22nd via Canvas.

          Common Questions about Blog posts

          May I use the first person (“I”) voice?

          Yes, please do! Blogs are all about sharing the author’s voice.

          What is meaningful incorporation of a course reading?
          Meaningful incorporation means using a reading in such a way that reflects your understanding of the content and that advances the argument you are making. As much as possible, use your own words rather than quote directly from the reading. This helps convey your understanding of the material. Be sure to also use those readings that make the most sense for the argument you are making in your blog post. Do not assume that your reader has read or knows the content of the material you integrate; instead, provide appropriate context (For example, “In her autobiographical essay about her experiences as an intersex person, Cheryl Chase writes about….”).

          Do I need citations?

          In-text citations are expected for materials assigned in this course. If you only use materials assigned in this course, you do not need to include a bibliography. To cite a reading, use the author’s name and the date of publication; to cite video material, use the name of the speaker or director and, if a course lecture video, the title of the video. You are not expected to do outside research for this paper, but if you do use outside sources, please provide an in-text citation and a bibliography listing the details for the outside sources. You may use any widely-accepted citation style: APA, ASA, Chicago Manual of Style, AMA—as long as you are consistent. Any bibliography does not count towards your total page length.

          How long should my paper be?

          Your paper should be no longer than four double-spaced pages in a standard 12-point font, excluding references. If your paper is three pages or shorter, it’s highly likely that you have not adequately addressed the topic of the paper.

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          English Question

          Analyzing a Written Rhetorical Text

          Purpose of assignment: To analyze the rhetoric of an op-ed or argumentative piece.

          Procedure: Last week, you selected an argumentative article from a well-known news source to summarize. This week, you will write a rhetorical analysis of the same article. Your rhetorical analysis should address the following questions (from Chapter 3 of your textbook):

        16. What is the main point? How does the author support this point or make it convincing? How do these attempts to support the point further the author’s purpose?
        17. What sort of character (ethos) does the author create through the text? What are all the ways the author uses to build credibility? How do these attempts to build credibility further the author’s purpose?
        18. How does the author appeal to the audience’s emotions (pathos)? What are the emotions? How do these emotional appeals further his or her purpose?
        19. Does the author appeal to the reader’s logic (logos) or timeliness (kairos)? How? How do these appeals further his or her purpose?
        20. What tone or style does the author use? Is the language formal or informal? What do you notice about word choice and the arrangement of ideas? Are certain words repeated? What effect does this tone and style create? How does it further his or her purpose?
        21. Your analysis must adhere to the following guidelines:

          1.Introduce the source by title and author early in your paper.

          2.Include a brief summary of the article.

          3.Include examples, quotations, and paraphrases from the article to support your points.

          4.All quotations, paraphrases, and summaries must be cited in APA Style.

          5.Write in third person. Do not refer to yourself in the paper.

          6.Include an APA Style References page.

          7.Proofread carefully so your summary contains few or no mechanical errors.

          Length: 500 words.

          Format: Standard essay format of introduction, body, and conclusion. Your introduction should include a thesis statement that expresses the main point of your analysis. For an example of a rhetorical analysis, see Chapter 3 of your textbook. Note that your essay does not have to be as long as this example, but it should address all of the key points.

          Format the assignment in APA Style: one-inch margins, page numbers at the top right, title page, in-text citations, and a references page.

          Length: 500 words.

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          English Question

          BIOGRAPHICAL RESEARCH TOPICS

          You are required to submit a biographical research paper.

          • Choose from one of the individuals listed below .
          • Submit a 6-8 page double spaced typed paper.
          • You MUST answer all the items below. Research is required.
          • A minimum of five references is required. These need to include books, journals, and database items. If your person has written any autobiographical material or letters or diary entries, this, too, needs to be included.
          • MLA format is required.
          • A Works Cited page is required.
          • Please reach out to the Berkeley librarians who can assist you.
          • You need to tell me your topic.

          HOW TO CRAFT THIS RESEARCH PAPER AND DO WELL

          You must incorporate the following into your paper. You may type the question and then the answer if that is easier for you.

          • Early background information about the individual. This would include but is not limited to education, family history, and religious and/or spiritual beliefs.
          • Write about some of the accomplishments and achievements the individual made or continues to make. This would include letters, research papers, as well as actions taken by the individual.
          • What critical decisions did the individual make?
          • Why should this person be remembered?
          • What were the important beliefs of your person? Summarize the ideas, beliefs, and or value system that this person expressed through his or her writings and/or deeds.
          • Select two quotations that were actually made by the individual. Copy them exactly. Then in your own words, explain what the statements mean and how they help you to understand your individual’s personality and motivations.
          • What new insights did you gain from learning about this individual?
          • If you could meet your person what TWO challenging questions would you ask. Please explain why you want to know these two things.
          • Choose three new words or concepts that you learned while doing your research. Define the words or concepts by creating your own sentences using these new words or ideas.
          • Make sure you are using in-text citations throughout your paper.
          • Make sure you have an MLA Works Cited Page in the proper format.

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          English Question

          Library Resource Exercise

          As we begin Project 2, you will be asked to locate, analyze, and incorporate research into your essay. Integral to that process is the first step, locating resources. Although Project 1 asked you to develop a topic, locate preliminary sources, and draft a research proposal, Project 2 requires much more intensive searching for sources.

          The USF Library home page is a great place to start, as they have comprehensive journals and databases, alongside helpful guides that will assist you in determining a source’s credibility, timeliness, accuracy, and trustworthiness. The following video will walk you through the basic “how-to’s” when searching from the USF Library home page:

          Quick & Easy: USF Tampa Libraries’ Front Page Search – Updated (Links to an external site.)

          You’ll notice on the USF Library home page there are options to search for articles, books, databases, e-journals, Google Scholar and more. For this exercise, it is important to not get overwhelmed by the plethora of information that is available to you. A quick, helpful way to do so is by establishing search limiters. Often, the library will generate hundreds of thousands of potential results, which may not facilitate a targeted approach to research. Establishing research limiters like resource type, publication date, subject, and availability will help you narrow down the most pertinent information from general searches.

          Introduction to ALMA/PRIMO searching at USF Libraries (Links to an external site.)

          For more advanced researching strategies, using specialized databases and/or subject guides will truly help localize any search. Databases are collections of indexed information, meaning they organize scholarly and peer-reviewed research that facilitates a streamlined searching process. A significant advantage of searching within specialized databases is that the databases ensure students will be directed to trustworthy articles that have been fact-checked, reviewed, and even cited by other scholars in their own research.

          Why use specialized subject databases? (Links to an external site.)

          What is a Database? (Links to an external site.)


          After watching these videos, do your own searching on USF Library’s home page and throughout their collection of databases. For this assignment, answer the following questions:

          1. List 3-5 keywords and/or phrases you plan on using when searching, and explain why you believe these will bring you to relevant articles.
          2. After doing a preliminary search from the Library home page, list 3-5 research limiters you used, and explain why you believe each limiter will help you locate pertinent information.
          3. Which databases do you anticipate using throughout the research process? List 3-5 potential databases or subject guides you plan on using, along with an explanation of why each might contain information you can use in your research essay.
          4. From your searches, choose 3-5 sources that are peer-reviewed, and have been published between 2000 – 2021. For reach source, provide the title, the keywords that led you to it, clarify where you go it (general search, book search, database, journal guide), and an explanation of why you believe this source cam help build your research essay.

          Extra:

          USF’s Library contains a multitude of Canvas workshops, tutorial videos, and opportunities for in-person or online library instruction. This A-Z Playlist of library research and instruction workshops (Links to an external site.) was created to provide students proper library instruction and to ensure each student can feel confident during the research process, as were each of these YouTube videos (Links to an external site.) uploaded by USF’s Tampa Campus Library. Talk to your instructor if you need additional help finding resources for library tutorials or instruction.

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          English Question

          Purpose: This assignment will enable you to discover a short story’s use of elements such as theme, characterization, irony, metaphor, and symbolism. You will conduct a close reading of a short story and discuss the author’s use of these devices in his or her structuring and composition of the content. Applying a close reading and composing a literary analysis will prepare you for the many texts that you will read, summarize, and discuss in your future studies and even the workplace.

          Task:

          Write an essay analyzing one of our stories from this Unit (by Ron Rash, Ken Liu, or Rebecca Roanhorse) that discusses why and how specific symbols, metaphors, uses of irony, or characters are used to depict one of the themes from Unit 1 (Love, Alienation/Otherness, the American Dream/Nightmare, Quest for Identity/Coming of Age, or Conformity/Rebellion) in a particular way. Your essay should incorporate details and quotes from the story, and you should use your own words to elaborate on the meanings of the details and quotes you use as evidence. Follow these steps:

          • Choose one of the Short Story Selections from this Unit – you can certainly choose a story you focused on in one of the discussion forums, but you don’t have to.
          • You will closely read (and reread) your chosen story, considering its themes, characters, organization, dialogue, setting, symbols, metaphors, irony, allusions, and other literary elements. Take notes!
          • To start to compose your working thesis, consider which theme you find most applicable to the story and what elements contribute the most to that theme. How do these elements contribute to the theme? Why did the author choose to use them this way?
          • Compose your outline. Use the MEAL Plan outline to guide the structure of your paper.
          • As you flesh out your outline with evidence and original analysis, be specific in your use of details and use well-chosen quotes to support your thesis. Integrate quoted material logically and grammatically, and use parenthetical documentation with the author’s surname. Avoid plot summary.
          • Be sure to maintain an appropriate academic tone (no slang, second-person [“you,” “we”], contractions, etc.)
          • Please refer to the Purdue Online Writing Lab for MLA formatting and style guide.
          • Leave time to submit your draft to Free Tutoring for review. Your tutor can help with thesis and content development, organization, grammar, and mechanics. Utilize this free service to write the best draft possible on this major assignment. Don’t forget that you can submit your draft to Free Tutoring multiple times during the revision process.
          • Submit your final paper in the Unit 3 Essay: Short Story Analysis dropbox. Remember, your instructor will be able to see your Turnitin results – both your similarity percentage and any phrases or language that appear elsewhere, either online or in Turnitin’s database of prior student work, so ensure that your work is scrupulous in its citations and adheres to the standards of academic honesty.

          When writing your essay, the goal is to demonstrate what spin the story has on a particular theme. Be specific about the ways the theme is used and how the story’s use of symbols develops a deeper meaning to the theme. Provide details, including cited direct quotes from the story, but don’t forget that you must integrate the quotes grammatically and logically and comment on the quotes you use to explain why they are significant.

          File submissions: Please submit your file as a DOC.X or PDF file.

          Criteria on Which You Will be Graded:

          • The specificity and development of your thesis
          • Your supporting claims, logic, and organization
          • The quality of your writing, to include paragraph development and organization: topic sentences, conclusions, transitions, etc. See Starting Your Short Story Analysis Essay.
          • Your engagement with the text (how you explain your examples, your choice of supporting quotations)
          • Format: You are required to use MLA style for all writing assignments. Proper MLA citation and a correctly formatted Works Cited page (12-point font, Times New Roman, double spacing, Last name and page number on each page, etc.). Please refer to the Purdue Online Writing Lab for MLA formatting and style guide.
          • Academic Honesty (NO secondary sources are needed or encouraged; however, if any external sources are used, they MUST be appropriately cited using MLA 8th edition format). As always, plagiarism is not tolerated. Please ask if you have questions about citation or academic honesty.
          • Length Requirement: 750-1,000 words
          • Thesis Statement:The author employs a character who loves snakes and whose goals are to keep these snakes as a symbol of emphasizing the theme of parental support for their children’s goals.
          • The story is Badeye by Ron Rash (2014)

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          English Question

          Peer Review Banner.png

          Due Dates:

          • Rough Draft Due Thursday
          • Response to Partner Due Sunday

          Directions:

          Step 1: Review

          First, please carefully review your Essay 3 Prompt-Social Justice Issue.

          Step 2: Rough Draft

          By Thursday at 11:59 pm, submit your rough draft of Essay 2. Note that you will not be assigned a peer review partner if you do not submit on time.

          Step 3: Get a Partner

          By Friday at 8:00 am, Canvas will automatically assign you a partner. To see who your partner is, come back to this assignment. On the top right, it will say Submitted, and below it will tell you who your partner is (for more info on that, watch the video at the end).

          Step 4: Comment on Paper

          Once you have a partner and access to his or her essay, you will go in and read it carefully, making comments in places where the writer can improve.

          Step 5: Respond to Questions

          Once you are done commenting, answer following questions in the submission box:

          1. Does the writer begin with a strong lead in? Is it an effective? What details could the writer add to it to better engage the reader?
          2. Does the writer have a clear thesis that makes an argument about a current election issue?
          3. Does the writer begin each body paragraph with a Point or topic sentence that is in his or her own words and makes a sub-claim that relates back to the thesis?
          4. Is each of the sub-claims supported with Information from the sources the writer found)? Is the support effective/convincing? Is it properly introduced with the author name and article/source name? Are there places where better support is needed?
          5. Does the writer include proper explanation in each paragraph? Does the explanation analyze the information and show the writer’s own opinions as they relate to the information?
          6. Does the writer include and rebut a count argument?
          7. Does the writer have a concluding paragraph that restates the thesis and leaves you thinking/gives you a sense of finality?
          8. What would you say are the talk’s greatest strengths? What did the writer do particularly well?
          9. What should the writer focus on most as he or she revised the the script? What can be most improved?

          If you need help completing the assignment, please check out the Canvas Student Guide to Completing a Peer Review, but note that there is no rubric for this assignment (there will be for the final draft) or watch the video below:

          Launch External Tool

          Grading:

          By submitting your rough draft on time and completing the peer review (both comments and questions), you will receive full points for this assignment.

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          English Question

          The purpose of this assignment is to give you an opportunity to check your COMPLETED preparation outline for potential plagiarism and citation issues before you submit your final copy. Your goal is to get below a 30% similarity score on this assignment. You do not have to have your speech recorded when you submit this assignment.

          STRUCTURING & ORGANIZING THE ASSIGNMENT:

          Be sure that you have read the Informative Speech Directions and understand what is expected of you for this assignment.

          When you submit your preparation outline for this check, be sure that it is organized just like theTEMPLATE and the EXAMPLE including the way the header is structured, the labels, and the lettering and numbering used throughout the document.

          You’ll also want to be sure that your sources are cited correctly both in-text and in the works cited area (see the Citing Sources) and a completed works cited section in APA or MLA style in alphabetical order.

          SUBMITTING THE ASSIGNMENT:

          • Save file as a DOC, DOCX, or PDF. Other file types will not be accepted.
          • Click on the blue Submit Assignment button at the top, right-hand side of the page.
          • Click on the File Upload tab and find your preparation outline saved on your computer by clicking the Choose File button.
          • Click the blue Submit Assignment button.

          READING & INTERPRETING THE REPORT:

          When you submit your preparation outline, you will get a “similarity report” back on the submission. This report will provide you with a similarity score (ranging from 0% – 100%). If you get a 37% similarity score, that means that 37% of your submission was found to be matching or highly similar to text found in a previously submitted paper from another student. It’s perfectly normal for an assignment to match some of the content. For example, most of you will find that the report shows all of your headers and labels to match previous submissions. This is fine. It is for that reasoning that your goal will be to get your similarity score below 30%. This will cover similar features such as labels, headers, the start of purpose statements, and potentially correctly cited sources.
          Topic: There are different ways you can properly take care of someones hair, today I will like to explain to you the main points which are washing, cutting and styling.

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          English Question

          The United States federal government established Commodity Credit Corporation (CCC) in 1933 to help in addressing the concerns of the farmers and harmonize the farm produces, including the prices and other aspects of supply (Frischknecht 1953). The corporation has helped in marketing the agricultural produce and services in the United States, among other key functions of helping advance the functionality, which is key in addressing the major issues of productivity as required. Ideally, the focus of the corporation has been on fighting for the less-privileged farmers and enhancing productivity, which is a key role and managerial approach in making the country perfect when it comes to agriculture (Ozdogan, Gacar & Aktas, 2017). The corporation is supposed by Farm Service Agency (FSG) and Foreign Agricultural Services (FAS) employees whereby the key services and other aspects of productivity get implemented in the organization. Since it was established, the corporation has the mandate of taking loans with a credit limit of 30 billion dollars to help in boosting the market and supporting the key operations necessary in stabilizing the prices, supply, and complaints of farmers. The following research is about the impact of technology in Commodity Credit Corporation (CCC), whereby the service evolution is seen with respect to the changes and advancements in technology (Klerkx, Jakku & Labarthe, 2019). An emphasis on the crucial aspects of the company is key in making the organization work perfectly as recommended for qualitatively applying the necessary and ideal practices as needed.

          Impact of technology on Commodity Credit Corporation

          a.Supply Chain Management

          The process of supply chain management has been smooth, especially with the technology incorporated into the systems. Some of the basic issues that the Commodity Credit Corporation ensured got executed included supporting the income of the farmers through blended operations and financial aids (Hyberg, Smith, Skully & Davison, 1995). Additionally, there is the aspect of disaster management assistance to help the various people, and places that are rich in agricultural produce addressed based on the needs which are key and quality. Ideal practices in commodity promotion and support are on the level of perfection and ideal focus on things that matter, especially in making things work effectively as necessary. Basically, the emphasis is on the level of perfection and working on the organizational goals as required.

          The introduction of technology in supply chain management has helped in promoting the ordering process of the CCC hence promoting the service to the people (Klerkx, Jakku & Labarthe, 2019). Some of the recommended practices in the agricultural sectors include outsourcing for farm produces and implementing ideal practices in helping to stabilize the processes as necessary. The process of the supply chain within the key recommendations and working on the perfection in making the United States department of agriculture good (Klerkx, Jakku & Labarthe, 2019). Technological advancement has taken a leading step in helping accomplish various objectives such as promoting the success level in making things work perfectly, which is key and quality and ideal. Necessarily, the focus and quality of such metrics are on the way supplemental processes get implemented in making the necessary information key in the organization.

          An introduction of the e-supply chain management has helped in promoting the work process in the corporation hence getting the required services that have helped in changing the agricultural sector (Miller, Meyers & Lancaster, 1978). In the management of outsourced services and agricultural goods, technology has helped in stabilizing the agricultural processes and making things work perfectly, which is an ideal practice for making the changes which is necessary for making the protocols work as recommended (Ozdogan, Gacar & Aktas, 2017). Necessarily, the focus and quality ideas are key in the supply chain industry, and working on the protocols of change is necessary for making the Commodity Credit Corporation advance in the levels of practice. With the profit margin rising to more than 30 billion dollars annually, the corporation is one of the organizations that has helped in making the United States accomplish some of the basic and key requirements in making the implementations perfect and good for a successful and key issue which is ideal in making things work procedurally. The supply chain involves getting goods and services that are not available within the corporation, such that the operations are made better and perfect. With technology such as internet marketing and social media processes, the supply chain has been enhanced, whereby the simplicity and quality of operations are applied precisely. With the quality aspects and implementation metrics in the organizations, working on key processes is an ideal protocol in making things work for the promotion of necessary and ideal practices, which is a requirement.

          Approximately 50% of the Commodity Credit Corporation’s functions have been improved with the introduction of e-commerce and electronic data management systems. The cloud system backups using companies such as Microsoft Azure and Amazon Web Services have helped in making the corporation good and organization the supply chain documents perfectly, which has been instrumental in making the organization well-organized. Technology has helped the supply chain management of the company prosper with ideal practices implemented in making things better and promoting the success level, which is recommended in making things work perfectly as recommended.

          b.Strategy and Service Design

          In the services offered to the farms and farm produce, the Commodity Credit Corporation (CCC) has been supported effectively by the rise in technology and key issues associated with perfect technological involvement and support. Based on the necessary information and key processes, the necessary approaches have been on working on critical and informed processes, especially in making things ideal (Ozdogan, Gacar & Aktas, 2017). The CCC has improved in business terms, and the federal government is getting an easy time in giving the best services to the society which is required.

          Technology has improved financial processing and management as well as planning. With a credit limit of 30 billion dollars, the company has been good and enhanced the art of wellness and quality in the making of ideal services work that is quality and necessary (Ozdogan, Gacar & Aktas, 2017). A focused and effective intervention is key in making the organization accomplish some of the basic elements of success, which is a requirement to make things ideally implemented as needed (Klerkx, Jakku & Labarthe, 2019). With the focus and integrated approaches, the basic issues and key ideas have been on the strategic operations of the corporation. Since 1933, the rise in technology has promoted better planning and organization of the services to be within the desirable standards and key ideas as per the protocols and quality processes as necessary.

          c.Responsiveness and Resourcing

          Technology and IT incorporation in the Commodity Credit Corporation (CCC) has increased the business aspect whereby the level of responsiveness has increased. According to a recent survey, the level of responsiveness and resourcing has enhanced the operations and promoted the focus, which is key and quality (Ozdogan, Gacar & Aktas, 2017). Some of the focus and quality processes in the corporation have been state-directed techniques, including responding to the complaints of the farmers.

          Issues and incidences in the agricultural sector are diverse; hence necessary information on the promotion of ideal circumstances is a key requirement. With the levels of challenges and key requirements, the organization has been doing well, especially in response to the major requirements.

          rantees: The commodity credit corporation and US agricultural export policy. Food Policy, 20(1), 27-39. https://www.sciencedirect.com/science/article/pii/0306919295985472

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          English Question

          Proposal for Argumentative Essay

          Assignment Weight: 5%
          Learning Objectives: 1, 2, 3, 4, 5

          Click here here – Alternative Formats to review an annotated example student submission. Please review the rubric prior to submission as well.

          In week one, you selected a topic for the Final Persuasive Essay. Now, it is time to formalize your proposal and begin to explore and analyze your topic in order to build a foundation for the essay to come. A strong proposal promises success for the project, while an ill-conceived or incomplete proposal can bring poor results. This proposal is your opportunity to set your sight on success and begin to advance to a higher level of academic writing skills.

          Helpful Resources

          The proposal should consider all aspects and criteria of the intended project and demonstrate understanding and competence in the ability to complete it. Generally, a research proposal should contain all the key elements involved in the research process and include sufficient information for the reader to evaluate the proposed study.

          Generally, the proposal will address the following three areas:

          What you plan to accomplish, why it is important and how you are going to persuade you audience.

          Remember, your topic must have

          • two logical sides to the issue (your viewpoint and an opposing viewpoint),
          • must be researched-based
          • must be relevant to your career or degree.

          Your proposal needs to include the following six paragraphs and a title:

          Working Title (Find help on title writing by clicking here by clicking here – Alternative Formats )

          Section One

          • Introduction
            • Describe the issue (2-3 sentences)
            • Define your position (1-2 sentences)
            • Thesis statement (1 sentence)
              • Follow this example:
                While many feel that defunding the police would endanger society, redistributing funds would increase the number of public health workers, provide more targeted support, and refocus efforts to retrain existing law enforcement personnel.

          Section Two

          • Counterargument
            • Anticipated questions or resistance (2-3 sentences)
            • Response to questions or resistance (2-3 sentences)

          Section Three

          • Audience (2-3 sentences) Consider demographics, background, relevance, knowledge of topic and beliefs.
          • Goal for your audience (how should the audience think or act differently? 1-2 sentences)

          Section Four

          • Strategy for convincing your audience including goal, purpose and challenges, Consider tactics (ethos, pathos, logos) (2-3 sentences)

          Section Five

          • Research (preliminary) describe your approach (refer to your readings thus far)
          • Keiser University Library Database(s) you are most likely to use
          • Potential articles cited in 7th edition APA (at least 2, final paper will require 4)
            • Be careful to avoid a faulty use of authority, or identifying a source written by author who claims to be an “expert” but is only moderately familiar with the topic.
          • Potential key terms (Minimum of 5)
          • PART 2
          • The Norton Field Guide
            • Chapter 47 (pp. 479-488); Chapter 48 (pp. 489-510)

            Little Seagull Handbook

            • Section R-1, “Doing Research”

            First, review the readings carefully. In one paragraph, share a tip or fact about research and/or about sources that you learned from the readings. Then, share a tip or a skill that you have used while conducting research in the past that was successful. Be sure to cite your reading.Second, reflect on your research methodology. Briefly describe and contrast what your process has been and what it will be in this course.Third, Review your feedback on Milestone 1. Then, identify which topic you will pursue and summarize your topic/argument. It may not be finalized, and that is acceptable. Describe the problem and proposed solution. List 3-5 search terms you consider using. You may include a word cloud by using EdWordle. Be sure to comment briefly on the keywords’ strength and effectiveness.Include a reference for any sources you used in the post.TIP: Respond to the questions above using a separate paragraph for each question. Please break out the search term list as bullet points or a clearly recognizable list or post as a photo word cloud.

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          English Question

          Final Draft Due: Friday, Oct 15 midnight on Canvas

          Total points available: 150 (If the rough draft is not submitted on time, a 10% penalty, or 15 points, will be deducted from the final grade)

          Instructions: This first essay asks you to consider one of the three short stories below and produce a close reading. You will analyze a detail (a short passage or several related short passages) of the story and argue for how the detail develops the story’s meaning or significance. Close reading is a skill that “begins with a sensitivity to the words of the text and all their denotative and connotative values and implications” (Guerin A Handbook of Critical Approaches to Literature). Denotation refers to what something is (definition) and connotation refers to what something means beyond its strict definition. While symbolism is an easy way to think about denotation and connotation (Apple – fruit, sin), you are not required to write about a symbol from one of the stories, although you may. You could, however, think about the way a story is structured or patterns in a character’s behavior. Because this assignment is focused on your own skills of analysis, no secondary source should be used.

          You can choose from:

          • “A Good Man is Hard to Find” by Flannery O’Connor
          • “Where Are You Going, Where Have You Been?” by Joyce Carol Oates
          • “Vampires in the Lemon Grove” by Karen Russell
          • “It’s All Over Now, Baby Blue” by Bob Dylan (song lyrics)

          Potential pitfalls to avoid:

          • Mistaking summary for analysis
          • Clichéd or obvious readings of details

          While this is definitely not a five-paragraph formulaic essay, you may follow this general framework: The first paragraph introduces the text and your focus. This paragraph should conclude with a clear thesis that argues a point (example: In YYY, the character of ZZZ serves the important function of X). Body paragraphs should begin with topic sentences that argue a part of the thesis. These paragraphs should prove their claims by quoting the text and then analyzing the quotes to explain how they function as support. Each body paragraph should end with a concluding sentence that explains how it relates to the thesis. The essay should conclude with a final paragraph that explains: 1) how the body arguments come together to prove the thesis; and 2) the significance of the claims made in the essay.

          Keep in mind you are writing an essay that is analytical and persuasive; you need to take a position and argue a point of view, not merely summarize the text without offering evidence to support your own argument (an original position/opinion) about its meaning or significance. Evidence comes from the text itself. Please remember that grammatical, coherent, logical writing is the minimum requirement for a passing grade; points will be deducted from essays that are incoherent and make significant numbers of grammatical errors.

          Criteria:

          • Accurately describe your argument in a clear thesis sentence.
          • Signal each topic and give a clear indication of how the paper will proceed.
          • Locate evidence (directly from the text) to smoothly integrate into each body paragraph.
          • Analyze this evidence in order to show how it illustrates your arguments.
          • Present a strong overall argument and conclusion using active verbs and avoiding vagueness.
          • Use an effective structure that carefully guides the reader from one idea to the next and is thoroughly edited so that sentences are readable and appropriate for an academic paper.
          • Use correct MLA format, including size 12 Times New Roman font, 1” margins, internal citations (Oates) and correct pagination/headers. It is your responsibility to familiarize yourself with MLA format.
          • Length: 1,250 words (about 4 pages).
          • Outside Research: None (no Works Cited page for this assignment.)

          Assignment Checklist:

          Part 1. Introduction (1 paragraph)

          1. Introduce the topic/establish exigency, significance, or advance a “centrality claim.”
          2. Introduce the context: author, text, purpose.
          3. Thesis – explain your project (what your paper will argue). State the direction of your analysis and the steps you will take to get there; i.e., “This project argues [what claim?] through/by [what means/evidence?].” (This orients the reader but will also be where you reveal your own stance.)
          4. The thesis MUST be the last sentence of the first paragraph. The first part will reveal your argument, while the second part will disclose two or three major claims (aka sub-claims/sub-topics/proofs) that support your argument.

          Part 2. The Body, your central analysis

          In this section, you will analyze each of your major claims laid out in your thesis.

          For each claim, you will:

          • State one of your claims and briefly describe how the text supports the claim.
          • Give a salient example, and nail your example with a quote.
          • Explain the quotation by telling what the text is doing (not saying) and delineating the ways it ties back to your argument.
          • Explain and discuss the significance of the connection.
          • Include a closing to each paragraph that ties together the topic and the overall point.

          Part 3: Your conclusion, which tells us, “So what?”

          In this section, discuss issues of significance / effectiveness.

          • Consider as a whole what the text does to your argument.
          • Consider the strengths/weaknesses and effectiveness of your argument.
          • Discuss the social, cultural, biological, economic, etc. stakes of your argument and reasoning—why does it matter?

          Part 4: All pages must be properly formatted using MLA Guidelines (See the Purdue Owl website.)

          • Headers/pagination (except on page 1).
          • 1” margins on all sides.
          • Parenthetical quotations using correct punctuation placement; i.e., (Russell, 25).

          Students should be able to:

          • Construct an interesting and insightful thesis that reflects a sophisticated reading of the text
          • Use specific textual evidence to support a claim (deductive analysis)
          • Develop rigorous analysis of specific textual details (inductive analysis)
          • Construct a clearly structured essay

          Useful and Important Arguing about Literature Readings/Resources:

          • “The Elements of Argument” – Evidence (p. 10)
          • “Strategies for Arguing about Literature” (pp. 49-63)
          • Chapter 4 – “The Reading Process” (pp. 82-103)

          The examples in “applying the strategies” (pp. 87-91) are especially helpful as models for how to close read.

          • “Strategies for Composing” (pp. 112-116)

          The section titled “Limit Plot Summary” (pp. 114-115) is particularly important to keep in mind for this essay.

          • Sample student essay (pp. 61-63). Use as a general guide.

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          English Question

          Where We’ve Been

          In Unit 3 we have been immersed in heroes’ adventures through international films and the novel, Gods of Jade and Shadow. We’ve followed the journeys of various heroes whose adventures have been extraordinarily different (venturing into the Mayan underworld, the New Zealand forest, and the Chinese desert) while strikingly similar.

          Writing Prompt

          For this assignment, read Gods of Jade and Shadow, and watch the films Hunt for the Wilderpeople and Crouching Tiger, Hidden Dragon. Using ALL three of the assigned works–Gods of Jade and Shadow, Hunt for the Wilderpeople, and Crouching Tiger, Hidden Dragon–identify, analyze, and explain the significance of a thematic connection between all three texts.

          What are the authors saying about the theme, and how is it demonstrated in the text? What can we take away from this?

          This assignment is designed to push you beyond the work you completed for your previous essay in which you identified and explained your observations. In this assignment, you’re expected to analyze and develop an argument about ONE of the suggested themes listed below or one you’ve discussed with me. Consider and explain why your observations and analysis are important to us–your readers–and the academic conversation. What can we gain from your analysis? Be prepared to dig deep to find and share the treasure you’ve gained from your intellectual investigation of the texts. This should be woven throughout the essay and not addressed merely in conclusion.

          You will be required to have at least three quotes from all three sources (Gods of Jade and Shadow, Hunt for the Wilderpeople, and Crouching Tiger, Hidden Dragon) in each body paragraph.

          Questions to Consider:

          • Without limiting yourself to the main characters, how do three of the characters from the various texts forge their own paths to become heroes?
          • What role does patan play in helping or hindering the success of the hero?
          • Does rebellion help or hurt the success of the hero?
          • What roles do mentors (or family) play in the development of the hero?
          • How does forgiveness allow the characters to reach their full potential?
          • How do the obstacles in the stories help the characters to transform or become more than they thought they were capable of?

          ***Just as the heroes we studied forged their own paths, you are welcome to create your own topic or theme, but please limit your focus to just one. If you choose your own topic/theme, please consult with me first.

          Directions:

          • Employing the skills you utilized and honed in the Unit 1 Essay, write a 4- to 6-page academic essay (at least 1500 words), employing MLA Style formatting and documentation throughout
          • The essay should have a minimum of 6 paragraphs, including an introduction, 4 body paragraphs, and a conclusion.
          • Begin with an introductory paragraph that hooks your reader’s attention, provides background information about the three works, and leads seamlessly into a clearly stated thesis.
          • Develop body paragraphs which incorporate quoted and detailed evidence from our course materials (Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and Gods of Jade and Shadow) while using proper MLA format to cite the texts.
            • Quoted evidence should be incorporated thoughtfully and thoroughly into the essay by establishing context, introducing the quoted/paraphrased/summarized passages, and explaining how the passages support the main ideas of the body paragraphs and the essay as a whole.
            • Include at least three quoted passages and scenes from three different sources in each body paragraph.
            • To write a well-developed body paragraph, they should be no less than 250 words each.
          • Conclude your essay with a well-developed reflection of the theme and its significance. Answer the proverbial “So what?” question. What can we, your readers, gain or learn from your analysis?
          • Outside sources are not allowed for this essay.
          • Include a Works Cited page that includes all three sources (Hunt for the Wilderpeople, Gods of Jade and Shadow, Crouching Tiger, Hidden Dragon).

          I hope you’ll enjoy this journey of discovery as we examine the stories of international heroes!

          Resources

          Hunt for the Wilderpeople Script

          Crouching Tiger, Hidden Dragon Script

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          English Question

          3 different work

          1. For this Writer’s Notebook assignment, you will be practicing paraphrasing, summarizing, and quoting. First, you should choose an article that you will be using as a source for your Argument essay. Then, you should find three different pieces of evidence that you might use in your essay as support material. Complete the Writer’s Notebook in 4 steps as explained below:1. Create a “quotation sandwich” out of one of the pieces of evidence. 2. Paraphrase a different piece of evidence. Include both the original and your paraphrase for comparison.3. Summarize another piece of evidence. Again, include the original and your summary.4. Include an in-text citation for each! At the end, be sure to include a Works Cited entry for each source.
          2. For your final Writer’s notebook, you will create an outline for the argument essay. Use one of the outline templates provided in the previous lesson “Organizing Your Argument Essay” You can then use the outline to help you focus and organize the first draft of your argument
          3. Process of Completion Here are a few steps that might help you develop your essay:
            1. Choose your topic from the ones provided for this unit (see below).
            2. Once you’ve found a topic, determine if it needs to be narrowed or if a particular focus might help the argument.
              1. For instance, if you were writing about obesity, you might need to find a slant that creates a more interesting argument than “obesity is a problem” (of course it’s a problem!). Narrowing helps a bit, but not enough: “to avoid obesity, Americans should exercise more” (of course Americans should exercise more!). But what if we narrow the topic further: “schools in Texas need to ban unhealthy foods from the lunch menu and eliminate vending machines with unhealthy snacks and sodas.” This sentence establishes a more focused and nuanced argument than the earlier topic of obesity. To create a more interesting topic, you might then move to question who is responsible for obesity. Is it individuals, corporations, cultural norms, the government, or some other entity? What can we do to change the culture in the United States so that obesity is not so prevalent? The more focused and nuanced the topic, the better the paper usually is. Starting with the topics from the list below, try to find a focused topic for your essay.
            3. After narrowing your topic, you should make a list of everything you know about the topic and everything you want to know. This list will guide your research.
            4. Now, you’re ready to start researching. Be sure to only include reliable sources in your research and to take careful notes to avoid accidentally plagiarizing your sources later. As you research, remember that plagiarism is still a serious offense even if you just forget to cite a source. Always keep notes of where you get information and be prepared to cite the information correctly.
            5. Be sure to allow a few days to draft your essay. You want to be sure you don’t forget any of the wonderful arguments you developed during the invention and research phases. You may also want to outline the major points of the essay before drafting.
            6. Always allow several days to revise the essay. You will get comments during peer review, and you should consider those comments carefully.
            7. Finally, be sure to edit your essay for mistakes in grammar, punctuation, and proofreading.

            Potential Topics Choose your topic from the Gale Opposing Viewpoints database: http://ic.galegroup.com.dcccd.idm.oclc.org/ic/ovic/?p=OVIC&u=txshracd2500

            • U.S. Borders (Emigration & Immigration)
            • Immigration
            • Civil Rights
            • Popular Culture
            • Culture of Beauty
            • Celebrity Culture
            • Renewable Energy
            • Animal Experimentation
            • Technology & Education
            • Vaccines
            • Privacy
            • Criminal Justice
            • Millennial Generation
            • Genetically Modified Foods
            • Social Media
            • Video Games

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          English Question

          A full and complete draft of your paper is due in order to participate (80% – 100% complete). Don’t worry in this draft about technical points or grammatical correctness. You can work on your draft after some peer comments and make it better for the final draft. This draft is all about getting as many complete thoughts and ideas down so that you can improve your paper during the week. The points here are only based on the development of your ideas, so focus on that only. Please come by office hours if you would like my feedback on your paper.

          You will also earn points (2 points) for the quality of your feedback on the paper you are assigned. Please give the paper you are reviewing the same attention that you would like your paper to receive. Please make your comments action items (things for the author to do) about what additional information about the writing process or literacy development the author could include. Consider these questions when reading your assigned paper:

          1. What do you think about the completeness of this writing process/literacy development paper? What could be added that you think would be interesting for the author to talk about?
          2. In terms of what is discussed in this paper, how do you think the author could improve upon the specific examples and experiences mentioned?
          3. What concepts about the writing process or literacy development that we have discussed are missing from this paper at this point?
          4. Regarding the organization, presentation, arrangement, and style of this paper, what suggestions do you have for improvement? What is working in your opinion and what do you think could be changed for the better?

          Unit 2 Assignment: Writing Processes and Practices

          Fall 2021

          Background

          The authors we’ve read in Unit 2 clearly believe that good writing takes hard work and multiple drafts and that many of us are hampered from being better writers by the “rules” and misconceptions we have been taught about writing. One example is a notion that a “good” writer has to write only one draft and someone who writes multiple drafts is a “bad” writer (which is definitely untrue.)

          Use what you have read, written about, and discussed in Unit 2 to consider the story you have to tell about yourself as a writer and reader. How do you see yourself as a writer? Is that self-perception helping you be the best writer you can be? The purpose of this assignment is for you to apply what you’re learning to help you better understand why and how you write (who you are as a writer and where this comes from), how this understanding might be changing, and how you might write differently. How can you apply the theoretical framework from the readings in this unit to a self-analysis of your own writing process and exploration of your literacy development.

          Assignment

          Write a 6-8 page paper that demonstrates your increasing understanding of your own writing processes and practices, who you are as a writer, where this comes from, and how this might be changing (including why studying this could be useful and applicable) that achieves the assessment criteria, especially the four Unit 2 outcomes:

          • Displays an acquisition of a vocabulary for talking about writing processes.
          • Demonstrates an increasing understanding of yourself as a writer.
          • Actively considers writing processes and practices and how to adapt them as necessary to make them most effective.
          • Demonstrates an understanding of writing and research as processes requiring planning, incubation, revision, and collaboration.

          Planning/Drafting

          You should spend a substantial amount of time reflecting on yourself as a writer using the concepts and ideas that you learned in the Unit 2 and Unit 1 readings. Even if parts of your draft don’t end up in the final paper, the act of writing about all of the “structure” categories will be useful.

          Structure

          Draft/freewrite thoughtful responses to all of the following subcategories for your paper:

          Literacy Background

          • Brief narrative of your literacy history, early experiences, and literacy sponsorship.
            • Consider what you’ve written and haven’t written in the past.
            • What’s your reading and writing history in terms of what model of textual interaction was presented to you at home (who did you see read, write, were there books or magazines around the house, etc.)
            • Talk to the people who raised you: what are their memories of your first experiences with books and reading and writing? What are their memories of your early school experiences, struggles, or successes with acquiring and developing reading and writing skills?

          Thinking about Class Readings

          • Add another layer of understanding to your Literacy Background by considering your current literacy history. Deborah Brandt’s article will be useful in such a discussion.
            • What do you learn about yourself and your writing processes here?
            • What do you have to gain by reading both research about writing processes and writers’ reflections on their own processes? By doing this, what things are you learning that are useful to you?
            • Establish the territory of how new readings, discussions and ideas are getting you to re-consider, think about, investigate yourself as a writer and reader.
            • Think about the major findings of Sondra Perl’s study of the writing process. What can be applied to your own writing experience?
            • Consider what you currently write and don’t write.
            • Review and reflect upon the responses you wrote for the Unit 2 readings.
            • What is going on in our heads when we write? Who are the people/voices you are negotiating with when you write?
            • How might understanding the concept of “blocking” and knowing how to actively deal with it be useful to you in your life? How do you deal with writer’s block when it happens?
            • What parts of Anne Lamott’s piece, “Shitty First Drafts” did you relate to? How did you describe dealing with the voices/thoughts in your head while you write?

          Cognitive vs. Affective Domains

          • Think of any kinds of writing that you enjoy, and any kinds of writing that you dread.
          • Think about environments in which you read and write, and how different environments might lead to different experiences with the same texts.
          • Consider how much of your perception of yourself as a reader and writer, and your sense of your relationship with reading and writing is influenced by your intellectual ability versus your emotional/affective experiences.

          Writing Rituals, Habits, Practices and Processes

          • Review your process for the Unit 1 Paper and contemplate/discuss your writing activities as different (and perhaps changing) regarding several different situations in which you write, including academic writing (and perhaps different academic writing situations, such as standardized tests versus out-of-classroom assignments). Use real life examples and experiences (perhaps your Unit 1 Paper) to thoroughly contemplate what works for you in your writing process, as well as where you would like to get more out of it. How might your writing process vary depending on the situation?
          • Consider how you prepare, or don’t prepare, to write a paper. What are the results, and how do decide what to do, or not do. If you procrastinate, then why?
          • Do you have an effective reader involved in your writing process? Someone who helps you review your work? Who is this person and what is it like working with them? What benefits do you imagine professional writers have that help them write that you would also like to have?
          • Consider terms used to describe parts of the writing process, and discuss at least three that are important and very familiar to you, and at least three that are new ideas that seem valuable.

          Reading and Writing, Identity and Authority

          • Consider: How does writing ability affect/influence/inform someone’s identity (and authority?) Think in terms of different writing situations and presentations of oneself in society and/or occupations
          • Consider your own instructional writing experiences as rhetorical situations. When have your academic writing tasks included or lacked genuine purposes and audiences for you as a writer. How does this affect the engagement with meaningful writing instruction?

          Conclusion—Reflection and Contemplation

          • Re-read what you’ve written. What are you learning? What is most significant? How are you changing as a reader and writer?
          • Conclude your paper by really showing something new that you have learned about yourself. What has all of this self-reflection and analysis shown?
          • Think of this paper as a study of you as a writer. In your conclusion present the results of your study. Make sure you are not just restating your introduction.

          Planning

          Look at all the notes that you did during the brainstorming/structure process, and all of the feedback you received and reflections you wrote during the peer review process, and consider: what’s interesting here? What’s catching your interest the most? What is new or surprising to you? Settle on a few of these surprises or “aha!” moments as the core of what you will write for this assignment. For each of these core elements of your essay, brainstorm examples, details, and explanations that would help your reader understand what you are trying to explain about yourself.

          Final Drafting

          Write a 6-8 page paper in which you describe your view of yourself as a writer, using examples and explanations to strengthen your description. As appropriate, refer to the authors of texts in the class readings to help explain your experiences, processes, and feelings. Conclude the paper by considering how or whether the things you are learning might change your conception of yourself as a writer or your writing behaviors. Additionally, you should think (and perhaps consult the instructor) about potential audiences for this paper:

          • Are you writing to the instructor, to demonstrate what you’ve learned in this chapter?
          • Are you writing for yourself, to help solidify what you’ve learned?
          • Would you like to adapt your essay to write for someone else—maybe your parents, to demonstrate who you are as a writer and what influences you can identify? Maybe to a teacher who had an impact, positive or negative, on you as a writer?

          Of course, choosing an audience and focusing the purpose will have an impact on your paper—its form, content, tone, language, level of formality, and so on.

          Revising

          Review your draft in light of the assessment criteria. Which points are you hitting most strongly? Which points are more weakly being addressed, or aren’t being addressed at all? What can you add or modify to better address these points?

          What Makes it Good?

          A successful paper will show a thoughtful analysis and significant understanding and demonstration of your own process and what drives your decision-making process when it comes to writing. The purpose of this assignment is for you to step back and consider yourself as a writer, applying what you learned in this chapter to help you better understand why and how you write—and how you might write differently, or perhaps even understand yourself differently as a writer.

          Format

          All submitted drafts, including the final draft, should follow the following format guidelines:

          • 6-8 pages, double-spaced (page count does not include the Works Cited page)
          • 1” left and right margins (not 1.25”)
          • MLA style for in-text citations (as explained in Easy Writer or Perdue OWL)
          • MLA style for a list of works cited (as explained in Easy Writer or Perdue OWL)

          *REMEMBER: This assignment sheet is not a rubric but rather a set of guidelines and suggestions to help you generate ideas for your paper. You do not need to answer every question/prompt on this sheet. Feel free to be creative in your approach to this paper.A full and complete draft of your paper is due in order to participate (80% – 100% complete). Don’t worry in this draft about technical points or grammatical correctness. You can work on your draft after some peer comments and make it better for the final draft. This draft is all about getting as many complete thoughts and ideas down so that you can improve your paper during the week. The points here are only based on the development of your ideas, so focus on that only. Please come by office hours if you would like my feedback on your paper.

          You will also earn points (2 points) for the quality of your feedback on the paper you are assigned. Please give the paper you are reviewing the same attention that you would like your paper to receive. Please make your comments action items (things for the author to do) about what additional information about the writing process or literacy development the author could include. Consider these questions when reading your assigned paper:

          1. What do you think about the completeness of this writing process/literacy development paper? What could be added that you think would be interesting for the author to talk about?
          2. In terms of what is discussed in this paper, how do you think the author could improve upon the specific examples and experiences mentioned?
          3. What concepts about the writing process or literacy development that we have discussed are missing from this paper at this point?
          4. Regarding the organization, presentation, arrangement, and style of this paper, what suggestions do you have for improvement? What is working in your opinion and what do you think could be changed for the better?

          Unit 2 Assignment: Writing Processes and Practices

          Fall 2021

          Background

          The authors we’ve read in Unit 2 clearly believe that good writing takes hard work and multiple drafts and that many of us are hampered from being better writers by the “rules” and misconceptions we have been taught about writing. One example is a notion that a “good” writer has to write only one draft and someone who writes multiple drafts is a “bad” writer (which is definitely untrue.)

          Use what you have read, written about, and discussed in Unit 2 to consider the story you have to tell about yourself as a writer and reader. How do you see yourself as a writer? Is that self-perception helping you be the best writer you can be? The purpose of this assignment is for you to apply what you’re learning to help you better understand why and how you write (who you are as a writer and where this comes from), how this understanding might be changing, and how you might write differently. How can you apply the theoretical framework from the readings in this unit to a self-analysis of your own writing process and exploration of your literacy development.

          Assignment

          Write a 6-8 page paper that demonstrates your increasing understanding of your own writing processes and practices, who you are as a writer, where this comes from, and how this might be changing (including why studying this could be useful and applicable) that achieves the assessment criteria, especially the four Unit 2 outcomes:

          • Displays an acquisition of a vocabulary for talking about writing processes.
          • Demonstrates an increasing understanding of yourself as a writer.
          • Actively considers writing processes and practices and how to adapt them as necessary to make them most effective.
          • Demonstrates an understanding of writing and research as processes requiring planning, incubation, revision, and collaboration.

          Planning/Drafting

          You should spend a substantial amount of time reflecting on yourself as a writer using the concepts and ideas that you learned in the Unit 2 and Unit 1 readings. Even if parts of your draft don’t end up in the final paper, the act of writing about all of the “structure” categories will be useful.

          Structure

          Draft/freewrite thoughtful responses to all of the following subcategories for your paper:

          Literacy Background

          • Brief narrative of your literacy history, early experiences, and literacy sponsorship.
            • Consider what you’ve written and haven’t written in the past.
            • What’s your reading and writing history in terms of what model of textual interaction was presented to you at home (who did you see read, write, were there books or magazines around the house, etc.)
            • Talk to the people who raised you: what are their memories of your first experiences with books and reading and writing? What are their memories of your early school experiences, struggles, or successes with acquiring and developing reading and writing skills?

          Thinking about Class Readings

          • Add another layer of understanding to your Literacy Background by considering your current literacy history. Deborah Brandt’s article will be useful in such a discussion.
            • What do you learn about yourself and your writing processes here?
            • What do you have to gain by reading both research about writing processes and writers’ reflections on their own processes? By doing this, what things are you learning that are useful to you?
            • Establish the territory of how new readings, discussions and ideas are getting you to re-consider, think about, investigate yourself as a writer and reader.
            • Think about the major findings of Sondra Perl’s study of the writing process. What can be applied to your own writing experience?
            • Consider what you currently write and don’t write.
            • Review and reflect upon the responses you wrote for the Unit 2 readings.
            • What is going on in our heads when we write? Who are the people/voices you are negotiating with when you write?
            • How might understanding the concept of “blocking” and knowing how to actively deal with it be useful to you in your life? How do you deal with writer’s block when it happens?
            • What parts of Anne Lamott’s piece, “Shitty First Drafts” did you relate to? How did you describe dealing with the voices/thoughts in your head while you write?

          Cognitive vs. Affective Domains

          • Think of any kinds of writing that you enjoy, and any kinds of writing that you dread.
          • Think about environments in which you read and write, and how different environments might lead to different experiences with the same texts.
          • Consider how much of your perception of yourself as a reader and writer, and your sense of your relationship with reading and writing is influenced by your intellectual ability versus your emotional/affective experiences.

          Writing Rituals, Habits, Practices and Processes

          • Review your process for the Unit 1 Paper and contemplate/discuss your writing activities as different (and perhaps changing) regarding several different situations in which you write, including academic writing (and perhaps different academic writing situations, such as standardized tests versus out-of-classroom assignments). Use real life examples and experiences (perhaps your Unit 1 Paper) to thoroughly contemplate what works for you in your writing process, as well as where you would like to get more out of it. How might your writing process vary depending on the situation?
          • Consider how you prepare, or don’t prepare, to write a paper. What are the results, and how do decide what to do, or not do. If you procrastinate, then why?
          • Do you have an effective reader involved in your writing process? Someone who helps you review your work? Who is this person and what is it like working with them? What benefits do you imagine professional writers have that help them write that you would also like to have?
          • Consider terms used to describe parts of the writing process, and discuss at least three that are important and very familiar to you, and at least three that are new ideas that seem valuable.

          Reading and Writing, Identity and Authority

          • Consider: How does writing ability affect/influence/inform someone’s identity (and authority?) Think in terms of different writing situations and presentations of oneself in society and/or occupations
          • Consider your own instructional writing experiences as rhetorical situations. When have your academic writing tasks included or lacked genuine purposes and audiences for you as a writer. How does this affect the engagement with meaningful writing instruction?

          Conclusion—Reflection and Contemplation

          • Re-read what you’ve written. What are you learning? What is most significant? How are you changing as a reader and writer?
          • Conclude your paper by really showing something new that you have learned about yourself. What has all of this self-reflection and analysis shown?
          • Think of this paper as a study of you as a writer. In your conclusion present the results of your study. Make sure you are not just restating your introduction.

          Planning

          Look at all the notes that you did during the brainstorming/structure process, and all of the feedback you received and reflections you wrote during the peer review process, and consider: what’s interesting here? What’s catching your interest the most? What is new or surprising to you? Settle on a few of these surprises or “aha!” moments as the core of what you will write for this assignment. For each of these core elements of your essay, brainstorm examples, details, and explanations that would help your reader understand what you are trying to explain about yourself.

          Final Drafting

          Write a 6-8 page paper in which you describe your view of yourself as a writer, using examples and explanations to strengthen your description. As appropriate, refer to the authors of texts in the class readings to help explain your experiences, processes, and feelings. Conclude the paper by considering how or whether the things you are learning might change your conception of yourself as a writer or your writing behaviors. Additionally, you should think (and perhaps consult the instructor) about potential audiences for this paper:

          • Are you writing to the instructor, to demonstrate what you’ve learned in this chapter?
          • Are you writing for yourself, to help solidify what you’ve learned?
          • Would you like to adapt your essay to write for someone else—maybe your parents, to demonstrate who you are as a writer and what influences you can identify? Maybe to a teacher who had an impact, positive or negative, on you as a writer?

          Of course, choosing an audience and focusing the purpose will have an impact on your paper—its form, content, tone, language, level of formality, and so on.

          Revising

          Review your draft in light of the assessment criteria. Which points are you hitting most strongly? Which points are more weakly being addressed, or aren’t being addressed at all? What can you add or modify to better address these points?

          What Makes it Good?

          A successful paper will show a thoughtful analysis and significant understanding and demonstration of your own process and what drives your decision-making process when it comes to writing. The purpose of this assignment is for you to step back and consider yourself as a writer, applying what you learned in this chapter to help you better understand why and how you write—and how you might write differently, or perhaps even understand yourself differently as a writer.

          Format

          All submitted drafts, including the final draft, should follow the following format guidelines:

          • 6-8 pages, double-spaced (page count does not include the Works Cited page)
          • 1” left and right margins (not 1.25”)
          • MLA style for in-text citations (as explained in Easy Writer or Perdue OWL)
          • MLA style for a list of works cited (as explained in Easy Writer or Perdue OWL)

          *REMEMBER: This assignment sheet is not a rubric but rather a set of guidelines and suggestions to help you generate ideas for your paper. You do not need to answer every question/prompt on this sheet. Feel free to be creative in your approach to this paper.

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          Posted in Uncategorized

          English Question

          To write the weekly posting assignment correctly, it’s important for you to focus on and understand the ideas presented in the following extract, which is adapted and modified from pp. 22 and 23 of the article Deep adaptation: A map for navigating climate tragedy, Bendell (2020) notes:

          Some analysts are concluding that a societal collapse is now likely, inevitable, or already occurring. Thus, this question is important: What are the valued norms and behaviours that human societies will wish to maintain as they seek to survive? Deep adaptation to these changes will involve more than ‘resilience.’ We will also need ‘relinquishment.’ Relinquishment involves people and communities letting go of certain assets, behaviors and beliefs where retaining them could make matters worse. Examples include withdrawing from coastlines, shutting down vulnerable industrial facilities, or giving up expectations for certain types of consumption. The third area is ‘restoration.’ Restoration involves people and communities rediscovering attitudes and approaches to life and organization that our hydrocarbon-fuelled civilization eroded. Examples include rewilding landscapes, so they provide more ecological benefits and require less management, changing diets back to match the seasons, rediscovering non-electronically powered forms of play, and increased community-level productivity and support. A fourth area for Deep Adaptation is ‘reconciliation.’ Reconciliation recognizes how we do not know whether our efforts will make a difference, while we also know that our situations will become more stressful and disruptive, ahead of the ultimate destination for us all. How we reconcile with each other and with the predicament we must now live with will be key to how we avoid creating more harm by acting from suppressed panic . . . Resilience asks us ‘how do we keep what we really want to keep?’ Relinquishment asks us ‘what do we need to let go of in order to not make matters worse?’ Restoration asks us ‘what can we bring back to help us with the coming difficulties and tragedies?’ Reconciliation asks ‘with what and whom can we make peace with as we face our mutual mortality?'” (Bendell, 2019).

          Over the week analyze the article for how it focuses on resilience, relinquishment, restoration, and reconciliation. Not every article will cover all four ideas, but you should be able to find evidence of at least one of these ideas (and usually more) in the article.

          In your weekly posting,

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          English Question

          • Follow these guidelines carefully (students who do have much stronger essays):

            • The essay instruction sheet is the attached Microsoft Word file above.
            • Don’t just skim the instructions and then try to remember them all; you won’t. Read them carefully and have them in front of you throughout the writing process.
            • If you can, print out the instructions, so you don’t have to go back and forth between screens.
            • If you don’t have a printer, download the instructions onto your computer. Then copy and paste all the words from the instructions onto a blank sheet in Microsoft Word. Do your prewriting and draft on this page. That way, when you’re working, you don’t have to go back and forth between screens. When you’re ready to turn in your essay, delete the instructions from the document.
            • Use the instructions as a checklist. This makes a huge difference in making sure you’re following the assignment.
            • Read the sample essays while comparing them to the instruction sheet. It will help you understand the assignment more deeply.
            • Take the time first to understand the assignment and your chosen article. Then use the reading and writing processes from the Groundwork unit. Rushing any part of these steps usually results in students failing the assignment.
          • Item

            An Annotated Sample Essay

            An Annotated Sample EssayAttached Files:


            Purpose:

            Studying the sample essay (along with the instruction sheet) will help you better understand the assignment. An article evaluation essay should make sense to a reader who hasn’t read the article. However, if you’d like to read the article this student’s essay is about, you can access it on the New York Times website.

            Study the annotated sample essay:

            While you’re studying the attached sample essay (attached Microsoft Word file), read the notes I added and compare the essay to the instruction sheet. Notice how this essay follows the instructions.Note: You may not use this article as the subject of your essay because it’s the subject of this sample.

          • Item

            Another Annotated Sample Essay

            Another Annotated Sample EssayAttached Files:


            Purpose:

            Studying this sample essay (along with the instruction sheet) will help you better understand the assignment. An article evaluation essay should make sense to a reader who hasn’t read the article. However, if you’d like to read the article this student’s essay is about, you can access it here (it’s very funny): “Why Procrastinators Procrastinate.”

            Study the annotated sample essay:

            While you’re studying the attached sample essay (attached Microsoft Word file), read the notes I added and compare the essay to the instruction sheet. Notice how this essay follows the instructions.Note: You may not use this article as the subject of your essay because it’s the subject of this sample.

          • Item

            Choose an Article to Evaluate for This Essay

            Choose an Article to Evaluate for This EssayAttached Files:


            General instructions:
            For your essay subject, choose one of the attached articles. (Underlined parts were originally links to other web pages.)
            Tips for choosing an article:

            • You’ll evaluate in more depth if you take notes on your article, not just read it. Therefore…
              • If you have a printer, print out the article, so you can take notes directly on it.
              • If you don’t have a printer, download the article to your computer, and you can take notes on it in bold or a different font.
            • Take enough time to choose the article you connect with most. However, don’t get caught up taking forever to choose one. Any of the articles works well for evaluation. Give yourself a time limit, like an hour, for choosing.

          • Item

            PowerPoint to Help You Develop Your Essay Correctly (this PPT uses examples from the previous unit)

            PowerPoint to Help You Develop Your Essay Correctly (this PPT uses examples from the previous unit)Attached Files:

            Purpose:Students sometimes don’t quite understand what it means to evaluate a creative work (instead of just explain the work). Understanding the difference is crucial to succeeding in this class and future classes. This PowerPoint goes into depth about what it means to evaluate.

            To get the best benefit from this presentation…

            • Don’t rush through the slides. Slow down and study them.
            • Take notes from them.
            • Go back and study them as needed.
          • Discussion Board

            Discussion Board: Article Evaluation

            Discussion Board: Article Evaluation
            Purpose:
            This discussion board will help you share and get ideas for your essay.
            Here’s how you go to the discussion. Follow these instructions carefully:

            1. Click on the bold heading above “Discussion Board: Photo Evaluation.”2. Click on the thread title that corresponds to the article you are writing about.3. Click “Reply” and write your ideas. I provided a sample you can follow. 4. You are also welcome to respond to 1-3 of your classmates’ ideas. Above all, be especially polite because tone can be hard to interpret in writing.

          • Assignment

            Article Evaluation Essay – Upload the Final Version of Your Essay Here

            Here’s how to upload the final version of your essay:

            1. Click on the bold heading above next to the icon of the piece of paper with a pencil and a ruler across it.
            2. Scroll down to "Assignment Submission" and click "Browse My Computer."
            3. Find your Microsoft Word file of your essay and click "Open" to attach it.
            4. Click "Submit."
            5. Make sure your essay has truly uploaded before you leave the page.  
            If you need to, you may upload multiple versions of your essay by clicking the button, "Start New." I'll simply grade the last version you uploaded.

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          English Question

          No reference its important and no plagiat its personal work.

          Colombia university

          Instructions

          The following format is preferred:

          • All margins should be at least one inch, and the left and right margins should be equal.
          • Text should be double spaced.
          • The preferred fonts are 10-point Arial or 12-point Times New Roman; however, any legible serif or sans-serif standard font may be used. Do not use script or ornamental fonts.
          • Your name should appear in the Header or Footer of every page.

          It is integral to the admissions process that you write and submit this Personal Statement on your own. Any evidence of plagiarized materials may result in denial or revocation of admission.

          1-Personal Statement

          The personal statement, limited to two pages, should provide a brief description of your academic and professional activities and accomplishments, as well as any other information that you feel can help us evaluate your potential to succeed in the program.

          2-Career Essay

          The career essay, limited to two pages, should describe your career objectives and specific goals in pursuing the MS Bridge to Computer Science Program. Why did you apply to this program? What do you hope to do after graduation?

          3-Personal Statement Prompt

          The purpose of the Personal Statement is for you to share more about your past experiences and to discuss how these experiences have contributed to your personal and professional growth. It allows the applicant the opportunity to explain to the admission committee the distinct qualities and commitment they can bring to the Columbia Engineering community.

          A few topics that you may want to address in your Personal Statement include:

          • Describe the reasons you are interested in this program and discuss any relevant past experience.
          • If you have relevant work or research experience, please indicate how it helped you decide on your career path.
          • What are your post-graduation plans or career goals?
          • What do you hope to gain from this program?
          • What about this program excites you?
          • If there are any special circumstances that need to be brought to the attention of the Admission Committee, please include that information.

          Instructions

          We recommend that your Personal Statement be between 250 and 1,000 words. Your application will not be negatively impacted should exceed this recommendation.

          If possible, the following format is preferred:

          • All margins should be at least one inch, and the left and right margins should be equal.
          • Text should be double spaced.
          • The preferred fonts are 10-point Arial or 12-point Times New Roman; however, any legible serif or sans-serif standard font may be used. Do not use script or ornamental fonts.
          • Your name should appear in the Header or Footer of every page.

          It is integral to the admissions process that you write and submit this Personal Statement on your own. Any evidence of plagiarized materials may result in denial or revocation of admission.

          UCLA university

          4- Statement of Purpose

          What is the statement of purpose, and what is it used for?

          The statement of purpose is an integral part of your application for graduate admission and consideration for merit-based financial support. It is used to understand your academic interests, and to evaluate your aptitude and preparation for graduate work, as well as your fit with the proposed program of study. It is also used to assess your ability to write coherent and convincing prose.

          Instructions

          Please respond to the following. Your statement can be up to 500 words in length. You do not need to answer every question; focus on the elements that you feel are most relevant to your candidacy.

          • What is your purpose in applying for graduate study in your specified degree program? Describe your area(s) of interest, including any subfield(s) or interdisciplinary interests.
          • What experiences have prepared you for advanced study or research in this degree program? What relevant skills have you gained from these experiences? Have your experiences led to specific or tangible outcomes that would support your potential to contribute to this field (examples: performances, publications, presentations, awards or recognitions)?
          • What additional information about your past experience may aid the selection committee in evaluating your preparation and aptitude for graduate study at UCLA? For example, you may wish to describe research, employment, teaching, service, artistic or international experiences through which you have developed skills in leadership, communication, project management, teamwork, or other areas.
          • Why is the UCLA graduate program to which you are applying is the best place for you to pursue your academic goals? If you are applying for a research master’s or doctoral program, we encourage you to indicate specific research interests and potential faculty mentors.
          • What are your plans for your career after earning this degree?
          • 500 words remaining

          5. Personal Statement

          What is a Personal Statement and what is it used for?

          The Personal Statement is an opportunity for you to provide additional information that may aid the selection committee in evaluating your preparation and aptitude for graduate study at UCLA. It will also be used to consider candidates for the Cota-Robles and Graduate Opportunity fellowships.

          Instructions

          Please respond to one or more of the following prompts. Your statement can be up to 500 words in length (approximately 1-page, single spaced, using 1-inch margins and 12-point font). To be considered for a Cota-Robles or Graduate Opportunity fellowship, be sure to describe your contributions to diversity. The University of California Diversity Statement can be found online

          • Are there educational, personal, cultural, economic, or social experiences, not described in your Statement of Purpose, that have shaped your academic journey? If so, how? Have any of these experiences provided unique perspective(s) that you would contribute to your program, field or profession?
          • Describe challenge(s) or barriers that you have faced in your pursuit of higher education. What motivated you to persist, and how did you overcome them? What is the evidence of your persistence, progress or success?
          • How have your life experiences and educational background informed your understanding of the barriers facing groups that are underrepresented in higher education?
          • How have you been actively engaged (e.g., through participation, employment, service, teaching or other activities) in programs or activities focused on increasing participation by groups that have been historically underrepresented in higher education?
          • How do you intend to engage in scholarly discourse, research, teaching, creative efforts, and/or community engagement during your graduate program that have the potential to advance diversity and equal opportunity in higher education?
          • How do you see yourself contributing to diversity in your profession after you earn your advanced degree at UCLA?

          Stanford University

          6. Diversity Statement

          (1000 characters max; 1000 characters left.)

          7 Please provide an explanation of any gaps on your transcript indicating time away from your post-secondary institution(s) or program(s). Include name of institution.

          (1000 characters max; 1000 characters left.)

          Please provide an explanation of any gaps on your transcript indicating time away from your post-secondary institution(s) or program(s). Include name of institution.

          (280 characters max; 280 characters left.)

          Please list honors, fellowships, non-academic distinctions or publications. For publications, please provide the complete citation. Use a semicolon (;) to end each item.

          (1000 characters max; 1000 characters left.)

          8

          Statement of Purpose

          Cornell univerity

          9

          Academic Statement of Purpose: Research Degree Programs

          Please use the Academic Statement of Purpose to describe (within 1000 words) the substantive research questions you are interested in pursuing during your graduate studies, and explain how our program would help you achieve your intellectual goals. Additionally, detail your academic background, intellectual interests, and any training or research experience you have received that you believe has prepared you for our program. Within your statement, please also identify specific faculty members whose research interests align with your own interests.

          10

          Writing Sample

          If the Field of Study to which you are applying requires a writing sample or requests an optional supplemental upload please submit it here. For more information on the specific guidelines for each field please refer to instructions in the List of Fields online catalog.

          US SAN DIEGO

          11

          Computer Science and Engineering Statement of Purpose

          Please make the statement concise and to the point, addressing past accomplishments within the realm of computer science and engineering, giving reasons why he or she is especially qualified for the program, and goals that the applicant wishes to pursue.

          12

          Additional Educational Experiences (Optional)

          At the University of California San Diego, diversity is a core component of excellence that further enhances our quality and achievement. We seek a diverse graduate student body to ensure that all of our students gain the educational benefits that result from being exposed to a broad spectrum of ideas, perspectives, and experiences. We wish to broaden and deepen both the educational experience and the scholarly environment, as students and faculty learn to interact effectively with each other, preparing them to participate in an increasingly complex and pluralistic society. We also want all of our students to contribute to the campus community in a manner that enhances campus diversity and inclusiveness, consistent with the University of California’s Principles of Community.

          To ensure prospective students have the opportunity to expand on these ideas, perspectives, and experiences in the application process, we have provided the following seven optional short answer questions.

          Please check the areas in which you have experience, and write 3-5 sentences detailing your experience for each.

          Experiential Questions

          13

          In a concisely written statement, please describe your past and present work as it relates to your intended field of study, your educational objectives, and your career goals. In addition, please include your intellectual and professional reasons for choosing your field of study and why your studies/research can best be done at the Graduate School of Arts and Science at NYU.

          The statement should not exceed two double-spaced pages.

          Please proof the document carefully. Once you have submitted your application, you cannot make revisions or corrections.

          14

          Personal History Statement

          The Personal History Statement is optional and gives information on your background. The purpose of this essay is to get to know you as an individual and as a potential graduate student, and to understand how your background will add to the diversity of our school. Please describe how your personal background has motivated you to pursue a graduate degree. You may discuss educational, familial, cultural, socioeconomic, or personal experiences or challenges; gender identity; community services, outreach services, first-generation college status or other matters relevant to your decision to pursue graduate education. Please note that the Personal History Statement is not meant to be a general autobiography.

          The statement is optional and should not exceed two double-spaced pages. It should not duplicate the Statement of Academic Purpose.

          Please proof the document carefully. Once you have submitted your application, you cannot make revisions or corrections.

          16

          Ohio State

          17


          Statement of Purpose

          Please be sure to include the following in your statement, no more than two pages and no larger than 12 inch font:

          • Description of relevant research experience(s)
          • Any awards or recognitions that you think are important
          • What research area(s) and faculty member(s) you will be interested in if you were to join our program

          University of california Irvine

          18

          Essays

          Applicants for our graduate programs are selected using a holistic evaluation system. These essays will assist both the admissions committee and fellowship review committees to evaluate your preparation for your proposed field of study and your background and motivation for graduate study.

          The Statement of Purpose is expected to focus on your academic/research background and interests, while the Personal History Statement is expected to focus on your personal background.

          Please note that the Personal History Statement is required for some programs. To view your program requirements, check your program’s website for details or contact your program of interest directly.

          Statement of Purpose*

          In your statement of purpose, please describe your aptitude and motivation for graduate study in your area of specialization.

          A sample of topics you might address in your statement is below:

          Academic plans and research interests

          Relevant experience

          Future career goals

          Why UCI would be a good intellectual fit for you

          19

          Personal History Statement

          (Required for some programs. Please check your program’s website for details or contact your program of interest directly.)

          In your personal history statement, please describe how your personal background informs your decision to pursue a graduate degree. A sample of topics you might address in your statement is below. However, please structure your statement in any way that you feel best represents your personal history.

          Any educational, familial, cultural, economic or social experiences or opportunities relevant to your academic journey

          Challenges and/or obligations you have had to address in order to achieve your educational goals and how you addressed them

          Prior employment, as a student or as a working professional, that is relevant to your pursuit of a graduate degree

          How your perspectives, activities, or goals have or may contribute to inclusivity and/or broaden your understanding of experiences of diverse groups of people

          Leadership, outreach, or community service experiences and goals that have or will benefit others or the community

          We recommend that you complete the essay in another program (i.e. Word, Google docs, etc) and copy it in the text box below. (1200 word maximum.)

          20

          List in chronological order other educational institutions and formal training programs in which you undertook work related to your major field of study. Transcripts from these institutions are not required. (Limit response to 2000 characters.)

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          English Question

          Assignment: You will write a letter to a professor at WSU asking the professor or a former employer to serve as a reference for you as you apply to the particular job/internship that you are applying to in this class.

          You will write a one-page (3 paragraph) properly formatted letter to a WSU professor requesting a reference for the same position you wrote the cover letter for and the same position you did the oral presentation for. See the information in the following rubric for details.

          Formatting Criteria:

          1. The letter opens to one page in MSWORD.
          2. The letter is visually appealing at first glance.
          3. The letter is formatted as an email.
          4. The salutation is proper, correctly punctuated, with the correct use of names/titles.
          5. Paragraphs are formed and spaced correctly

          Content Criteria:

          1. Your letter provides a clear statement of purpose in the very first sentence.Any letter that starts with “My name is . . . “ is not going to get any points for the assignment.
          2. The letter provides information about the position you are requesting a reference for. The job posting is mentioned as an attachment (you don’t have to attach it for this exercise, but you do have to mention that you are attaching it).
          3. The letter also provides some information about you to jog the memory of the professor.
          4. The letter indicates you are attaching a resume.
          5. The letter provides some information aboutyour interests with respect to the message.
          6. The letter makes it clear that at this time all you are looking for is the professor’s agreement to give you a reference, that is to serve as a reference. The letter explains you are just looking for permission to have the professor serve as a reference.
          7. The letter seeks to verify the best contact information you have for the professor.

          Editing Criteria:

          1. The whole letter is well edited.
          2. The letter is spell checked.
          3. The letter maintains a sense of dignity throughout. You are not to beg.You are to ask and to leave open the possibility that you understand the professor may be busy and unable to serve as a reference.

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          English Question

          Project Planning Exercise

          The knowledge we gather from research is a product of the research process and depends on how well we have done at researching. Learning how to research well comes with experience – the more you research the better you get at refining search terms, knowing which sources are best and using your time efficiently. However, each time we conduct research it is beneficial to stop at some point and see what information we have gathered, how helpful that information is, and what else we might need. Now is that time.

          Start by considering the knowledge you have about your topic. If you have basic knowledge you can probably engage in a one or two minute conversation about that topic. If your knowledge is deep enough to begin a research essay, you should be able to imagine presenting on the topic for 15 or 20 minutes. Do you think you have enough information gathered or knowledge to rely on yet?

          Consider this: it’s only a start to collect information about your topic, but you’ll have to write about its significance to your topic. Can you do that yet? We can test where we are with our research by asking ourselves the following questions to reflect on what we have and what else we might need:

          • Does the researched information provide background on the topic to situate the knowledge about it – specifically what has been said about it already, what is known or unknown, who has written about it or said it and when?
          • Does the information support or further develop an idea or claim I think I want to make? Is it able to provide evidence that what I’m saying might be true? Does it qualify an idea about my topic that I want to present? Does it provide additional information I can use to add to the significance of the idea(s) I have about this topic?
          • Does the information challenge what I’ve been thinking, or make it more complicated in some way? Does it raise additional questions I may not have considered, or provide a point of view I don’t share? Does it change my thinking in some way?

          Considering all of these questions, complete the following assignment:

          1. Write a 300-word reflection on where you think your research has led you – what are the key ideas emerging from your sources, and do you have a working hypothesis in mind? Explore what you have – take stock – using the prompts above to guide your reflection.
          2. At the end of your Reflection, come up with three possible thesis statements around which you might organize your essay. You don’t have to stick with any of them – but trying to formulate a thesis at this point will help you understand if you have research to support one.
          3. Create a rough outline that provides structure to your research essay. Reflect on your sources, the information you have found thus far, and arrange your main ideas in a way that makes sense to you.
          4. What are the key points of information from your research you think would be valuable to contribute to an essay. Just list those points for now.
          5. Looking at your key points, what is the significance of each? Does each contribute to the existing conversation around your topic? Do you have evidence to support them? Which ones are stronger ideas and connect to your research more effectively?
          6. What other information might help you convey the significance of these points? What do you think might be missing from your research, or make your research stronger? What other points can you imagine making that you might need evidence to support?

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          English Question

          Husband

          I plan to leave you lots of love. I want to leave you with the thought that I will never stop loving you. I might be gone but our love shall last for a lifetime and infinity after that. I hope you don’t look at my death from a negative perspective I hope you take it as if I am finally in the promise land. I want you to know no matter what for the rest of your life until I meet you again, I will be looking over you. I want you to consider me to be your guardian angel.

          Amir (Son)

          I’m going to leave you strength & Love because I know this is going to be a difficult time for you. I know that my death was probably one of the toughest things you might go through in your lifetime.

          Nya (Daughter)

          I’m going to leave you courage & peace. I chose these two because I know that. You will need them through your healing process. I know its nit going to be easy, but I have faith that you are strong enough to take on each and every battle that life will through in your way. This goes along with the fact that the bible takes about god gives his toughest battles to his strongest soldiers.

          Emmett (Brother)

          I am going to leave you wisdom. I think that you are over all a very wise person. I think that this is because of the fact thar you are so strong on the bible. I really hope every time you think of me I want you to read the bible. There are a lot of bible verses that I would love for you turn to. I think the verses you should read are Revelation 21:4, Psalm 34:18 and last but not least Psalm 147:3.

          (Best friend)

          I wasn’t to leave you lots of peace and advise. I chose these two because of the fact I know it’s going to be hard to process the fact that I am no longer with you.

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          English Question

          SHALL WE COMMIT?

          An Argumentative Essay About Involuntary Commitment

          This assignment asks you to weigh in on the debate about involuntary commitment (or institutionalization) of those who are deemed to be afflicted with psychiatric or psychological disorders and who may be a danger to themselves or others. Rachel Aviv’s article, titled “God Knows Where I Am,” profiles the story of one family’s journey to secure treatment for their loved one with bipolar and schizoaffective disorder. Additional texts in the unit offer arguments on all sides of the topic, and provide important pieces of evidence and key concepts for your consideration.

          PURPOSE

          The cornerstone assignment of a transfer-level composition class is the argumentative essay. The skills you learn in the lessons for this assignment, like the 3D Thesis Statement and the SEAS Body Paragraph format, can apply to nearly any academic essay, in any subject, at any institution. They’re good tools! Additionally, this assignment facilitates skills like offering contextual information, developing logical argument, connecting ideas, synthesizing texts, etc. Those are necessary skills in most workplaces, and in life! Finally, the topic of involuntary commitment intersects both themes of the course: agency (our ability to control the circumstances of our lives) and rights! So I hope it’s an interesting, engaging, useful assignment for you.

          PROMPT

          Is the practice of involuntary commitment necessary, beneficial and/or ethical? Why or why not?

          UNIT TEXTS

          Rachel Aviv, “God Knows Where I Am” (published in The New Yorker, 2018)

          Dinah Miller, M.D. and Annette Hanson, M.D. “Introduction” (excerpted Committed: The Battle Over Involuntary Psychiatric Care, 2016)

          Thea Amidov, “Involuntary Commitment is Unnecessary and Discriminatory” (published in Mental Illness, 2016)

          John Casada, “Involuntary Commitment is Sometimes Necessary” (published in Mental Illness, 2016)

          REQUIREMENTS

          Students are required to cite and engage closely with at least THREE texts from our unit:

          Students must reference Aviv’s text, and students must additionally incorporate two texts from our unit readings.

          Outside research is only acceptable with prior approval and guidance.

          The final argumentative essay must follow the formats offered from the lessons accompanying this unit, including:

          An introduction that offers context about the topic and includes a 3D Thesis.

          Multiple body paragraphs in the SEAS Body Paragraph format, which include subclaims, introduction to evidence (from our unit texts), incorporation of evidence in the form of a direct quote or paraphrased material, proper citation, analysis, and discussion of significance.

          A conclusion that reiterates the main argument(s) and addresses the relevance of the topic today. Students may incorporate personal experience in the conclusion (optional).

          There is no counterargument required for this essay.

          Final argumentative essay draft must be 4-6 pages long (or 1500-2000 words), double spaced, 1” margins, 12 point Times New Roman or 11 point Arial. Essays that do not meet minimum length requirements will not receive a passing grade.

          Use properly formatted in-text citations; no works cited page is required.

          HELPFUL TIPS

          Be sure you know the definition of involuntary commitment before proceeding:

          People who are involuntarily committed are referred by law enforcement, family members, or health professionals, and are deemed by a judge to be an immediate danger to themselves or others.

          In our texts, involuntary commitment is also called “civil commitment” and “involuntary hospitalization.” For our purposes, you may use these terms interchangeably.

          The typical initial hold for commitment is 72 hours for observation. That hold may be extended by a judge, based on the safety of the individual being detained.

          Typically, during an involuntary commitment hold, patients have the right to refuse medication and treatment, unless additionally ordered by a judge.

          People who are subject to involuntary commitment are not (necessarily) criminals–don’t confuse the practice with prison incarceration.

          People who enroll themselves in residential treatment programs are not involuntarily committed–their participation is voluntary.

          Rather than arguing flatly for or against the practice, enrich your subclaims by identifying complexities, constraints and important considerations related to the use of involuntary commitment.

          Remember that the practice is already legal in all states in the U.S., so the true debate is about whether to ban or modify it. Conversely, why keep it in place, given the problems it presents for individual rights, self-determination, discrimination, etc.?

          DUE DATES

          See Course Schedule for due dates related to this assignment, including an outline and/or drafts.

          Grading criteria/rubric

          Introduction

          Student defines relevant key concepts and offers relevant context for the main argument. Introduction is clear, focused, and well-developed.

          10.0 pts

          This criterion is linked to a Learning Outcome

          3D Thesis and Subclaims

          Students includes a clear 3D thesis, in response to the prompt, in the introductory paragraph. Student begins body paragraphs with subclaims that connect to the thesis.

          30.0 pts

          This criterion is linked to a Learning Outcome

          Evidence and Analysis

          Student introduces articles clearly and comprehensively, including brief summaries or paraphrased material, as needed. Student uses direct quotes with proper introduction and formatting. Students follows direct quote with close analysis of content in quote and explanation of how quote supports the student’s thesis and/or subclaim. Analysis is author-focused and specific.

          30.0 pts

          This criterion is linked to a Learning Outcome

          Conclusion

          Student includes a conclusion that restates the main argument and/or subclaims, and discusses the significance of the issue for readers today.

          10.0 pts

          This criterion is linked to a Learning Outcome

          Grammar, Mechanics, Organization

          Essay has few-to-no grammatical errors. Sentences use proper mechanics and are clear. Student uses transitions and develops ideas logically, from sentence to sentence, and from paragraph to paragraph.

          20.0 pts

          Total Points: 100.0

          PreviousNext

          Requirements: 4-6 pages double spaced

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          English Question

          Research notes are a common strategy that help writers keep track of the best evidence that they’ve come across in their sources so they don’t have to keep revisiting their sources.

          There are many different ways you can take research notes. For this essay, we’re going to use the “Quote Bank” strategy.

          Quote banks are basically word documents that you use to save and organize cited quotes from your readings/sources. You’ll be using a template I’ve created for this assignment, but you can easily create your own templates for future essays as well.

          1. Download the quote bank template on this page.
          2. Copy and paste at least 4 relevant and specific/convincing quotes under each template heading. Make sure to:

            1. “Put quotation marks around” and (cite) each entry, and
            2. Use quotes from all 4 sources (3 assigned, and 1 found on your own).
            3. Include a signal phrase with each quote (examples on the quote bank document
            4. Instructions:
            5. 1.Review your annotations of the 3 assigned
              articles for Essay #2 and the 4th source you found through your own
              research.
            6. 2.When
              you find a quote that you think you could use in the essay, copy
              and paste
              it under the appropriate heading below.
            7. a. put
              quotation marks around the quote.
            8. b.Add
              a citation at the end of the quote (that includes the author’s last name
              and page numbers if there are any).
            9. c.
              Finally,
              add a signal phrase to introduce that quote. Samples in the box
              below.
            10. 3. To
              earn full credit, repeat this process until you have:
            11. a. At
              least 4 cited quotes under each heading
              and
            12. b.
              Quotes
              from all 4 readings.

              Sample
              Signal Phrases:

              Anderson
              states, claims, emphasizes, explains, believes… “quote”
              Malik concludes,
              offers, contends, writes, says, notes… “quote”
              The author
              counters this idea by explaining, “quote”
              The author
              supports this idea by showing how “quote”
              Note:
              If you’d like to add more quotes/evidence you may, and you might be glad you
              did when you’re writing the essay.

              A Definition
              of “CRISPR CAS-9” (what it is; what it’s used for):

              1.

              2.

              3.
              4.
              Risks of using this technology:
              1.
              2.

              3.
              4.
              Benefits of using this
              technology:
              1.
              2.
              3.

              4.

              Article Commentary

              “Human beings are to be welcomed as gifts, not manufactured as products.”Ryan T. Anderson is a senior research fellow at the Heritage Foundation. He is the author of several books, including Debating Religious Liberty and Discrimination.
              In the following viewpoint, Anderson argues that efforts to manipulate
              the genetic material of human embryos pose significant ethical
              questions. Responding to claims by Chinese biophysicist He Jiankui that
              his research team had implanted gene-edited embryos into human wombs,
              Anderson cautions that such research threatens human dignity, creates
              obstacles to social justice, and requires the destruction of human
              embryos, which the author refers to as “embryonic human beings.” The
              author contends that children
              should be produced through sexual reproduction rather than technology.
              Anderson also expresses concern that governments could misuse the
              technology and warns that editing genes can have unforeseen consequences
              for future generations.As you read, consider the following questions:

              1. For what reasons does Anderson characterize
                gene editing as an “immediate threat to the right to life of the
                unborn,” and do you agree with his characterization?
              2. According to the author, how might gene-editing technology lead to further social inequality?
              3. In
                your opinion, should the United States government devote resources to
                developing genetically enhanced soldiers? Why or why not?

              Two remarkable things took place last month in the world of biotechnology:
              A Chinese doctor claimed to have created two genetically modified human
              embryos who were successfully nurtured to birth, and the worldwide
              scientific community roundly rejected this experiment as a violation of
              ethics.In turn, the Chinese government condemned the doctor and called for an immediate investigation.At issue is a developing biotechnology
              known as CRISPR-Cas9 that allows scientists to genetically edit cells.
              The technique holds potential to treat a variety of genetic disorders such as cystic fibrosis
              and sickle cell disease, as well as even more complex conditions such
              as cancers and heart disease. Indeed, the doctor says he genetically
              modified the two children in question (back in their embryonic stage) to
              make them resistant to HIV.As promising as that sounds, the deployment
              of gene-editing to human embryos is rife with ethical questions:
              concerns about experimentation on minors, human embryo
              destruction, the creation of life in a lab, “designer babies,” the
              boundary between therapy and “enhancement,” and interventions in the
              genome that will be passed on to future generations.In other words, genetically modified human embryos raise new versions of old bioethical problems, as well as some new ones.First, countless embryonic human beings
              were killed in the process that led to the live birth of these two
              genetically modified children. Like all so-called “assisted reproductive
              technologies,” many more embryos are created than are implanted and
              subsequently delivered. The remaining embryonic human beings are either
              frozen in perpetuity or destroyed. This research poses an immediate
              threat to the right to life of the unborn.Regardless on where you stand on the abortion
              debate in terms of unplanned pregnancies, the intentional creation—and
              destruction—of human beings should worry all of us. Such callous
              disregard for human dignity does not bode well for the future of
              scientific integrity.We should also care about the dignity of
              life in its very origins. There is a great danger in creating children
              in the laboratory, a process that treats human subjects as if objects of
              technological mastery. That will have profound moral and cultural
              implications as the science progresses: Societies can come to view human
              life—all life, modified or not—as something that can easily be toyed
              with and discarded.We forget the fact that children should be
              begotten, not made, at our peril. And we should be wary of practices
              that separate the life-giving act from the love-making act. Indeed,
              these new technologies are misnamed. They don’t “assist”—they replace
              fertility and procreation with reproduction in a sterile lab. Human
              beings are to be welcomed as gifts, not manufactured as products.The technologies behind the manufacture of
              babies raises new questions, too. The CRISPR-Cas9 procedure, and others
              like it, allow scientists to take further steps down the road of
              creating designer babies. This would allow parents—or other
              authorities—to dictate the characteristics of future people.There’s also the specter of a kind of
              “brave new world” genetic arms race. Imagine John Edwards’ “Two
              Americas,” but between the genetic haves and the genetic have-nots. An
              America where the wealthy (and morally unscrupulous) design
              super-babies, while everyone else remains “unenhanced.”As the philosopher Leon Kass has explained,
              “As bad as it might be to destroy a creature made in God’s image, it
              might be very much worse to be creating them after images of one’s own.”While the children this time were modified
              to prevent HIV, no one knows what may be the next genetic modification.
              And it isn’t hard to fathom how these new technologies could be deployed
              in the hands of racist, eugenicist, or genocidal governments of the
              future.Of course, we have no idea what the
              consequences—both physical and social—will be to these genetic
              interventions. Scientists simply do not know whether knocking out any
              particular gene will have other, unintended health consequences down the
              road. The genetic code is complicated and interconnected, and even a
              small, well-intentioned modification could have large ramifications.Furthermore, genetically modifying human
              embryos will modify their germ line (sperm and ova), entailing that
              those modifications will transfer to future generations. So, for these
              Chinese babies, not only has their genome been modified, but their
              entire lineage could be affected. Right now, it all amounts to an
              experiment.Technologies such as CRISPR will impact all
              of us eventually, not just the scientific community. So even as they
              denounce the Chinese experiment, the claims from scientists that they
              can “self-regulate” fall flat.Whether and how to use various
              biotechnologies needs to be carefully considered with serious ethical
              reflection from all of us. And yet the dean of Harvard Medical School
              said that “It is time to move forward from [debates about] ethical
              permissibility to outline the path to clinical translation … in order to
              bring this technology forward.”As the most recent developments
              demonstrate, China is especially aggressive in its willingness to ignore
              bioethical standards. Despite its face-saving condemnation of the
              CRISPR babies, Beijing is already suspected of using CRISPR and other
              technologies to explore the possibility of producing so-called “super
              soldiers” with increased muscle mass, expanded cardiovascular capacity,
              and even improved vision at night. This, in turn, is likely to tempt
              some in the West to lower their own bioethical standards in the name of
              national security. That would be a mistake.Just because we can do something doesn’t
              mean we should. To avoid the trap of falling into a technocracy, humans
              must govern technology, not the reverse. At the same time, we must avoid
              the trap of becoming Luddites. New biotechnologies hold the potential
              to cure and prevent disease, to promote human flourishing—but only if
              the deployment of technology is governed by morality.The experiments in China with genetically modified babies is just the beginning of what could go wrong.

          3. https://go-gale-com.ezproxy.fcclib.nocccd.edu/ps/r…

          Article Commentary

          “There is nothing ethically superior in leaving things be if it is possible to change them for the better.”

          Kenan Malik is a columnist for the Observer and a contributing op-ed writer for the International New York Times. He is the author of several books, including The Quest for a Moral Compass: A Global History of Ethics.
          In the following viewpoint, he responds to public concerns that genetic
          editing technologies will lead to the popularization of so-called
          “designer babies,” which refers to the practice of genetically modifying
          embryos for selected traits. Malik expresses skepticism that such a
          practice would be used in the near future to select for complex traits
          like intelligence since complex traits result from multiple genetic
          factors. The author argues that genetic editing technologies should
          continue because in vitro genetic modification could eradicate genetic disorders caused by a single gene mutation like cystic fibrosis.
          Ultimately, Malik contends that nations can mitigate the morally
          problematic uses of gene editing technologies while investigating uses
          that may limit future suffering.

          As you read, consider the following questions:

          1. According to the author, how does the Nuffield Council on Bioethics determine whether the genetic modification of embryos is morally permissible?
          2. How does Malik use the example of Louise Brown to support his overall argument? Do you find it effective?
          3. Do
            you agree with the author’s suggestion that, in the event it was
            possible to eliminate genetic disorders caused by single-gene mutations,
            not doing so would be morally or ethically wrong? Why or why not?

          “Designer babies on horizon”, ran the
          headlines. Last week, the Nuffield Council on Bioethics, an independent
          body advising on policy, published a report on genome editing and human reproduction (http://nuffieldbioethics.org/wp-content/uploads/Genome-editing-and-human-reproduction-FINAL-website.pdf).

          New scientific techniques, such as
          CRISPR-Cas9—molecular “scissors” that allow scientists to snip the
          genome at specific points—have transformed genetics
          in recent years and raised questions about what is practically possible
          and ethically acceptable. Despite the lurid headlines, they are not
          ushering in a new world of designer babies.

          The genetic modification of embryos is
          illegal in Britain except for strictly controlled research purposes, and
          the Nuffield Council report did not call for a change in the law. What
          it suggested was that there exists no fundamental moral objection to
          genome editing.

          Such editing may be “morally permissible”
          so long as it takes into account the “welfare of the future person” and
          does not “produce or exacerbate social division or the unmitigated
          marginalisation or disadvantage of groups within society”. Even with
          these caveats, there is no prospect of gene-edited humans in the near
          future. The science is in its infancy and techniques remain untested and
          hazardous. A recent study suggested that CRISPR does not cut the genome
          cleanly but causes considerable damage, and that as the body repairs
          the damaged new mutations may be introduced. It will be a long time
          before such issues are resolved sufficiently even to contemplate human
          therapies.

          The debate about human gene editing is less
          about what may happen tomorrow than about fundamental fears of
          dystopian change. “It is not fanciful to say that … the end of human
          beings as a wild breeding race could be in sight,” claimed the Times.
          “Any small impoverished country” would be able to “improve its wealth
          and influence” by “breeding a race of intellectual giants”. This would
          pose an “extremely grave” threat “to accepted human values”.

          That article was published not last week but in 1969. And in response not to gene editing but to the then new technology of IVF.

          On Wednesday, the first ever IVF baby,
          Louise Brown, will turn 40, an event that will be publicly celebrated
          (https://www.theguardian.com/society/2018/jul/08/ivf-in-vitro-fertilisation-louise-brown-born).
          We have lost most of our anxieties about IVF. Those old fears—about
          scientists playing God or about the resurrection of eugenics—have, however, become transferred to a new biotechnology.

          One issue that seems genuinely new is that
          of “germline” editing. “Somatic therapies” alter genes in an individual
          but do not affect his or her children.
          Germline therapies modify the genome in an egg, sperm or embryo; any
          changes are passed on to future generations. For many critics, to burden
          future generations with possibly dangerous genomic alterations without
          their consent is unconscionable. It is true that any alteration to the
          germline should be undertaken only with the greatest of care, and with
          far more knowledge than we currently possess. That’s one reason designer
          babies are not on the horizon. But refusing to alter the genome when
          one could to do so safely is also to affect the future. If it ever
          became possible to eliminate, say, the gene that causes cystic fibrosis,
          not then to do so would condemn future generations unnecessarily to
          suffer from a wretched condition. There is nothing ethically superior in
          leaving things be if it is possible to change them for the better.

          Perhaps the most vexed question is about
          genome modification not for therapeutic reasons (to eliminate genes
          causing disorders) but for enhancement—attempting to improve a child’s
          intelligence or physical appearance.

          There are a number of disorders—such as
          cystic fibrosis—caused by the mutation of a single gene. These would be
          ideal candidates for genetic modification. Most complex traits—whether
          intelligence or appearance or musical ability—are, however, shaped by a
          multitude of genes. “Enhancement” would require altering hundreds of
          genes, with myriad untold collateral consequences. It’s an unlikely
          scenario. If you want make a child more intelligent, filling the house
          with books is far more effective than modifying genes.

          If, 50 years ago, society had given in to
          fears about IVF we might be living in a world without fertility
          treatments. In 50 years’ time, we may have lost our current anxieties
          about genetic engineering,
          just as we have shed concerns about IVF. By then, designer babies might
          really be on the horizon. At which point, we could take reasoned
          decisions about human germline modification. Until then, we should
          encourage the practical research and the ethical debates, without giving
          in either to the hype or to the dystopic fears.

          https://go-gale-com.ezproxy.fcclib.nocccd.edu/ps/i..Like millions of other Americans, Victoria Gray has been sheltering

          Like millions of other Americans, Victoria Gray has been sheltering
          at home with her children as the U.S. struggles through a deadly
          pandemic, and as protests over police violence have erupted across the
          country.

          But Gray is not like any other American. She’s the
          first person with a genetic disorder to get treated in the United States
          with the revolutionary gene-editing technique called CRISPR.

          And
          as the one-year anniversary of her landmark treatment approaches, Gray
          has just received good news: The billions of genetically modified cells
          doctors infused into her body clearly appear to be alleviating virtually
          all the complications of her disorder, sickle cell disease.

          “It’s wonderful. It’s the change I’ve been waiting on my whole life,” Gray told NPR, which has had exclusive access to chronicle her experience over the past year.

          Sickle cell disease, a rare blood disorder that disproportionately affects African Americans in the U.S., can be difficult to treat effectively.

          The last time NPR spoke with Gray — in November — her doctors had
          just gotten the first hints the treatment might be working. Now, after
          nine months of careful testing, the treatment shows no signs of waning,
          making her doctors more confident than ever the experiment has been a
          success.

          “It’s hard to put into words the joy that I feel —
          being grateful for a change this big. It’s been amazing,” said Gray, 34,
          who lives in Forest, Miss.

          In many ways, it’s a change that
          came just in time, Gray said. In the fall, the National Guard deployed
          her husband to Washington. And then, the coronavirus pandemic triggered a
          national lockdown. Gray was suddenly home alone with three of her kids.

          Her great-aunt as well as the pastor of her childhood church
          died of COVID-19. Friends at her current church have been getting sick.

          And then George Floyd was killed by police in Minnesota.

          “I feel like everything happened so fast,” she said. “It hasn’t been easy.”

          If
          she hadn’t had the treatment, Gray said she doesn’t know how she’d be
          coping. She would have been too weak to care for her children and
          probably would have been hospitalized at a time when hospitals feel
          especially unsafe.

          “Since my treatment I’ve been able to do everything for
          myself, everything for my kids. And so it’s been joy not only for me but
          for the people around me that’s in my life,” she said.

          The promise of a cure

          The
          researchers conducting the study Gray started caution that it’s too
          soon to reach any firm conclusions about the long-term safety and
          effectiveness of the approach. Gray is just one patient who has been
          followed for what is still a relatively short period of time, they
          noted.

          But Gray’s experience so far, along with two other
          patients who received the same treatment for a similar disorder,
          indicate the therapy has been effective for her and may work for other
          patients as well, they said.

          “To have it work in this way is extremely thrilling to see and extremely exciting,” said Dr. Haydar Frangoul of the Sarah Cannon Research Institute in Nashville, Tenn., who is treating Gray.

          At a meeting of the European Hematology Association on June 12, Frangoul and other researchers presented the latest results of their latest testing of Gray as well as two study subjects with a related condition, beta thalassemia. The latter also appear to be benefiting.

          “It’s very exciting,” said Dr. David Altshuler, chief scientific officer at Vertex Pharmaceuticals in Boston, which is developing the treatment with CRISPR Therapeutics in Cambridge, Mass. “Patients and families have been waiting a very long time for a highly effective therapy.”

          The
          companies also revealed that a second sickle cell patient had been
          treated as part of their research program along with three other beta
          thalassemia patients.

          The promising results
          are also encouraging other doctors and researchers, who hope CRISPR may
          also lead to new treatments for many diseases. Studies have already tested CRISPR to treat cancer and a rare genetic condition that causes blindness. CRISPR enables scientists to make changes in DNA much more easily than before.

          “I think this is a huge leap for the medical field,” Frangoul told NPR in an interview.

          How the treatment works

          Sickle cell disease
          is caused by a genetic mutation that produces a defective form of
          hemoglobin, a protein needed by red blood cells to nourish the body with
          oxygen. The defective hemoglobin turns red blood cells into deformed,
          sickle-shaped cells that get jammed inside blood vessels, causing
          excruciating attacks of pain, organ damage and often premature death.

          “Before the treatment, it would be so bad it would be crippling,” Gray said of her pain crises.

          For
          the experimental treatment, scientists remove cells from patients’ bone
          marrow and use CRISPR to edit a gene, which enables the cells to
          produce a protein known as fetal hemoglobin. Fetal hemoglobin is made by
          fetuses in the womb to get oxygen from their mothers’ blood but usually
          stops being produced shortly after birth.

          The hope was that
          restoring production of fetal hemoglobin would compensate for the
          defective hemoglobin produced by sickle cell patients. Beta thalassemia
          patients don’t have enough hemoglobin.

          Scientists had hoped
          that after the treatment, which Gray received July 2, 2019, at least 20%
          of the hemoglobin in her system would be fetal hemoglobin.

          Blood
          tests so far have shown the levels far exceeded that. About 46% of the
          hemoglobin in Gray’s system continues to be fetal hemoglobin, the
          researchers reported. In addition, fetal hemoglobin has remained present
          in 99.7% of her red blood cells, they reported.

          Another
          promising finding is that a biopsy of Gray’s bone marrow cells found
          more than 81% of the cells contained the intended genetic change needed
          to produce fetal hemoglobin, indicating the edited cells were continuing
          to survive and function in her body for a sustained period.

          The
          researchers also reported that the first patient to receive the same
          treatment for beta thalassemia in Germany has now been able to live
          without blood transfusions for 15 months. Previously, the researchers
          had reported data for that patient for nine months. In addition, four
          other beta thalassemia patients have been treated, including one who has
          been transfusion-free for five months, the researchers reported.

          While
          Gray and the beta thalassemia patients experienced some health
          complications following their procedures, none appears to have been due
          to the gene-edited cells and all recovered, according to the
          researchers.

          “A huge change”

          Perhaps
          most importantly, the changes appear to have translated into significant
          health benefits for Gray. She hasn’t had any severe pain attacks since
          the treatment and hasn’t required any emergency room treatments,
          hospitalizations or blood transfusions.

          In each of the previous
          two years, Gray had required an average of seven hospitalizations and
          emergency room visits due to severe pain episodes as well as requiring
          regular blood transfusions. She has also been able to reduce
          significantly her need for powerful narcotics to alleviate her pain.

          “It’s a very big deal for me,” Gray said. “It’s a huge change.”

          Having
          her strength back has allowed her to parent through the several
          tumultuous months of lockdowns and more recently weeks of anti-racism
          protests. This includes trying to help her children understand
          everything happening in the world around them, especially the reports of
          police violence.

          “That’s been one of the hardest things for me. It’s heartbreaking for me,” she said.

          But thanks to her treatment, she said she’s hopeful for things she thought she’d never get to see as a parent.

          “High school graduations, college graduations, weddings, grandkids — I thought I wouldn’t see none of that,” Gray said.

          “Now
          I’ll be there to help my daughters pick out their wedding dresses. And
          we’ll be able to take family vacations,” she says. “And they’ll have
          their mom every step of the way.”

          And Gray said she hopes her story will give other people hope, too.

          “We
          need this right now more than ever, you know? It’s a blessing,” she
          said. “It gave me hope when I was losing it. So I feel joy, you know,
          knowing that there is hope.”

          https://www.npr.org/sections/health-shots/2020/06/…

          Source 4: Research to Find your own fourth source about the risks or benefits of CRISP-CAS 9

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            English Question

            In need of a literary research paper outline and bibliography assignment on the novel titled “The Anthem” by Ayn Rand for my English class due by midnight Sunday EST.

            • 6 pages minimum excluding Works Cited page
            • MLA Format (please use attached template)
            • 1 primary source (the novella)
            • 5 secondary sources (journal article, criticism, essay, etc.) from GALILEO
            • 3 Structural Elements of the Novel must be mentioned (Structural Elements and Literary Terms Folder)
            • 3 Figurative/Connotative Devices must be mentioned (Structural Elements and Literary Terms Folder
            • The paper should delve substantially into a thesis which is additionally supported by multiple literary devices such as plot, theme, style, form, symbol(s), characters/archetypes, etc.You must choose ONE of the following theses to construct your Literary Research Paper.
              • Discuss the importance of language in this novella with particular attention to the use/non-use of personal pronouns and names
              • Compare and/or contrast 3 or more characters in terms of characterization, motivations, actions.
              • Discuss and analyze three or more themes of the novel.
              • Discuss and analyze five or more literary devices in the novel and what they were used to accomplish in terms of characterization, story, theme, etc.
              • Discuss whether this novella warns readers against social conformity

              You must use a minimum of one quote EACH from five (5) secondary sources (full text articles from GAILEO) and one (1) primary source (the primary source for this paper is the novella Anthem).One quote from each source should be presented and properly cited in the paper using in-text citations. Further, each source should be documented on a correctly formatted Works Cited page.

              Secondary sources MUST come from full text articles found in GALILEO. Use of secondary sources such as Wikipedia, blog posts, message boards, and web pages are inappropriate for this level of research and will not be considered a secondary source.Your Annotated Bibliography must have 6 entries:

              • 1 primary source (the novella)
              • 5 secondary sources from GALILEO

              Each source should be presented in proper MLA Works Cited format.Each source should be followed by a summary, evaluation, and reflection (what is it about, why is it a good source, and how will you use it in your paper?)

            • Annotated Bibliography must have 6 entries:
              • 1 primary source (the novella)
              • 5 secondary sources from GALILEO

              Each source should be presented in proper MLA Works Cited format.Each source should be followed by a summary, evaluation, and reflection (what is it about, why is it a good source, and how will you use it in your paper?).

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            English Question

            1) Reflect on your weight over the past year or so and explain any weight gains or losses. Using the Intake vs. Goals report, can you identify areas in which you need to adjust your food intake, perhaps eating more or less?

          1. Describe the potential risks and possible benefits of fad diets and over-the- counter weight-loss drugs or herbal supplements. (500 words minimum)
          2. 2) Which of your foods provided high intakes of vitamins? Which of your foods provided few or no vitamins?

          3. How was your overall intake in the vegetable group? Do you need improvement in this area? If so, what are some changes you could make?
          4. Examine your weekly choices of vegetables and evaluate whether you meet the recommendations for dark green or orange and deep yellow vegetables.
          5. Take a look at your sodium intake in this report. Most people in the United States exceed the UL. Did you? Explain the importance of selecting and pre- paring foods with less salt.
          6. How was your intake of calcium for that day?If you are not getting enough calcium, consult Chapter 12 for ideas to help you get more, then list at least three foods or beverages you would be willing to eat or drink that would improve your intake. (500 words minimum)3
          7. 3) Samuel is a 63-year-old single man who works full-time in a food processing plant. He has a history of esophageal cancer which was treated successfully with anti-cancer drugs and surgery four years ago. His weight had been stable at 135 pounds until the past 6 months, in which he has experienced an involuntary weight loss of 10 pounds. He is 67 inches tall and his current BMI is 19.5. He complains of a poor appetite and being overly weak and tired. His usual diet is fairly consistent. He states he rarely eats breakfast because he starts work at 6 a.m. He eats two deli meat sandwiches, “usually pastrami or salami,” and a soda at 10 a.m. and may eat a candy bar in the afternoon when he gets off work. He often prepares frozen dinners or pizza at home in the evening and routinely drinks “about 2 or 3 beers” before going to bed. Occasionally he will cook a roast and mashed potatoes. He occasionally will have milk with cereal but rarely eats vegetables or fruit. He would like to know which vitamin supplement will give him energy.

            1. From what you have learned about the functions of vitamins, how would you answer Samuel’s question?
            2. What are some indications that Samuel’s diet could be low in thiamin?
            3. Using information from Figure 10-4, what are one or two good sources of thiamin from each food group that would be fairly easy for Samuel to add to his diet?
            4. What other vitamins would you suspect might be deficient in Samuel’s diet? Why?
            5. Besides his diet, how might Samuel’s medical history have increased his risk for folate deficiency?
            6. Based on his medical history and information in this chapter, how would you advise Samuel regarding his complaints of fatigue and weight loss?
            7. Would you recommend a daily multivitamin supplement for Samuel based on the history he has provided? Why or why not
          8. 4) Create a PowerPoint presentation (minimum 10 slides), the presentation should consist of the following:Research 4 to 6 different sports drinks. List the amount of glucose, sodium, and other electrolytes present in each product. List the advantages and disadvantages of these products in addition to water and provide their recommendations about the best choice. Support your choice with reliable and valid sources.

            5) This discussion is for you to share your personal thought about the video. You may express yourself about any aspect of the video, but it must be from “your” prospective. Support your answer with concepts from this week’s readings.( 500 words minimum)
            https://youtu.be/IKRXULFjgTg


            6
            ) . Research a company that sells either fitness or health and wellness products designed to reduce stress. Develop a critique about the quality of the product and credibility of the claims. Be sure to address the following questions in the narrative:-Who does the company want as the customer? How do you know this?-What does the website/product promote that these product(s) will do? -As an informed consumer, do the benefits outweigh the risks of this product? Justify why or why not.(700 words minimum)

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            English Question

            • Format: Typed, double-spaced, submitted as a word-processing document.
            • 12 point, text-weight font, 1-inch margins.
            • Length: 1600 – 2500 words (approx. 7-10 pages)
            • Value: This project will be graded out of 100 possible points, and will be part of the Unit 3 Assignment group.

            compass icon-01.png Overview:

            In Unit 1, you focused on reading the published writing of other writers critically in order to begin developing your own “invitations” into topics that interest you. You used textual analysis to break down the context, voice, thesis, and other elements of existing written texts. You also used invention strategies to begin exploring specific issues that interested you as you read and reflected. Finally, you exercised your critical literacy skills in order to evaluate the content and context of sources.

            In Unit 2, you have been studying ways to define the context for the issue you are writing about in order to help audiences understand why the issue is relevant to their interests. You also have been learning about synthesis: a rhetorical tool for connecting sources and ideas that may initially seem to be unrelated.

            In Unit 3, you have been focusing on organizing your writing and clarifying your ideas so that they are appealing to specific audience values. You have been practicing with strategies of thesis writing, using support, counterarguing, and qualifying your position. At this point, you have everything in place to begin putting your skills together to write a longer, research-based essay.

            quill icon-01.png Assignment:

            Write a research essay in which you analyze a problem of wide interest to one or more social groups and offer a specific insight, perspective, strategy, or policy that addresses the problem in ways that will move the conversation forward.

            In your research essay, define the problem and address its social context. What existing perspectives give relevance and urgency to the problem? Contribute something new to the issue: a solution, new strategy, solution, policy, perspective, or insight into the problem that addresses the challenges of the issue. As you write, make sure that the purpose of your argument is clear and that your contribution to the issue anticipates possible implications of the problem that you have identified. Think about your own credibility as well: pay close attention to organization, academic conventions, rhetorical tools, and to the support you offer from outside sources.

            The task of writing a research essay requires writers to demonstrate that they can make several moves at once.

            • The writer must analyze a specific issue or problem in enough detail to convince an audience that the problem is relevant.
            • The writer must also offer a specific approach or perspective that addresses the issue they identify by contributing new ideas, new solutions, or new research. This approach can include a combination of evaluating, responding, finding causes, proposing solutions, or extending existing arguments, but it must offer more than summary of current research.
            • In structuring the essay, the writer must give enough context to convey the relevance and urgency of the issue to one or more social groups. The writer must also acknowledge other existing perspectives and appeal to these perspectives where possible. Overall, the goal is to move the conversation about the issue forward by leaving audiences with new insights, understandings, or perspectives on the challenges the issue poses.
            • The writer must also decide about form and formal conventions. Research essays typically take the form of academic arguments, which show original thinking and offer insight into issues with reference to outside research. However, alternative or additional forms for the essay are possible for this assignment. Ask your instructor for advice if your want to explore alternatives to the traditional essay.
            • Using evidence from reliable sources, the writer will support their insight into a social or cultural issue and address how their insight might contribute positively to the way an audience perceives the problem or takes action in relation to it.
            • The writer will use rhetorical skills, writing strategies, and habits of critical thinking that they have learned in their first-year writing courses to write this essay. The essay will serve as an index of the rhetorical abilities, writing processes, and knowledge about writing that the writer has learned in first-year writing.

            open book icon-01.png Objectives:

            In this project, you will

            • Present a well-researched, social or cultural issue that is relevant to the writer as well as to one or more contemporary audiences
            • Offer a specific way of approaching the issue that addresses its controversies or problems in ways that will appeal to specific audiences. This approach could include a combination of evaluating, responding, finding causes, proposing solutions, or extending existing arguments
            • Give enough context to convey the relevance and urgency of the issue to one or more social groups.
            • Acknowledge other existing perspectives on the issue and appeal to these perspectives where possible.
            • Generously represent existing approaches to the topic and perspectives that are different than your own
            • Contribute to the conversation about the issue by leaving audiences with new insights; understandings, or perspectives on the problem
            • Choose an appropriate form and formal conventions for the essay
            • Address how your insight might have a positive effect on the way an audience perceives the problem or takes action in relation to it.
            • Make use of important skills in written communication and critical thinking, culminating in an essay that showcases your rhetorical abilities and writing processes.
            • Explain insights that you have gained through careful study of the social or cultural issue in focus
            • Offer a closer look at an interesting part of the issue that might otherwise be invisible
            • Thoroughly consider long-term effects of the issue at stake, including consequences that affect various groups (stakeholders) involved in the issue.
            • Use specific details drawn from close reading of texts, observed behaviors, interviews, or other evidence to support and clarify the main insights of the writing.
            • Meet the expectations of an academic research essay in the conventions you choose of grammar, syntax, paragraph structure, and word choice.
            • Follow expected academic conventions for all source material, including examples, observations, and sources from books or other texts.

            notepad icon-01.png Grading:

            This project will be graded out of 100 possible points, and will be part of the Unit 3 Assignment group.

            Rubric

            Unit 3: Addressing Issues Rubric – FYW 2021 1320 Online

            Unit 3: Addressing Issues Rubric – FYW 2021 1320 Online

            Criteria Ratings Pts

            This criterion is linked to a Learning OutcomePurposeThe purpose of the essay is clear, and the writer proposes an insight, perspective, policy, or strategy that effectively addresses the issue at hand and unequivocally moves the conversation about the issue forward.

            10 pts

            Exceeds Expectations

            8.5 pts

            Above Expectations

            7 pts

            Meets Expectations

            5 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            10 pts

            This criterion is linked to a Learning OutcomeContext and Description of IssueThe writer focuses on an issue that is relevant, interesting, and important. The writer thoroughly and convincingly reveals what is at stake for one or more groups relevant to the issue the writer has chosen. The background context and the research question the writer is asking are coherent and fully relevant. The writer clearly understands the issue they are writing about and its significance for one or more community groups.

            20 pts

            Exceeds Expectations

            17 pts

            Above Expectations

            14 pts

            Meets Expectations

            10 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            20 pts

            This criterion is linked to a Learning OutcomeOrganization & StructureThe writer moves the reader through relevant points and supports the overall purpose of the essay. The essay is easy to read and does not suffer from slowing down in pace or skipping through too much information too quickly. The essay is framed with an engaging introduction and conclusion.

            10 pts

            Exceeds Expectations

            8.5 pts

            Above Expectations

            7 pts

            Meets Expectations

            5 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            10 pts

            This criterion is linked to a Learning OutcomeInsight and Consideration of Other PerspectivesThe writer gives careful, detailed and fair attention to representing existing approaches to the topic and perspectives that are different than the writer’s perspective. The writer coherently represents the complexity of the issue and the different ways that groups find value and meaning in the issue.

            20 pts

            Exceeds Expectations

            17 pts

            Above Expectations

            14 pts

            Meets Expectations

            10 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            20 pts

            This criterion is linked to a Learning OutcomeEvidence and SupportThe writer uses evidence and rhetorical tools effectively. Rhetorical tools include examples, appeals, facts, testimony, statistics, narratives, anecdotes, and other strategies used to support the writer’s claims. Evidence includes specific, relevant details drawn from close reading of research, observed behaviors, interviews, or personal experiences. All evidence shows careful selection, evaluation, and questioning by the writer. Sources, including other academic essays or perspectives, are reliable and credible.

            20 pts

            Exceeds Expectations

            17 pts

            Above Expectations

            14 pts

            Meets Expectations

            10 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            20 pts

            This criterion is linked to a Learning OutcomeConclusions and ConsequencesThe writer thoroughly considers long-term effects of the issue at stake, including consequences that affect various groups (stakeholders) involved in the issue. The writer’s conclusions and insights are timely and relevant to the topic and communities addressed. The writer provides details about the practical and logistical demands that are involved in how people think about the issues involved and act based on their beliefs.

            10 pts

            Exceeds Expectations

            8.5 pts

            Above Expectations

            7 pts

            Meets Expectations

            5 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            10 pts

            This criterion is linked to a Learning OutcomeConventions and CorrectnessThe writer has accommodated all expected conventions of structure, tone, voice, grammar, and language in the essay without unintentional errors. The essay follows expected academic conventions for all source material, including examples, citations, and summary.

            10 pts

            Exceeds Expectations

            8.5 pts

            Above Expectations

            7 pts

            Meets Expectations

            5 pts

            Below Expectations

            0 pts

            Does Not Meet Expectations

            10 pts

            Total Points: 100

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            English Question

            1) Reflect on your weight over the past year or so and explain any weight gains or losses. Using the Intake vs. Goals report, can you identify areas in which you need to adjust your food intake, perhaps eating more or less?

          10. Describe the potential risks and possible benefits of fad diets and over-the- counter weight-loss drugs or herbal supplements. (500 words minimum)
          11. 2) Which of your foods provided high intakes of vitamins? Which of your foods provided few or no vitamins?

          12. How was your overall intake in the vegetable group? Do you need improvement in this area? If so, what are some changes you could make?
          13. Examine your weekly choices of vegetables and evaluate whether you meet the recommendations for dark green or orange and deep yellow vegetables.
          14. Take a look at your sodium intake in this report. Most people in the United States exceed the UL. Did you? Explain the importance of selecting and pre- paring foods with less salt.
          15. How was your intake of calcium for that day?If you are not getting enough calcium, consult Chapter 12 for ideas to help you get more, then list at least three foods or beverages you would be willing to eat or drink that would improve your intake. (500 words minimum)3
          16. 3) Samuel is a 63-year-old single man who works full-time in a food processing plant. He has a history of esophageal cancer which was treated successfully with anti-cancer drugs and surgery four years ago. His weight had been stable at 135 pounds until the past 6 months, in which he has experienced an involuntary weight loss of 10 pounds. He is 67 inches tall and his current BMI is 19.5. He complains of a poor appetite and being overly weak and tired. His usual diet is fairly consistent. He states he rarely eats breakfast because he starts work at 6 a.m. He eats two deli meat sandwiches, “usually pastrami or salami,” and a soda at 10 a.m. and may eat a candy bar in the afternoon when he gets off work. He often prepares frozen dinners or pizza at home in the evening and routinely drinks “about 2 or 3 beers” before going to bed. Occasionally he will cook a roast and mashed potatoes. He occasionally will have milk with cereal but rarely eats vegetables or fruit. He would like to know which vitamin supplement will give him energy.

            1. From what you have learned about the functions of vitamins, how would you answer Samuel’s question?
            2. What are some indications that Samuel’s diet could be low in thiamin?
            3. Using information from Figure 10-4, what are one or two good sources of thiamin from each food group that would be fairly easy for Samuel to add to his diet?
            4. What other vitamins would you suspect might be deficient in Samuel’s diet? Why?
            5. Besides his diet, how might Samuel’s medical history have increased his risk for folate deficiency?
            6. Based on his medical history and information in this chapter, how would you advise Samuel regarding his complaints of fatigue and weight loss?
            7. Would you recommend a daily multivitamin supplement for Samuel based on the history he has provided? Why or why not?
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            English Question

            1.Reflect on your weight over the past year or so and explain any weight gains or losses. Using the Intake vs. Goals report, can you identify areas in which you need to adjust your food intake, perhaps eating more or less?

          18. Describe the potential risks and possible benefits of fad diets and over-the- counter weight-loss drugs or herbal supplements. (500 words minimum)
          19. 2. Which of your foods provided high intakes of vitamins? Which of your foods provided few or no vitamins?

          20. How was your overall intake in the vegetable group? Do you need improvement in this area? If so, what are some changes you could make?
          21. Examine your weekly choices of vegetables and evaluate whether you meet the recommendations for dark green or orange and deep yellow vegetables.
          22. Take a look at your sodium intake in this report. Most people in the United States exceed the UL. Did you? Explain the importance of selecting and pre- paring foods with less salt.
          23. How was your intake of calcium for that day?If you are not getting enough calcium, consult Chapter 12 for ideas to help you get more, then list at least three foods or beverages you would be willing to eat or drink that would improve your intake. (500 words minimum)3
          24. 3. Samuel is a 63-year-old single man who works full-time in a food processing plant. He has a history of esophageal cancer which was treated successfully with anti-cancer drugs and surgery four years ago. His weight had been stable at 135 pounds until the past 6 months, in which he has experienced an involuntary weight loss of 10 pounds. He is 67 inches tall and his current BMI is 19.5. He complains of a poor appetite and being overly weak and tired. His usual diet is fairly consistent. He states he rarely eats breakfast because he starts work at 6 a.m. He eats two deli meat sandwiches, “usually pastrami or salami,” and a soda at 10 a.m. and may eat a candy bar in the afternoon when he gets off work. He often prepares frozen dinners or pizza at home in the evening and routinely drinks “about 2 or 3 beers” before going to bed. Occasionally he will cook a roast and mashed potatoes. He occasionally will have milk with cereal but rarely eats vegetables or fruit. He would like to know which vitamin supplement will give him energy.

            1. From what you have learned about the functions of vitamins, how would you answer Samuel’s question?
            2. What are some indications that Samuel’s diet could be low in thiamin?
            3. Using information from Figure 10-4, what are one or two good sources of thiamin from each food group that would be fairly easy for Samuel to add to his diet?
            4. What other vitamins would you suspect might be deficient in Samuel’s diet? Why?
            5. Besides his diet, how might Samuel’s medical history have increased his risk for folate deficiency?
            6. Based on his medical history and information in this chapter, how would you advise Samuel regarding his complaints of fatigue and weight loss?
            7. Would you recommend a daily multivitamin supplement for Samuel based on the history he has provided? Why or why not?

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            English Question

            Below is are the instructions but attached file is my regular draft file that needs to be corrected

            Research Paper and Works Cited Page Draft Instructions

            This writing assignment involves writing the first draft of your Research Paper and Works Cited Page. Once you draft your essay and revise, you may submit it for feedback. The feedback will help you write the final draft; your final draft will be graded.

            During Topics 10 and 11 of the course, you will need to revise and edit the final draft of your research paper. Your will learn more about the revision and editing process in Topic 10.

            Note: You will not submit the final draft of your research paper until Topic 12.

            Additional helpful resources:

            Research Paper Rubric | Research Paper Sample

            For this assignment, you will need to submit:

            • The first draft of your research paper, complete with properly-formatted parenthetical citations from at least four credible sources within the text.
            • The Works Cited page, which should be located at the end of your essay. The Works Cited page should be clearly labeled and follow MLA formatting requirements.

            You will need a good, comprehensive thesis statement that states your claim (what will you prove? Keep in mind that the purpose of this assignment is to support a claim, which means you must do more than merely inform the reader. You must take a stance on your topic and make/support claims that go beyond mere facts) and at least three supporting details (how will you prove your point?).

            You might use this as a guideline in crafting your thesis:
            (Reason 1), (reason 2), and (reason 3) prove that (add your claim).

            Example:
            (1. Children who play violent video games exert more aggression than their counterparts who are not exposed to these games) because (2. children often imitate their experiences as a natural learning process) and (3. the violence they see in video games desensitizes them to violence in the real world); however, (your claim: increasing the ages allowed to play certain violent games may prove to decrease childhood aggression).

            The guidelines and requirements for this assignment are as follows:

            Remember to apply the concepts you’re learning in the course, including elements of grammar, punctuation, thesis development, and other skills.

            Length: This assignment should be a minimum of 800 words. However, you should aim for a minimum of 1,250 words. All length guidelines are excluding the Works Cited page.

            Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

            • Your first and last name
            • Course Title (Composition I)
            • Assignment name (Research Paper)
            • Current Date

            Format:

            • At least four credible sources used and documented in MLA style
            • Double-spacing throughout
            • Standard font (Arial, Times New Roman, Calibri)
            • Title, centered after heading
            • 1” margins on all sides
            • Save the file using one of the following extensions: .docx, .doc, .rtf, or .t

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            English Question

            Write an essay on how being good at bids improves your relationships

            Correct Format:

            Your name, class name, assignment name top left corner

            Double spaced with each paragraph indented and written correctly

            Each paragraph needs to have 10-12 sentences


            Title
            : Interesting, short, capitalized and written correctly Do NOT bold or underline or make font bigger

            Correct Format:

            Your name, class name, assignment name top left corner

            Double spaced with each paragraph indented and written correctly

            Each paragraph needs to have 10-12 sentences


            Title
            : Interesting, short, capitalized and written correctly Do NOT bold or underline or make font bigger

            Introduction Paragraph

            Interesting hook
            Explain hook and relate it to book using author’s name, book title and information about the author
            Explain what the book is about and define terms bids for connection
            Explain why the book is important and people should read it

            Make a thesis statement to include the following: Topic = Understanding bids for connection + How we feel = we can improve / enhance our relationships + How we write= recognize mistakes making bids, mistakes receiving bids, and avoid bid busters

            Body Paragraph #1 outline – making good bids

            Transition + topic sentence that three good things you do when making a bid to others are 1,2,3.
            Transition + main idea sentence about idea 1.
            Context + quote from book illustrating idea.
            Explanation of how quote support main idea sentence.Transition + main idea sentence about idea 2.
            Context + quote from book illustrating idea.
            Explanation of how quote support main idea sentence.
            Transition + main idea sentence about idea 3.
            Context + quote from book illustrating idea.
            Explanation of how quote support main idea sentence.

            Body Paragraph #2 outline – receiving bids in a positive way

            Transition + Create your topic sentence to include the three ways you are good at receiving bids from others.
            Transition + main point 1 sentence: Your first way of positively receiving a bid
            Context + Quote from text supporting the idea of this kind of mistake
            Explanation of the quote in terms of your way of positively receiving a bid
            Transition + main point 2 sentence: Another way of positively receiving a bid
            Context + Quote from text supporting the idea of this kind of mistake
            Explanation of the quote in terms of your way of positively receiving a bid
            Transition + main point 3 sentence: Your third way of positively receiving a bid
            Context + Quote from text supporting the idea of this kind of mistake:
            Explanation of the quote in terms of your way of positively receiving a bid

            Body Paragraph #3 outline – your personal story of making or receiving a bid in a way that really went well

            Transition + topic sentence: Agreeing or disagreeing with the author’s main idea that through being a good bidder, we can maintain positive relationships with those around us.

            Explain the experience in vivid detail: Using transitions to move through time, tell us the story of a [positive experience where bidding really went well and why Include

            • Who?
            • What?
            • Where?
            • Why?
            • When?

            Transition + main idea sentence stating why technique[s] you employed worked well and how this supports or negates the author’s claim.
            Context + quote from text that speaks to your main point.
            Explanation of why you believe the technique worked

            Conclusion Paragraph

            College level transition + restate thesis in different words
            Transition + 2 sentences that summarize ideas in body paragraph #1
            Transition + 2 sentences that summarize ideas in body paragraph #2
            Transition + 2 sentences that summarize ideas in body paragraph #3
            Additional ending strategies like full circle, new quote or question, prediction or advice
            Last sentence in your own words

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            English Question

            Now that you’ve had some time to watch Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and read Gods of Jade and Shadow, I’d like you to identify a theme you intend to explore in the Unit 3 Essay, and draft and upload a preliminary outline–just the basic structure–of your essay.

            What are the authors saying about the theme, and how is it demonstrated in the text? What can we take away from this?

            Keep in mind that you’re expected to explore a theme as it appears in all three works (Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and Gods of Jade and Shadow) and eventually explain why that theme is important to you and your readers.

            Directions

            Please write the thesis and topic sentences of your essay–no paragraphs, just sentences. State the main argument (which should include the theme) and the topic sentences for the body paragraphs of your essay. Keep in mind that the thesis will drive all decisions made about the content of the essay, and the topic sentences will guide and limit your decisions about the content of the paragraphs.

            The mini outline should include the thesis statement and a minimum of 4 topic sentences. You should explore all three texts in each body paragraph.

            Please write in complete sentences.

            I look forward to reading your preliminary outline!

            Example Mini Outline 1

            ***This example should not be used in your own essay.

            Thesis: Rather than being a negative trait, the characters’ rebellious natures enable them to grow as they set out on their own, make mistakes, learn essential life lessons, and eventually transform into more mature individuals.

            TS1: To begin, rebelling against the people who stifled their growth, the three characters set out on a journey of self-discovery.

            TS2: Along their journeys, the heroes make mistakes due to their rebellious spirits.

            TS3: As a result of their mistakes, they learn essential lessons about themselves and the world around them.

            TS4: Ultimately, these lessons enable the characters to transform into more mature individuals.

            NOTE:

            • There are four (4) body paragraphs (The final essay will include an introduction and conclusion, resulting in an essay of at least six (6) paragraphs total.)
            • Each topic sentence does not focus on a particular text but rather an aspect of the theme presented in the thesis.
            • Notice the transition at the beginning of each topic sentence.

            Example Mini Outline 2

            ***This topic and example should not be used in your own essay.

            Thesis Statement: In Crouching Tiger, Hidden Dragon, Hunt for the Wilderpeople, and Gods of Jade and Shadow, all three characters’ lives are enriched by reading and writing stories.

            Topic Sentence 1: The stories of Jen’s, Ricky’s, and Casiopea’s heroes influenced how the characters’ want to live their lives and see themselves.

            Topic Sentence 2: The characters use poetic language to express and understand their experiences of the world.

            Topic Sentence 3: The characters use stories to re-envision their pre-destined paths.

            Topic Sentence 4: Stories are tools all three characters use to navigate and change their worlds.

            ***Note how each topic sentence encompasses all three texts.

            Grading Criteria:

            When creating your outline, keep in mind that points will be assigned for the following:

            • Clearly stated thesis with a subject (including the theme) and argument
            • Clearly stated topic sentences for all body paragraphs (minimum of 4 topic sentences)
            • Topic sentences are general statements with NO details
            • Logical order of topic sentences to guide readers through your exploration of the theme as it appears in all three works (Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and Gods of Jade and Shadow)
            • Complete, correctly written sentences

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            English Question

            Now that you’ve had some time to watch Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and read Gods of Jade and Shadow, and shared ideas about similarities between the texts in the Week 9 Discussion Board, I’d like you to identify a theme you intend to explore in the Unit 3 Essay, and draft and upload a preliminary outline–just the basic structure–of your essay.

            What are the authors saying about the theme, and how is it demonstrated in the text? What can we take away from this?

            Keep in mind that you’re expected to explore a theme as it appears in all three works (Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and Gods of Jade and Shadow) and eventually explain why that theme is important to you and your readers.

            Directions

            Please write the thesis and topic sentences of your essay–no paragraphs, just sentences. State the main argument (which should include the theme) and the topic sentences for the body paragraphs of your essay. Keep in mind that the thesis will drive all decisions made about the content of the essay, and the topic sentences will guide and limit your decisions about the content of the paragraphs.

            The mini outline should include the thesis statement and a minimum of 4 topic sentences. You should explore all three texts in each body paragraph.

            Please write in complete sentences.

            I look forward to reading your preliminary outline!

            Example Mini Outline 1

            ***This example should not be used in your own essay.

            Thesis: Rather than being a negative trait, the characters’ rebellious natures enable them to grow as they set out on their own, make mistakes, learn essential life lessons, and eventually transform into more mature individuals.

            TS1: To begin, rebelling against the people who stifled their growth, the three characters set out on a journey of self-discovery.

            TS2: Along their journeys, the heroes make mistakes due to their rebellious spirits.

            TS3: As a result of their mistakes, they learn essential lessons about themselves and the world around them.

            TS4: Ultimately, these lessons enable the characters to transform into more mature individuals.

            NOTE:

            • There are four (4) body paragraphs (The final essay will include an introduction and conclusion, resulting in an essay of at least six (6) paragraphs total.)
            • Each topic sentence does not focus on a particular text but rather an aspect of the theme presented in the thesis.
            • Notice the transition at the beginning of each topic sentence.

            Example Mini Outline 2

            ***This topic and example should not be used in your own essay.

            Thesis Statement: In Crouching Tiger, Hidden Dragon, Hunt for the Wilderpeople, and Gods of Jade and Shadow, all three characters’ lives are enriched by reading and writing stories.

            Topic Sentence 1: The stories of Jen’s, Ricky’s, and Casiopea’s heroes influenced how the characters’ want to live their lives and see themselves.

            Topic Sentence 2: The characters use poetic language to express and understand their experiences of the world.

            Topic Sentence 3: The characters use stories to re-envision their pre-destined paths.

            Topic Sentence 4: Stories are tools all three characters use to navigate and change their worlds.

            ***Note how each topic sentence encompasses all three texts.

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            English Question

            Now that you’ve had some time to watch Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and read Gods of Jade and Shadow, and shared ideas about similarities between the texts in the Week 9 Discussion Board, I’d like you to identify a theme you intend to explore in the Unit 3 Essay, and draft and upload a preliminary outline–just the basic structure–of your essay.

            What are the authors saying about the theme, and how is it demonstrated in the text? What can we take away from this?

            Keep in mind that you’re expected to explore a theme as it appears in all three works (Hunt for the Wilderpeople, Crouching Tiger, Hidden Dragon, and Gods of Jade and Shadow) and eventually explain why that theme is important to you and your readers.

            Directions

            Please write the thesis and topic sentences of your essay–no paragraphs, just sentences. State the main argument (which should include the theme) and the topic sentences for the body paragraphs of your essay. Keep in mind that the thesis will drive all decisions made about the content of the essay, and the topic sentences will guide and limit your decisions about the content of the paragraphs.

            The mini outline should include the thesis statement and a minimum of 4 topic sentences. You should explore all three texts in each body paragraph.

            Please write in complete sentences.

            I look forward to reading your preliminary outline!

            Example Mini Outline 1

            ***This example should not be used in your own essay.

            Thesis: Rather than being a negative trait, the characters’ rebellious natures enable them to grow as they set out on their own, make mistakes, learn essential life lessons, and eventually transform into more mature individuals.

            TS1: To begin, rebelling against the people who stifled their growth, the three characters set out on a journey of self-discovery.

            TS2: Along their journeys, the heroes make mistakes due to their rebellious spirits.

            TS3: As a result of their mistakes, they learn essential lessons about themselves and the world around them.

            TS4: Ultimately, these lessons enable the characters to transform into more mature individuals.

            NOTE:

            • There are four (4) body paragraphs (The final essay will include an introduction and conclusion, resulting in an essay of at least six (6) paragraphs total.)
            • Each topic sentence does not focus on a particular text but rather an aspect of the theme presented in the thesis.
            • Notice the transition at the beginning of each topic sentence.

            Example Mini Outline 2

            ***This topic and example should not be used in your own essay.

            Thesis Statement: In Crouching Tiger, Hidden Dragon, Hunt for the Wilderpeople, and Gods of Jade and Shadow, all three characters’ lives are enriched by reading and writing stories.

            Topic Sentence 1: The stories of Jen’s, Ricky’s, and Casiopea’s heroes influenced how the characters’ want to live their lives and see themselves.

            Topic Sentence 2: The characters use poetic language to express and understand their experiences of the world.

            Topic Sentence 3: The characters use stories to re-envision their pre-destined paths.

            Topic Sentence 4: Stories are tools all three characters use to navigate and change their worlds.

            ***Note how each topic sentence encompasses all three texts.

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            English Question

            Part-1

            Here is the link for –Informative Speech Example

            Chapter 12 link- https://2012books.lardbucket.org/books/public-spea…

            Search 509 Informative Speech Ideas and Topics linkhttps://www.myspeechclass.com/informativetopics2.h…

            Watch the Informative Speech Example video for an example of how an informative speech follows the outline and the:

            • Develop your Outline for your upcoming informative speech.
            • Post your full-sentence informative speech outline and then explain how each section of your outline meets the standards as explained in Chapter 12: Outlining.

            *** Search 509 Informative Speech Ideas and Topics for speech ideas if you are having difficulty coming up with a topic.

            part -2

            Post the PowerPoint presentation for your upcoming informative speech and then explain how your PowerPoint presentation meets the standards explained in Chapter 15: Presentation Aids: Design and Usage.

            The link is here –https://2012books.lardbucket.org/books/public-spea…

            part-3

            Watch Persuasive Speech Exemplar – ‘Nap Time’ and then practice developing an outline for the speech using the Working Outline Template.

            link-

            https://2012books.lardbucket.org/books/public-spea…

            part-4

            Watch Why cultural diversity matters by Michael Gavin and then answer the following questions:

            • What is the thesis statement?
            • What are the key arguments presented in support of the claims?
            • What is the purpose of the speech?
            • Have you changed your mind about the main issue? Why?

            link-

            Watch Why cultural diversity matters by Michael Gavin and then:

            What is the thesis statement?

            What are the key arguments presented in support of the claims?

            What is the purpose of the speech?

            Have you changed your mind about the main issue? Why?

            link-

            part-5

            Post your persuasive speaking speech outline using the template provided in Types of Outlines

            link- https://2012books.lardbucket.org/books/public-spea…

            part-6

            Post your persuasive speech PowerPoint presentation after you read Chapter 15: Presentation Aids: Design and Usage.

            link- https://2012books.lardbucket.org/books/public-spea…

            part-7 Submit a video of your persuasive speech below. Follow the instructions below for preparing and videotaping your informative speech:

            • Begin the video by showing your index card notes. Please do not read your speech. Use the notes to remember your speech.
            • You do not need an audience. If you have an audience it is fine.
            • Begin by stating your name.
            • Follow the outline and speak for up to 10 minutes. If you make minor mistakes do not repeat the whole video.
            • Follow the guidelines for good persuasive speaking that we have discussed in this course.
            • Use this video as an example of how you can videotape your speech.
            • Respond to at least 5 classmates to express your opinion of their strengths and areas of possible improvement. Use the persuasive speech rubric here to evaluate your classmates’ speeches. both link is below –https://www.youtube.com/watch?v=MbRckIdd8fM andhttps://openlab.bmcc.cuny.edu/spe-100-fundamentals-of-public-speaking-course-hub/2019/06/04/persuasive-rubric-tulloch/

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            English Question

            ASSIGNMENT: Using your outline and annotated bibliography from Touchstones 1.2 and 2.2, draft a 6-8 page argumentative research essay on your chosen topic.

            In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.

            As this assignment builds on Touchstone 2.2: Create an Annotated Bibliography, that Touchstone, as well as Touchstone 3.1, must be graded before you can submit your research essay draft.

            Sample Touchstone 3


            A. ASSIGNMENT GUIDELINES

            DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

            1. ARGUMENTATIVE THESIS STATEMENT

            ❒ Have you included a thesis in your introduction that takes a clear, specific position on one side of a debatable issue?

            2. ARGUMENT DEVELOPMENT

            ❒ Are all of the details relevant to the purpose of your essay?
            ❒ Is the argument supported using rhetorical appeals and source material?
            ❒ Is your essay 6-8 pages (approximately 1500-2000 words)? If not, which details do you need to add or remove?

            3. RESEARCH

            ❒ Have you cited outside sources effectively using quotation, summary, or paraphrase techniques?
            ❒ Are the sources incorporated smoothly, providing the reader with signal phrases and context for the source information?
            ❒ Have you referenced a range of at least 7 credible sources?
            ❒ Have you properly cited your sources according to APA style guidelines?
            ❒ Have you included an APA style reference page below your essay?

            4. REFLECTION

            ❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
            ❒ Are your answers included on a separate page below the main assignment?

            B. REFLECTION

            DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

            1. Provide one example of a place where you have used rhetorical appeals or source material to support your argument. How does this enhance your essay? (2-3 sentences)
            2. Touchstone 4 is a revision of this draft. What kind of feedback would be helpful for you as you revise? Are there parts of your draft that you’re uncertain of? (3-4 sentences)

            C. REQUIREMENTS

            The following requirements must be met for your submission to be graded:

            • Composition must be 6-8 pages (approximately 1500-2000 words).
            • Double-space the composition and use one-inch margins.
            • Use a readable 12-point font.
            • All writing must be appropriate for an academic context.
            • Composition must be original and written for this assignment.
            • Plagiarism of any kind is strictly prohibited.
            • Submission must include your name, the name of the course, the date, and the title of your composition.
            • Include all of the assignment components in a single file

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            English Question

            Learning Objective:

            Examine and address a counterarguments through refutation and concession.

            Directions:

            Step 1: Review

            Before starting this assignment, please make sure you have carefully read through Counter Arguments lecture.

            Step 2: Think

            Think about your thesis in Essay 2 and the working thesis you wrote for it last week.

            Then, think about the opposing viewpoint. Why might someone disagree with you?

            To help you think it through, answer the following questions:

            1. What is your argument (working thesis) in Essay 2?
            2. What reasonable claims have others made that contradict your argument? List at least 2. You could use these claims as your counter arguments. Remember that the counter argument is more than just stating the opposite viewpoint. A counter argument provides a logical reason. Then, it is your job to refute that reason. You might get ideas about possible counter arguments from some of the articles we read as the authors from the first three opposed the authors for the second set.
            3. How could you refute the counter argument using either the turn back or the turn against method?

            Step 3: Write a Counter Argument

            For our purposes, we will keep the counter argument to one sentence. We will add the counter argument to one of our body paragraphs. The counter argument should come in as the first sentence, before the Point. Then, the Point refutes the counter argument and proves you are right.

            Things to remember:

            • The counter argument for our purposes will be only one sentence. We will not provide Information or Explanation about the counter argument. We will only mention it, right before the Point.
            • The counter argument should provide a reason, not just state the opposite thesis.
            • Your Point will work to prove the counter argument wrong. Your reason in that body paragraph should directly respond to the reason in the counter argument.
            1. Write down one possible Point (subclaim/topic sentence). Think back to your thesis, and think of one reason to support it.
              • For example, if my thesis said that colleges should ban free speech on their campuses, one reason/point might be: Hate speech should be banned be banned because it can cause students to feel unsafe in a place meant to help them learn.”
            1. Think of a counter argument to your Point. What would someone say in return. For my Point, it might be the argument about free speech. So before my Point, I might add the counter. It will look like this:
              • Some people might argue that free speech on college campuses is protected under the First Amendment; however, it can cause students to feel unsafe on their campuses, and should therefore be llimited.
                • The part in blue is the counter argument. The part in yellow is my Point. The rest of the paragraph will work to prove my Point (by giving Informations and Explanations)

            Please, as you submit, highlight the counter argument in blue and the Point in yellow as well.

            Below is another sample, which is on a different paper topic. Note that you are not writing on social media. This is just a sample to see the paragraph in action.

            Some experts argue that social media helps justice campaigns because it allows people to connects and communicate better. However, social media campaigns are hurt real social justice because they create weak connections, failing to inspire true action. In the article “Small Change”by Malcolm Gladwell, a renown journalist for The New Yorker, the author makes the claim that social media does not foster strong commitments. He says, “The platforms of social media are built around weak ties. “How [do] the [social media] campaigns get so many people to sign up? By not asking too much of them” (3). Gladwell is pointing out that the reason people so easily commit to social justice campaigns online is that they are not really committing to much, meaning that the connection they make by liking or retweeting a hashtag is weak and will therefore not lead to any meaningful action. When social media users are asked to do something by a stranger, they do not develop the necessary commitment to follow through. This idea of weak relationships crosses over to lead to weak campaigns and weak pledges, and these weaknesses ultimately hurt real social justice campaigns by never fostering the commitment needed to secure real change.

            **Note that the writer here thinks argues that social media is bad for justice campaigns. In the counter argument, he or she gives a reason why some people may think social media is helpful, but then in the Point, he or she quickly gives a reason to respond to the counter and prove it wrong.

            **Note that the rest of the body paragraph is just a regular paragraph that proves the writer’s Point. It does NOT give information or prove on the counter.

            Submission Instructions:

            Follow these steps:

            • Click on “Submit Assignment.”
              • Choose “File Upload”
              • click “Choose File”
              • find your file
              • click “Choose”
              • check the box next to “I certify”
              • click “Submit Assignment.”

            Grading:

            I am looking for 1-2 sentences here: a counter argument and a Point. As long as you have these components, you will receive a complete for the assignment.

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            English Question

            Proposal for Argumentative Essay

            Assignment Weight: 5%
            Learning Objectives: 1, 2, 3, 4, 5

            Click here here – Alternative Formats to review an annotated example student submission. Please review the rubric prior to submission as well.

            In week one, you selected a topic for the Final Persuasive Essay. Now, it is time to formalize your proposal and begin to explore and analyze your topic in order to build a foundation for the essay to come. A strong proposal promises success for the project, while an ill-conceived or incomplete proposal can bring poor results. This proposal is your opportunity to set your sight on success and begin to advance to a higher level of academic writing skills.

            Helpful Resources

            The proposal should consider all aspects and criteria of the intended project and demonstrate understanding and competence in the ability to complete it. Generally, a research proposal should contain all the key elements involved in the research process and include sufficient information for the reader to evaluate the proposed study.

            Generally, the proposal will address the following three areas:

            What you plan to accomplish, why it is important and how you are going to persuade you audience.

            Remember, your topic must have

            • two logical sides to the issue (your viewpoint and an opposing viewpoint),
            • must be researched-based
            • must be relevant to your career or degree.

            Your proposal needs to include the following six paragraphs and a title:

            Working Title (Find help on title writing by clicking here by clicking here – Alternative Formats )

            Section One

            • Introduction
              • Describe the issue (2-3 sentences)
              • Define your position (1-2 sentences)
              • Thesis statement (1 sentence)
                • Follow this example:
                  While many feel that defunding the police would endanger society, redistributing funds would increase the number of public health workers, provide more targeted support, and refocus efforts to retrain existing law enforcement personnel.

            Section Two

            • Counterargument
              • Anticipated questions or resistance (2-3 sentences)
              • Response to questions or resistance (2-3 sentences)

            Section Three

            • Audience (2-3 sentences) Consider demographics, background, relevance, knowledge of topic and beliefs.
            • Goal for your audience (how should the audience think or act differently? 1-2 sentences)

            Section Four

            • Strategy for convincing your audience including goal, purpose and challenges, Consider tactics (ethos, pathos, logos) (2-3 sentences)

            Section Five

            • Research (preliminary) describe your approach (refer to your readings thus far)
            • Keiser University Library Database(s) you are most likely to use
            • Potential articles cited in 7th edition APA (at least 2, final paper will require 4)
              • Be careful to avoid a faulty use of authority, or identifying a source written by author who claims to be an “expert” but is only moderately familiar with the topic.
            • Potential key terms (Minimum of 5)
            • PART 2
            • The Norton Field Guide
              • Chapter 47 (pp. 479-488); Chapter 48 (pp. 489-510)

              Little Seagull Handbook

              • Section R-1, “Doing Research”

              First, review the readings carefully. In one paragraph, share a tip or fact about research and/or about sources that you learned from the readings. Then, share a tip or a skill that you have used while conducting research in the past that was successful. Be sure to cite your reading.Second, reflect on your research methodology. Briefly describe and contrast what your process has been and what it will be in this course.Third, Review your feedback on Milestone 1. Then, identify which topic you will pursue and summarize your topic/argument. It may not be finalized, and that is acceptable. Describe the problem and proposed solution. List 3-5 search terms you consider using. You may include a word cloud by using EdWordle. Be sure to comment briefly on the keywords’ strength and effectiveness.Include a reference for any sources you used in the post.TIP: Respond to the questions above using a separate paragraph for each question. Please break out the search term list as bullet points or a clearly recognizable list or post as a photo word cloud.

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            English Question

            Argumentative Essay Discussion Board

            This discussion board was created to give you an opportunity to share your argumentative rough drafts and get some feedback from the class. I will also provide you feedback on this as quickly as possible in my private comments.

            Drafts that are too short, overly broad/vague, off topic or showing no effort to incorporate the readings and worksheets will not receive full credit.

            Discussion Prompt

            Once you have finished your rough draft of the argumentative paper, you should upload it here. Ideally, it should already include your Works Cited page. I would recommend cutting and pasting the text directly in to the text box (as I think you will make things slightly easier for your classmates), but if that (for instance) causes too many formatting issues, feel free to attach it to your comment instead.

            If you do not post a rough draft, you will not be able to earn a grade higher than 70% on the final draft, regardless of how good it is.

            After people have uploaded their drafts, you are to pick two classmates and comment on their posts–at least one paragraph each giving them feedback about their drafts.

            Rules & Guidelines:

            1. Be nice. Start with something they do well. Talk about a particular part in the paper where they make a good point, are convincing, interesting or informative (or something else they do well).

            2. Give them helpful feedback: specific, linked to specific passages in the paper, relating to one of the important parts of the paper discussed in the worksheets you used while writing the paper. Try to pick something they are struggling with and that you really felt you understood well while working on your own paper. Be nice about this, as well, but also be honest. DO NOT neurotically tell them each and every thing they’ve gotten wrong. This, generally, isn’t helpful to people, even if it feels helpful.

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            English Question

            Persuasive Instructions

            You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes.

            Additional helpful resources:

            Persuasive Rubric | Persuasive Sample 1 | Persuasive Sample 2

            Option #1: Fallacies in the Media’s Spotlight

            Identify and research a person in the media’s spotlight who has used a specific logical fallacy. Please be sure the thesis statement includes the logical fallacy you discuss in your paper, the person who used it, and a brief look at the examples from your paper showing how the fallacy was used. Use a persuasive tone throughout to encourage your chosen audience to accept your thesis statement. Detailing the fallacy examples and explaining how they relate to your chosen fallacy is a strong persuasive method for the body paragraphs. Strive to provide at least three examples (one for each body paragraph) where the person used the fallacy.

            Sample Thesis Statement: “Kim Kardashian used the Post Hoc Fallacy when (add example 1), (add example 2), and (add example 3).

            Option #2: Dear Editor:

            Select a problem in your community or your school that you feel passionately about (students talking on cell phones in the classroom, the need for more recreational centers in your city, etc.) and write a letter to the editor of your local newspaper. (For tips on writing a strong opinion letter, visit http://www.ccmc.org/node/16090)

            You do not need to format this assignment like a formal business letter, but do start your letter with the phrase “Dear Editor:”

            In the body of your letter, explain the problem (suggested for body paragraph 1), express your views on it such as the potentially negative effects (suggested for body paragraph 2), and then offer a solution to it (suggested for body paragraph 3). In order to effectively persuade your audience—the newspaper’s readers—to agree with you and to act on your solution, you will need to fully understand the problem and understand your audience. In addition, you will need to be able to describe the problem detail, to clearly explain your position on it using a persuasive tone, and to provide strong, concrete examples to back up your claims.

            Sample Thesis Statement: “Valley Community College has (add problem), which (add your stance/potentially negative impacts); therefore, (add solution).

            The guidelines and requirements for this assignment are as follows:

            Remember to apply the concepts you’re learning in the course, including elements of grammar, punctuation, thesis development, and other skills.

            Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

            • Your first and last name
            • Course Title (Composition I)
            • Assignment name (Persuasive Essay)
            • Current Date

            Length: This assignment should be at least 750 words.

            Format:

            • Last name and page number in upper-right corner of each page
            • Double-spacing throughout
            • Title, centered after heading
            • Standard font (Times New Roman or Calibri)
            • 1” margins on all sides
            • Save the file as .docx or .doc format

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            English Question

            3.1: Discussion: Locke and Garvey Directions

            Locke https://drive.google.com/drive/folders/1-Emz8jFmhqWNGXiunXbYjEP4YkMlw-b1

            Garvey https://drive.google.com/drive/folders/1-TZ99kf0DUbEEhbtRIO6YsXlsE8RBBa8

            1. Identify three of Locke’s characteristics of the New Negro and write about whether those characteristics align with Garvey’s Back to Africa movement.

            2. Be sure to respond to at least two peers.

            Note:Your original post is due by 11:59pm Saturday of the week assigned with comments by 11:59pm of Sunday of the week assigned (remember, weeks are Monday through Monday).

            Purpose
            These Discussion Posts will help you to understand and analyze the readings and other materials in the course. They will provide an opportunity for you to discuss important topics with other students.

            Grading
            Each Discussion assignment carries a total of 25 points–15 for your original posting and 10 for your peer responses.

            3.2: Discussion: Hurston

            No unread replies.No replies.

            Directions

            Hurston https://drive.google.com/drive/folders/1-P6WfZraDqUldMikWZCOpPnsKSVrtyaa

            1. Discuss the characteristics of Hurston’s portrayal of women in two of the following stories: “Sweat,” “The Gilded Six-Bits,” and excerpts from Their Eyes Were Watching God.

                • TIPS:
                  • Begin with a one sentence thesis statement.
                  • Write one paragraph about each of the two stories.
                  • Be sure to use quotes from the texts to support your argument and analyze these quotes thoroughly.
                  • Properly cite your sources using MLA Works Cited and in-text citations.
                  • Refer to 1.1 How to Write Discussion Posts for further advice about writing successful Discussion posts.
            1. Be sure to respond to at least 2 peers.

            Note: Your original post is due by 11:59pm Saturday of the week assigned with comments by 11:59pm of Sunday of the week assigned (remember, weeks are Monday through Monday).

            Purpose

            These Discussion Posts will help you to understand and analyze the readings and other materials in the course. They will provide an opportunity for you to discuss important topics with other students.

            Grading
            Each Discussion assignment carries a total of 25 points–15 for your original posting and 10 for your peer responses.

            3.3:Discussion:Hughes

            Hughes https://drive.google.com/drive/folders/1-S3WzrnsOeuNOiSBND4VX5izLpUgDJKw

            No replies.

            Langston Hughes

            1. Read “Theme for English B” by Langston Hughes very carefully.
            2. Write your own poem in the spirit of Hughes’ poem in which you follow the same prompt that Hughes was given: “Go home and write a page tonight. And let that page come out of you— Then, it will be true.”
            3. After writing your poem, explain how it connects to the theme and structure of Hughes’ poem.
            4. Cite your sources in MLA format
            5. Be sure to respond to at least 2 peers.

            Note: Your original post is due by 11:59pm Saturday of the week assigned with comments by 11:59pm of Sunday of the week assigned (remember, weeks are Monday through Monday).

            Purpose
            These Discussion Posts will help you to understand and analyze the readings and other materials in the course. They will provide an opportunity for you to discuss important topics with other students.

            Grading
            Each Discussion assignment carries a total of 25 points–15 for your original posting and 10 for your peer responses.

            3.4: Discussion: Course Reflection

            1. Write a post in which you reflect on how the course has made you think differently about your own life, writing, society, culture, and/or identity. You must cite at least two quotes from writers in the anthology to support your response.
            2. Be sure to respond to at least 2 peers.

            Note: Your original post is due by 11:59pm Saturday of the week assigned with comments by 11:59pm of Sunday of the week assigned (remember, weeks are Monday through Monday).

            Purpose
            These Discussion Posts will help you to understand and analyze the readings and other materials in the course. They will provide an opportunity for you to discuss important topics with other students.

            Grading
            Each Discussion assignment carries a total of 25 points–15 for your original posting and 10 for your peer responses.

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            English Question

            what to include in the narrative

            -Being from Oman (Middle East) (Not knowing much English)

            -Moving to England at the age of 13 (school and college) (how hard it was to get used to the culture)

            -Moving to the US for University age 18 (scholarship) (How it is completely different to the UK)

            -How these cultures are completely different to each other.

            Prewriting:

            We have read several essays about how identity is influenced by culture. Now it is time for you to write your own essay about these issues. Culture is complex, and popular perceptions about culture, ethnicity, and race often have a profound impact on how we see ourselves and how we interact with the world around us. Think about your own construction of identity, and how it is influenced by the various cultures or subcultures you are a part of.

            Writing Task:

            Write an essay about how one of the cultures you are part of (or identify with) is connected in a significant and influential way to how you form or express your identity, and discuss that connection using narrative and examples illustrate the point you are making.

            • Remember: Culture can be many things! Ethnic culture, subcultures, popular culture, religious culture, regional culture, and more!

            Sample Topics:

            Note: You are not limited to these topics. These are simply examples of topics that would fit this question.

            • How a culture/subculture you identify with has shaped/changed/influenced your own identity and outlook on the world.
              • Is the subculture you identify with different from the one you were raised in? If so, how have these differences been significant to you?
            • How racial stereotypes negatively impact the quality of life for minorities in America
            • How issues of language or education can have a significant impact on how we see ourselves or how others perceive us.
            • The influence of advertisements or media on the creation of feminine/masculine/non-binary identities.
            • The influence of music and music subcultures on the development of identity, for example, what it means to identify as punk, hip hop, a goth, a scene kid, a metalhead, a raver, etc…
            • The impact of Fandom and “geek culture” on your identity and interact with the world
            • How important is it for immigrants or the children of immigrants in America to hold on to traditional foods, native language, and family customs? How does one balance holding on to your cultural identity while assimilating into “mainstream” American culture?

            No matter what topic you choose, your essay should:

            • Have a clear main point (thesis statement) that makes a claim about the connection between culture and identity.
            • Illustrate your points with details, narrate events (tell the story) and use descriptions, and discuss the significance of the details and narrative.
            • Show an awareness of the conversation that is already going on about these issues. You should do this by discussing some of the ideas that you have found in the class readings or in your own experience or research.
            • Follow traditional essay structure: introduction, body paragraphs, conclusion.

            Required Length:

            1200 words minimum.

            See Canvas for due dates/times.

            The Narrative Essay is worth 100 points.

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            English Question

            You are required to write a 5-page (double-spaced, standard tabs) research paper about a musical culture NOT covered in this course. Areas covered in this course include India, Indonesia, Japan, Middle East, Sub-Saharan Africa, Latin America and the Caribbean, so you can choose any part of the world OTHER than these. Some areas to consider are: Native America, Polynesia, Australia, China, Korea, Ireland, Portugal, Greece, Arctic Circle…. wherever, as long as it’s not covered in our course.

            For this assignment, please use Nettl’s 3-part model, addressed in “Unit 1: Introduction” and Chapter 1 in our textbook. Focus on the Sounds, Behaviors and Ideas or Conceptions that govern the sounds and behaviors of the musical genre/activity you choose. It’s best if you stick to a specific genre or ensemble from whatever region you choose for this research paper. For example, if you wanted to write about music from Spain, don’t try to summarize all Spanish music (too broad, too big) but pick a specific genre or activity to focus on, such as Flamenco. Want to research Hawaiian music? Stick to hula or string bands. The point is, focus on one genre or activity from a region and give in-depth details, not just a broad, surface cultural overview.

            Sound:

            What sounds are you hearing? Talk about the instruments (and voices) of the musical genre/activity. What are they made of and what do they sound like? Are there any rules or restrictions surrounding these instruments, like who can play or when one can play? Can you comment on the texture and form of the music? Texture refers to layers of activity. How many musicians are present and how do they relate to one another? Form refers to how the music is organized and presented,. How long does a performance last and how are the melodies and rhythms arranged. Lastly, what does the music sound like to you, the outsider?

            Behaviors:

            What activities are associated with this musical genre/activity? What are people doing while this musical activity is happening? Is there a specific purpose or function surrounding this music, or is it just for enjoyment/entertainment? Does this musical activity have any behavioral restrictions regarding religion, age or gender? Is everyone participating communally or are the musicians/singers/dancers presenting music to an audience…. why? Lastly, can you draw any connections to musical behaviors in your life or culture?

            Ideas/Conceptions:

            What ideas or conceptions govern the sounds and behaviors of your chosen musical genre/activity? Why are people creating this music and why are people participating? Address ideas surrounding history, culture and musical evolution. Most musical genres throughout the world express indigenous and foreign, or outsider aspects. What traits are uniquely regional, or indigenous, and what traits are coming from an outside influence and why? Again, almost all music has a combination of both! How have politics, religion or human migration affected this musical genre/activity? Lastly, can you relate what you learned to your own life experiences?

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            English Question

            Please submit your Research Paper here. Be sure you have not used a forbidden topic. Also, be sure you have double-spaced your essay, avoided using first and second person, and included your Works Cited in MLA format as the last page of the essay. Remember that the Works Cited does not count in the 2,000-word minimum word count for this essay.

            Rubric

            Written Communication Rubric-English Comp II-REV (1)

            Written Communication Rubric-English Comp II-REV (1)

            Criteria Ratings Pts

            This criterion is linked to a Learning OutcomeForm thesis statement about a given issue

            15 pts

            5-Advanced – Well constructed thesis statement is made about a given topic or issue.

            12 pts

            4- Proficient – A somewhat convincing thesis is made about a given topic or issue.

            9 pts

            3-Acceptable – Thesis is vague and poorly constructed

            6 pts

            2-Needs Work – Thesis is vague.

            3 pts

            1- Unacceptable – No thesis has been stated.

            0 pts

            _____x3

            15 pts

            This criterion is linked to a Learning OutcomeSupport assertion with own reasoning and evaluation of evidence

            20 pts

            5-Advanced – Topic is addressed clearly, reflecting a mature level of thought.

            16 pts

            4-Proficient – Topic is addressed clearly, reflecting a fairly mature level of thought.

            12 pts

            3-Acceptable – Topic is not supported well, reflecting an immature level of thought.

            8 pts

            2-Needs Work – Topic is weakly supported.

            4 pts

            1-Unacceptable – Assertion lacks total support, reflecting an elementary level of thought.

            0 pts

            ____x4

            20 pts

            This criterion is linked to a Learning OutcomeOrganize and connect major ideas logically

            15 pts

            5- Advanced – Organization is so clear that the reader knows at all times what the purpose is and how the writer intends to accomplish it.

            12 pts

            4- Proficient- Organization is clean, though lacking full clarity and coherence.

            9 pts

            3- Acceptable – Organization is evident but not effective.

            6 pts

            2-Needs Work – Organization is unclear.

            3 pts

            1-Unacceptable- The paper lacks a beginning, a middle, and/or an ending.

            0 pts

            _____x3

            15 pts

            This criterion is linked to a Learning OutcomeExpress ideas in the clearest form of standard English

            20 pts

            5-Advanced – Free of errors in grammar, punctuation, spelling, and usage. Collegiate level vocabulary is used throughout paper.

            16 pts

            4- Proficient – Free of major errors in grammar, punctuation, spelling, and usage.

            12 pts

            3-Acceptable – Isolated errors in grammar, punctuation, spelling and/or usage reduce clarity and credibility

            8 pts

            2-Needs Work- Grammar, punctuation, spelling and usage errors are frequent.

            4 pts

            1-Unacceptable – Grammar, punctuation, spelling, and usage are severely deficient.

            0 pts

            ____x4

            20 pts

            This criterion is linked to a Learning OutcomeSubmit assignment using word-processing software effectively

            5 pts

            5-Advanced – Assignment is typed using word processing software effectively and is free of typographical errors

            4 pts

            4-Proficient – Assignment is typed using word processing software effectively and is somewhat free of typographical errors

            3 pts

            3-Acceptable – Assignment is typed using word processing software but has many typographical errors

            2 pts

            2-Needs Work – Assignment is typed using word processing software, but format is incorrect

            1 pts

            1-Unacceptable – Assignment is handwritten; student has no knowledge of word-processing.

            0 pts

            ____x1

            5 pts

            This criterion is linked to a Learning OutcomeIntegrate research into written assignment and document properly.

            25 pts

            5- Advanced – esearch is thorough and incorporated well. All sources are cited accurately.

            20 pts

            4-Proficient – Research is incorporated well and sources are cited accurately with one or two minor errors

            15 pts

            3-Acceptable – Adequate research is included and sources are cited, but there are errors in formatting several of the citations.

            10 pts

            2-Needs Work – Research is inadequate, and there are errors in a majority of the citations.

            5 pts

            1-Unacceptable – Research is absent or material is used but not cited.

            0 pts

            _____x5

            25 pts

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            English Question

            Example of Body Paragraph I

            Title

            Thesis: Although some say that children will achieve academic success, extreme parenting is not effective because of work-life balance and psychological damage.

            Some say that extreme parenting produces academically successful children. This is the parenting done by what Chua calls “Chinese mothers” (270). Chinese mothers’ children are in what amounts to academic boot camp and they graduate early, sometimes, with honors, and attend an Ivy League school, or two, the way that Chua’s daughters did. However, students can achieve academically without being number one “in every subject except gym and drama,” as Chua required (270). Some 4.0 student have merely memorized the material. They want the right answer so that they can spit it back to the teacher, which does not show the critical thinking skills that the truly educated have. From Chua’s own admission, Elizabeth Kolbert discerns that “. . . Chua is not a probing person” (285). School has always been about the whole student, social and academic. The social part of education teaches students to function in groups, the way that we work on jobs, as David Brooks explains (275). To further illustrate that success is not just about academics, Partick Goldstein cites the number of very successful people who have made a huge impact on our lives (think Jobs, Zuckerburg, Gates), yet are college dropouts or shirkers (280-81).

            Notes:

            1. The first point comes directly from the thesis statement.

            2. Since it is the opposition’s point, you must let your readers know: Some say, The opposers say, etc.

            3. If a source addresses the opposition’s point, it is good to include him or her in your paragraph; the word however begins the refutation (your response to the opposition’s point).

            • The first body paragraph contains one main point from the opposition.
            • You must explain the point.
            • You must refute (answer) the point.
            • If a source can help you develop the point, use him/her.

            and this is a a follow up with the argument essay its an extra credit

            • EXTRA CREDIT OPPORTUNITY maximum 25 points, minimum two interviews): Interview your parent(s). If you do not have a parent, choose that person to whom you look to for parental advice such as a grandparent, aunt, uncle. Then choose any parent (neighbor, friend, acquaintance), and interview that parent on his or her parenting style. You might also interview a sibling to compare that sibling’s view of his or her parenting with your own as well as to see if that sibling has the same version as your childhood. Include the interview(s) as sources on the works cited page as, of course, you will use summary, paraphrase, and/or direct quote from interviews as intext citations in your discussion. You may find the views as for or against your views but evaluate the source. Your textbook Little, Brown Handbook, p.662, has an example of a work cited entry for an interview. The MLA style manual is available on the internet

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            English Question

            Research Paper and Works Cited Page Draft Instructions

            This writing assignment involves writing the first draft of your Research Paper and Works Cited Page. Once you draft your essay and revise, you may submit it for feedback. The feedback will help you write the final draft; your final draft will be graded.

            During Topics 10 and 11 of the course, you will need to revise and edit the final draft of your research paper. Your will learn more about the revision and editing process in Topic 10.

            Note: You will not submit the final draft of your research paper until Topic 12.

            Additional helpful resources:

            Research Paper Rubric | Research Paper Sample

            For this assignment, you will need to submit:

            • The first draft of your research paper, complete with properly-formatted parenthetical citations from at least four credible sources within the text.
            • The Works Cited page, which should be located at the end of your essay. The Works Cited page should be clearly labeled and follow MLA formatting requirements.

            You will need a good, comprehensive thesis statement that states your claim (what will you prove? Keep in mind that the purpose of this assignment is to support a claim, which means you must do more than merely inform the reader. You must take a stance on your topic and make/support claims that go beyond mere facts) and at least three supporting details (how will you prove your point?).

            You might use this as a guideline in crafting your thesis:
            (Reason 1), (reason 2), and (reason 3) prove that (add your claim).

            Example:
            (1. Children who play violent video games exert more aggression than their counterparts who are not exposed to these games) because (2. children often imitate their experiences as a natural learning process) and (3. the violence they see in video games desensitizes them to violence in the real world); however, (your claim: increasing the ages allowed to play certain violent games may prove to decrease childhood aggression).

            The guidelines and requirements for this assignment are as follows:

            Remember to apply the concepts you’re learning in the course, including elements of grammar, punctuation, thesis development, and other skills.

            Length: This assignment should be a minimum of 800 words. However, you should aim for a minimum of 1,250 words. All length guidelines are excluding the Works Cited page.

            Header: Include a header in the upper left-hand corner of your writing assignment with the following information:

            • Your first and last name
            • Course Title (Composition I)
            • Assignment name (Research Paper)
            • Current Date

            Format:

            • At least four credible sources used and documented in MLA style
            • Double-spacing throughout
            • Standard font (Arial, Times New Roman, Calibri)
            • Title, centered after heading
            • 1” margins on all sides
            • Save the file using one of the following extensions: .docx, .doc, .rtf, or .txt

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            English Question

            Assignment 1: Video Reflection on Essay 1

            1. After receiving feedback from your peers, record yourself sharing three things that you will do to improve your paper and how you will accomplish them. Please be thoughtful and specific. Please be patient as you wait for your peer to fill out your peer review.

            2. On the same video, please give a brief response to “Shitty First Drafts,’ explaining how it helped you understand the writing process.

            I will do the video. You have to write it in detail and I will read it in video

            Assignment 2: Completed Peer Review

            I have attached doc file for other student. YOu have to do peer review for that

            Assignment 3: Group Annotation: Student Samples of Rough Draft

            Mentor Texts

            One of the ways to improve your own writing and your success with this assignment is to look at the “moves” that other writers make. I have posted student essays for you to study and appreciate. Your assignment is to comment on one of the three essays in Perusall. I will be joining you, pointing to what the student scholars do well and highlighting what could be improved.

            Quality feedback does these things:

            Points out strong areas of writing and explains why they work

            Asks questions where you would like more clarification.

            Offers constructive feedback in the form of suggestions that can strengthen the work; if something is unclear or needs more explanation, say so!

            Acknowledges where the student met the assignment criteria

            Allows the person receiving the feedback to feel good about their progress, but also focus on necessary improvements to their writing; think of this as feedforward

            Peer Review Workshops

            Workshops provide you with your own writing community for most assigned essays. Just as in life, you will discover that some groups are more effective than others, but with each group, you will have the opportunity to:

            1. Discuss the assignment.

            2. Discover how your peers addressed the assignment.

            3. Evaluate your peers’ essays (build skills as a critic, and as a result, improve as a writer).

            4. Have your own writing evaluated.

            5. Build interpersonal skills.

            You will be graded on your active participation in these workshops as well as the quality of your peer evaluations. You will be required to share copies of your drafts for writing workshops. You will lose points for not participating in the peer review.

            Quality feedback does these things:

            Points out strong areas of writing and explains why they work

            Offers constructive feedback in the form of suggestions that can strengthen the work; if something is unclear or needs more explanation, say so!

            Allows the person receiving the feedback to feel good about their progress, but also focus on necessary improvements to their writing; think of this as feedforward

            Instructions for Peer Review

            1. In order to complete the peer review, PeerReviewSemioticsEssay1-2.docx.pdf Download PeerReviewSemioticsEssay1-2.docx.pdfplease download this sheet.

            2. Go back to where you submitted your rough draft. In the right-hand corner, you will see the name of a peer in this class. Click on their name and you will be able to read their rough draft. Using the peer review sheet, answer the questions as they pertain to the student’s draft.

            3. Maybe sure to attach the peer review in the comment box for the student to see as well as submit the peer review sheet to me in the “Completed Peer Review” in modules. You do not need to complete Part B as a written reflection. Instead, you will reflect on video. See the Padlet assignment.

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            English Question

            The purpose of this assignment is to practice with the rhetorical, academic moves you are learning in your textbook, the “They Say, I Say” format, in order to compose a short response to a text. In They Say, I Say, you are learning how to define what others are saying, as well as craft your own response in order to produce academic writing and response. For this essay, you will work on synthesizing your skills in comprehension, analysis, summary/paraphrase/quotation, and response.

            Furthermore, today’s employers place a lot of value on thinking critically, ethical judgment and integrity, intercultural skills, innovation, and a life-long desire to learn. One way to continue to learn outside of school, get exposure to new ideas, and hone your own position is by regularly reading, viewing, and listening to high quality material, as well as discussing it with others. This assignment will allow you to organize your use of the templates in They Say, I Say, as well as show the progress you are making in the acquisition of academic skills and desirable professional qualities.

            Academic Values: Critical Thinking, Critical Analysis, Discourse, Claims Based on Evidence, Close Reading

            Process

            For this assignment, you will choose and respond to one of the articles in Chapter 19 or Chapter 21 of They Say, I Say. After reading this assignment all the way through, you should choose a few articles to read that might interest you before finalizing your choice.

            In order to respond to the text, you must first read it and comprehend the author(s) viewpoint, position, or argument. The first part of your assignment will therefore be an explanation of the author’s position using summary, paraphrase, and perhaps some quotation. The second part of the assignment will be your response, using the concepts you learned in Chapter 4, “Yes/No/Okay, But.” The assigned Little Seagull Handbook readings will also help you as your develop this essay.

            Your essay will start to bring together and synthesize your growing understanding of the templates in They Say, I Say, and the practice with them we have been doing in class. Therefore, on this assignment you will be assessed on comprehension, summary, analysis, understanding of the rhetorical situation, and the logic of your own response. You will also begin to use MLA format in order to design your document and cite your source(s). You may use the “Short Template” linked in Canvas as the basis for this assignment.

            Remember, you are not expected to know everything there is to know about academic reading, writing, and rhetoric, but to show that you are building the skills necessary for success in academic and professional contexts. The more practice you have, the better you will become!

            Assignment Criteria

            An essay that “Achieves Excellence” will be distinguished in the following criteria:

            • The writer explains the author’s ideas, position, and/or point of view using the concepts and methods addressed in Chapters 1-3 of They Say, I Say.
            • The writer identifies the reasons and/or evidence upon which the author is basing his or her position.
            • The writer identifies the conclusions drawn by the author(s)/speaker(s)/producer(s).
            • The writer uses summary, paraphrase, and/or some quotation appropriately in his or her explanation of the text.
            • The writer responds to the text with his or her position using the concepts and methods addressed in Chapter 4 of They Say, I Say (“Yes/No/Okay, But”).
            • The writer defends and supports his or her position with sound evidence and reasoning.
            • The writer draws well-supported conclusions about the position taken by the author in the text.
            • The writer demonstrates reading comprehension, analysis, and critical thinking.
            • The writer meets the standards for effective communication (clarity, logic, precision, accuracy, significance, and fairness).
            • The writer adheres to MLA guidelines for formatting, in-text citations, and the Works Cited page.
            • The essay is 500-750 words.

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            English Question

            SHALL WE COMMIT?

            An Argumentative Essay About Involuntary Commitment

            This assignment asks you to weigh in on the debate about involuntary commitment (or institutionalization) of those who are deemed to be afflicted with psychiatric or psychological disorders and who may be a danger to themselves or others. Rachel Aviv’s article, titled “God Knows Where I Am,” profiles the story of one family’s journey to secure treatment for their loved one with bipolar and schizoaffective disorder. Additional texts in the unit offer arguments on all sides of the topic, and provide important pieces of evidence and key concepts for your consideration.

            PURPOSE

            The cornerstone assignment of a transfer-level composition class is the argumentative essay. The skills you learn in the lessons for this assignment, like the 3D Thesis Statement and the SEAS Body Paragraph format, can apply to nearly any academic essay, in any subject, at any institution. They’re good tools! Additionally, this assignment facilitates skills like offering contextual information, developing logical argument, connecting ideas, synthesizing texts, etc. Those are necessary skills in most workplaces, and in life! Finally, the topic of involuntary commitment intersects both themes of the course: agency (our ability to control the circumstances of our lives) and rights! So I hope it’s an interesting, engaging, useful assignment for you.

            PROMPT

            Is the practice of involuntary commitment necessary, beneficial and/or ethical? Why or why not?

            UNIT TEXTS

            Rachel Aviv, “God Knows Where I Am” (published in The New Yorker, 2018)

            Dinah Miller, M.D. and Annette Hanson, M.D. “Introduction” (excerpted Committed: The Battle Over Involuntary Psychiatric Care, 2016)

            Thea Amidov, “Involuntary Commitment is Unnecessary and Discriminatory” (published in Mental Illness, 2016)

            John Casada, “Involuntary Commitment is Sometimes Necessary” (published in Mental Illness, 2016)

            REQUIREMENTS

            Students are required to cite and engage closely with at least THREE texts from our unit:

            Students must reference Aviv’s text, and students must additionally incorporate two texts from our unit readings.

            Outside research is only acceptable with prior approval and guidance.

            The final argumentative essay must follow the formats offered from the lessons accompanying this unit, including:

            An introduction that offers context about the topic and includes a 3D Thesis.

            Multiple body paragraphs in the SEAS Body Paragraph format, which include subclaims, introduction to evidence (from our unit texts), incorporation of evidence in the form of a direct quote or paraphrased material, proper citation, analysis, and discussion of significance.

            A conclusion that reiterates the main argument(s) and addresses the relevance of the topic today. Students may incorporate personal experience in the conclusion (optional).

            There is no counterargument required for this essay.

            Final argumentative essay draft must be 4-6 pages long (or 1500-2000 words), double spaced, 1” margins, 12 point Times New Roman or 11 point Arial. Essays that do not meet minimum length requirements will not receive a passing grade.

            Use properly formatted in-text citations; no works cited page is required.

            HELPFUL TIPS

            Be sure you know the definition of involuntary commitment before proceeding:

            People who are involuntarily committed are referred by law enforcement, family members, or health professionals, and are deemed by a judge to be an immediate danger to themselves or others.

            In our texts, involuntary commitment is also called “civil commitment” and “involuntary hospitalization.” For our purposes, you may use these terms interchangeably.

            The typical initial hold for commitment is 72 hours for observation. That hold may be extended by a judge, based on the safety of the individual being detained.

            Typically, during an involuntary commitment hold, patients have the right to refuse medication and treatment, unless additionally ordered by a judge.

            People who are subject to involuntary commitment are not (necessarily) criminals–don’t confuse the practice with prison incarceration.

            People who enroll themselves in residential treatment programs are not involuntarily committed–their participation is voluntary.

            Rather than arguing flatly for or against the practice, enrich your subclaims by identifying complexities, constraints and important considerations related to the use of involuntary commitment.

            Remember that the practice is already legal in all states in the U.S., so the true debate is about whether to ban or modify it. Conversely, why keep it in place, given the problems it presents for individual rights, self-determination, discrimination, etc.?

            DUE DATES

            See Course Schedule for due dates related to this assignment, including an outline and/or drafts.

            Grading criteria/rubric

            Introduction

            Student defines relevant key concepts and offers relevant context for the main argument. Introduction is clear, focused, and well-developed.

            10.0 pts

            This criterion is linked to a Learning Outcome

            3D Thesis and Subclaims

            Students includes a clear 3D thesis, in response to the prompt, in the introductory paragraph. Student begins body paragraphs with subclaims that connect to the thesis.

            30.0 pts

            This criterion is linked to a Learning Outcome

            Evidence and Analysis

            Student introduces articles clearly and comprehensively, including brief summaries or paraphrased material, as needed. Student uses direct quotes with proper introduction and formatting. Students follows direct quote with close analysis of content in quote and explanation of how quote supports the student’s thesis and/or subclaim. Analysis is author-focused and specific.

            30.0 pts

            This criterion is linked to a Learning Outcome

            Conclusion

            Student includes a conclusion that restates the main argument and/or subclaims, and discusses the significance of the issue for readers today.

            10.0 pts

            This criterion is linked to a Learning Outcome

            Grammar, Mechanics, Organization

            Essay has few-to-no grammatical errors. Sentences use proper mechanics and are clear. Student uses transitions and develops ideas logically, from sentence to sentence, and from paragraph to paragraph.

            20.0 pts

            Total Points: 100.0

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            English Question

            An exploratory essay that is informative and persuasive

            Response 2 asks you to describe your thoughts about language, thought, and culture. As we continue our discussion, you may discover other ideas to consider in addition to what you have written so far. Please use that as a starting point to write an exploratory essay related to language/thought/culture. What is an exploratory essay? What does it look like? I think of it as an introspective essay to discover and describe your thinking. You can start by describing your personal experience or observation and explaining how you feel about it. Then, you can go deeper into the topic by further exploring your thinking. You should examine your thinking, question it. Where does it come from? What might have influenced you to have this belief? Ask questions and try to answer them. We can say that the answers might be slightly less important at this stage. Thinking through the questions and exploring possible answers could be more important. Please go beyond the personal to connect to your readers, to include them. Use source information as you go deeper into your inquiry. Name the sources in your essay and explain how they inform your thinking. Aim for between four and six pages, typed, double spaced. Your draft is due September 22, and your finished essay is due October 4.

            Organizing an Exploratory Essay

            Exploratory essays are very different from argumentative essays. In fact, an exploratory essay is likely different from any other essay you’ve written. Instead of writing to convince an audience of the validity of a thesis, you will be writing to find out about a problem and perhaps to form some preliminary conclusions about how it might be solved.

            But there is another aspect the exploratory genre that is equally important. An exploratory essay is, in essence, a retrospective of your writing and thinking process as you work through a problem. It describes when, how, and why you completed certain types of research. This kind of writing is about how you work through problems that require writing and research. You will have to be introspective and think about your thinking process in order for your essay to turn out well.

            Very roughly, then, your exploratory essay may follow this sort of structure:

            INTRODUCTION

            The introduction should outline the problem you explored and why it’s important. In addition, you should briefly discuss 1) some of the problem’s possible causes; 2) the institutions and people involved with the problem; 3) some of the possible solutions to the problem. A brief overview of the types of sources you researched during your inquiry.

            BODY PARAGRAPHS

            Body paragraphs should discuss the inquiry process you followed to research your problem. These paragraphs should include the following:

            1. Introduction of source (title, author, type of media, publisher, publication date, etc.) and why you chose to use it in your exploration
            2. Important information you found in the source regarding your problem
            3. Why the information is important and dependable in relation to the problem
            4. Some personal introspection on how the source helped you, allowed you to think differently about the problem, or even fell short of your expectations and led you in a new direction in your research, which forms a transition into your next source.

            CONCLUSION

            The conclusion should restate the problem you explored, outline some of its possible causes, review the institutions and people involved, and highlight some possible solutions. If you still have any questions about the problem (and it’s ok to have some), you will discuss them here. Talk about why you think you still have questions regarding the problem you explored, where you might look to answer these questions, and what other forms of research you would have to do.

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            English Question

            Choose an essay prompt

            Decoding Controversial Media: Apply Hall’s encoding/decoding model to a media text widely argued to be controversial. What is the media producers’ preferred meaning? What is one popular negotiated or oppositional reading? Use mainstream reviews and criticism, news pieces, fan pages, and/or other sources to illustrate the decoding position. Ultimately, what does your research reveal about the balance of power between producers and audiences in determining meaning?

            Genre Mutation: Choose a medium-specific genre or subgenre and trace how it has changed. Start off by defining your genre and its traditional codes and conventions before describing how these have mutated over time. What specific changes have influenced these transformations? Focus on two particular case studies from the same genre. How do they represent your argument? Ultimately, what do your examples illustrate about how genre must be understood?

            The Adaptation: Analyze a text adapted from one medium to another. What were the economic motivations behind its adaptation, and what challenges did producers face? How specifically did the mediamakers “squeeze” or “stretch” the adaptation, and why? How did fans of the adapted text respond to the adaptation, especially regarding its squeezing or stretching? Ultimately, what does your case study show about the benefits and challenges behind adaptations?

            Requirement: Write a five page essay (12-point font, double-spaced, 1-inch margins) responding to one of the prompts below. It will be evaluated on the basis of your argumentation, use of supporting materials, and clarity and organization. Write as if for a general audience. You will be expected to perform research by consulting appropriate sources (trade, popular, academic publications, and/or other applicable material). In addition to these, you should also draw upon readings and lecture. Rely on lecture, however, only for ideas not discussed in the readings. Wikipedia and other general reference sources may be useful as you initially look into the background of your topic, but they are not sufficient resources from which to cite and build your argument.

            Think of the essay—complete with an introduction, thesis, and conclusion—as a research project. Include in-text citations and an alphabetized bibliography of all sources you cite (including those from class). Use MLA format.

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            English Question

            Argumentative Essay Discussion Board

            This discussion board was created to give you an opportunity to share your argumentative rough drafts and get some feedback from the class. I will also provide you feedback on this as quickly as possible in my private comments.

            Drafts that are too short, overly broad/vague, off topic or showing no effort to incorporate the readings and worksheets will not receive full credit.

            Discussion Prompt

            Once you have finished your rough draft of the argumentative paper, you should upload it here. Ideally, it should already include your Works Cited page. I would recommend cutting and pasting the text directly in to the text box (as I think you will make things slightly easier for your classmates), but if that (for instance) causes too many formatting issues, feel free to attach it to your comment instead.

            If you do not post a rough draft, you will not be able to earn a grade higher than 70% on the final draft, regardless of how good it is.

            After people have uploaded their drafts, you are to pick two classmates and comment on their posts–at least one paragraph each giving them feedback about their drafts.

            Rules & Guidelines:

            1. Be nice. Start with something they do well. Talk about a particular part in the paper where they make a good point, are convincing, interesting or informative (or something else they do well).

            2. Give them helpful feedback: specific, linked to specific passages in the paper, relating to one of the important parts of the paper discussed in the worksheets you used while writing the paper. Try to pick something they are struggling with and that you really felt you understood well while working on your own paper. Be nice about this, as well, but also be honest. DO NOT neurotically tell them each and every thing they’ve gotten wrong. This, generally, isn’t helpful to people, even if it feels helpful.

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            English Question

            • Synthesize the ideas you have considered in answering the question, “What is literature?”
            • Craft a thesis that clearly states your interpretation of the meaning (significance) of the story.
            • Support your thesis with evidence from the story and base it on the literary elements you have examined. 

            For this paper, you will develop an argument that you began exploring in the Week 2 discussion, which asked, “What is literature?” Your paper will answer that question using the following format:

            “This story is an excellent example of literature because it provides meaning about X.”

            Examples of how you might fill in “X” include “children and parenting,” “the Black experience,” “gendered double standards,” or another aspect of the human condition that you can relate to and that has a significant presence in the story.

            The answer statement above is only half of your thesis. Week 3 teaches you that the thesis governs your paper’s analysis and development. The thesis is constructed with two main parts:  a claim and warrants. For this paper, your thesis will have three warrants.

            Example:

            Flannery O’Connor’s short story “A Good Man Is Hard to Find” is an excellent example of a literary work because it provides insight into the hypocrisy of religious morality through character, setting, and theme.

            Week 3 shows you how the outline is a straightforward way to list and organize your ideas to support your claim with three warrants. Your task in drafting this paper is to expand the levels of your outline in more detail. Next, you will convert the bulleted items from your outline into well-crafted sentences, and then combine the sentences into well-organized, logical paragraphs.

            Your three warrants will use the literary elements you explored and applied in Week 2. You may choose any literary elements, and you do not have to use three different ones. However, the body of your paper needs to have three paragraphs. For instance, if you choose to only discuss the plot, then you must have enough information to develop three paragraphs about how the plot elucidates your thesis claim.

            In Week 4, you’ll learn more about the development of body paragraphs. In the example above, each of the warrants exemplifying the hypocrisy of religious morality—through the story’s character(s), setting, and theme—will have its own paragraph.

            Hints: Remember that your reader has read the story and is familiar with it; an extensive summary is not useful. Rather, explain and analyze how meaning is derived from the story by the author’s implementation of literary elements. Note that the focus should be on the story, not the author, so repeated references to the author are unnecessary.

            Summary vs. analysis: Be aware that a paper analyzing a piece of literature is not a plot summary. The summary should be brief, with only the details necessary to identify the parts of the story required to develop your paper.

            Length and Format:

            • 750-1,000 words (approximately three pages, double-spaced)
            • MLA style for document format. See this MLA Style Demo video for how to set up your document.
            • See the Sample Paper for format and organization. Attached is a sample paper and also an outline already done.

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            English Question

            This is the feedback I have received from the teach thus far, so they can be addressed in the revisions:

            Research Proposal Feedback:

            The details in the Proposal look pretty good so far- the topic is explained a bit, but could use some clarity: avoid the repetiton with “this development” (the pronoun usage also makes it a bit vague in terms of reference) and make a firm stance apparent for the overall thesis idea. With the controversy, be sure to detail why AI can be “harmful” – that is, why that causes controversy; this is a bit better in the Con paragraph. The theis sounds pretty good as well; if anything, be even more specific (e.g., “human values,” “societal outcomes”) – but I imagine they will be detailed more in the next phase.

            Literature Review Feedback:

            The content ideas for the Lit Review looks mostly clear and specific to the overall argument purpose, so that is good. Each section looks good and has the clarity needed to explain the information and also present the focus on the AI problem in a way that sheds light on the issue while also making a particular case. The stance is clear through the Review and also highlights the particular perspectives for the pro/con side in a good manner. The main issues now are with the grammar and the references. Read through the paper carefully and out loud- you can hear what you sound like when you write and catch the issues (syntax, verb tense shifts, and punctuation). Otherwise, looks good; also utilize the UNIT resources for assistance and reminders.

            ___________________________________________________

            Two New portions of the assignment:

            Unit V Assignment

            Instructions

            Revision of Literature Review and Introduction

            Follow the directions below for the completion of the introduction and literature review revision assignment for Unit V. If you have questions, please email your professor for assistance.

            Purpose: The purpose of this assignment is to revise the introduction and literature review of your academic argumentative research paper, which you created a draft of in Unit IV.

            Description: In this assignment, you will revise the introduction and literature review that you wrote for the Unit IV assignment. Revisions must be substantive and should be made in accordance with the professor’s instructions. The following parts of the assignment must be revised:

            • Introduction (9-12 well-developed sentences/approximately 350 words): For more details about what is expected for each of the following sentences, please see “Lesson 4: The Introduction.” You may also want to review the “Example Introduction and Literature Review (with comments).” The following components must be included in the introduction (in the following order).
              • Sentence 1: Introduce the general topic
              • Sentence 2: Pro side (general)
              • Sentence 3: Con side (general)
              • Sentence 4: Narrow the scope (1)
              • Sentence 5: Examples of the narrowed topic
              • Sentence 6: Narrow the scope (2)
              • Sentence 7: Specific controversy
              • Sentence 8: Pro side (specific)
              • Sentence 9: Con side (specific)
              • Sentence 10: The thesis
            • Literature Review (800-900 words): For details about the structure of the literature review, you will want to review “Lesson 3: The Literature Review: The Process.” You may also want to review the “Example Introduction and Literature Review (with comments).” The link is below.
              • Literature review preface: This paragraph acts as a guide to what the reader can expect in the literature review.
              • Literature review body: This section includes three to four body paragraphs that discuss the history, terminology, and both sides of the controversy (pro and con).
              • Literature review conclusion: The conclusion signals that the literature review is ending, but it also acts as a kind of preface for the body of the paper by restating the thesis statement and establishing your argument once again.
            • Demonstrate the avoidance of plagiarism through proper use of APA citations and references for all paraphrased and quoted material.
            • Implement techniques of editing and revising.

            Introduction and Literature Review example

            Note: The conclusion is not presented in this example; however, the literature review conclusion is a requirement of the assignment.

            __________________________________________________

            Unit VI Assignment

            Instructions

            Body of Research Paper

            Follow the directions below for the completion of the body paragraphs draft assignment for Unit VI. If you have questions, please email your professor for assistance.

            Purpose: The purpose of this assignment is to continue drafting your academic argumentative research paper.

            Description: In this assignment, you will write three to four body paragraphs according to the form that is explained in “Lesson 3: The Body Paragraphs.” The following requirements must be included in the assignment:

            • Body Paragraphs: You will construct three to four paragraphs comprised of five to seven sentences each. Each paragraph should be between 150-200 words. At a minimum, this portion of the paper should be around 450-600 words (for three to four paragraphs); a body section of this length will meet the minimum requirements of the assignment. The following components must be included in each body paragraph (in the following order).
              • Sentence 1: Point/reason sentence: This topic sentence will contain one of your reasons.
              • Sentence 2: Explanation: In this sentence, you provide information that further develops or explains Sentence 1.
              • Sentence 3: Illustration: This sentence introduces evidence that supports the reason that is presented in Sentence 1.
              • Sentence 4: Explanation of the illustration: Because the evidence does not necessarily stand on its own, you need to provide explanation so that the reader will understand how you interpreted the evidence to come to your reason.
              • Sentences 5-6: Second illustration and explanation (optional): You may choose to include a second piece of evidence that is then followed by an explanation.
              • Last Sentence: Transition: In this sentence, you will signal to the reader that you will be moving on to another point in the next paragraph. You do this to ease the movement from one point to another.
            • Be sure to include the introduction and literature review you have already created and revised.
            • Use APA conventions to cite and reference all sources used to support your argument.

            Example paper with body paragraphs

            This is a real student example. It is not a perfect example for all grammar, syntax, or APA, though it is in very good shape. The goal of viewing this example should be to see the overall structure and content.

            _________________________________________________________________________

            Journal

            Unit V Journal

            Instructions

            In this unit, we have focused on revising and editing; understanding expectations; gaining perspective on your writing; ways to outline your paper; the importance of keeping the reader in mind; and how you can best read, process, and respond to feedback. Part of the revision process is sharing with others about what you have experienced. You never know what might help others in their process. Further, sometimes it can help you to better understand and reflect upon your process when you have the opportunity to write it down.

            For this unit’s reflection, consider the process you have gone through as you revised your paper so far—the introduction and literature review. What have you found to be most helpful for you? What would you share with others about your process? What techniques, tips, and methods have you used to help the process go more smoothly for you? You can also describe methods that were not as helpful to you and what you would like to do in the future that you think might be better.

            Keep in mind that the spirit of this writing is to think about ways that you and others might improve your writing process.

            Your journal entry must be at least 200 words. No references or citations are necessary.

            ___________________________________________________________

            Unit VI Journal

            Instructions

            In this unit, we discussed the creation of body paragraphs for your research paper. You should have a good idea of what your revised thesis statement will look like, the points that you want to include, and the evidence you will use to support those points.

            Let’s take just a moment and think about the process so far. Feel free to use this writing as a reflection upon what you have experienced so far in the course. You might want to consider some of the questions below, but you are not required to answer them. Remember, as always, that this writing should be a positive and constructive experience for you. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience.

            What do you think is your strongest point? What do you think is your weakest? Do you think the scope of your project is narrowed down efficiently? How are you feeling about the process? What do you think about the structure of the body paragraphs? Does the structure seem too restrictive or helpful and guiding? Looking back on some of the materials that you have read, can you see the structures that we have discussed in the course so far? Do you see differences between academic and public sources in terms of how the paragraphs are constructed?

            Your journal entry must be at least 200 words. No references or citations are necessary.

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            English Question

            Write a DEEP, MEANINGFUL and THOUGHTFUL five-page essay. The book focuses on the dream practices of a different culture or perspective

            The book:

            St. Pierre, M. & Long Soldier, Tilda (1995). Walking in a sacred manner: Healers, dreamers, and pipe carriers – medicine women of the Plains Indians by Mark St. NY: Touchstone Books.
            [*I will provide a link to the eBook]

            HOW CAN YOU RELATE THE IDEAS IN THE BOOK TO THE BOOK WE COVER IN CLASS THIS SEMSTER:

            Taylor, J. (2009). The wisdom of your dreams: Using dreams to tap into your unconscious and transform your life. NY: Penguin/Tarcher Publishing. ISBN 1-101-147898-9

            http://library.lol/main/AD1DF36D4D2FC538F018C35BE9F2C33F

            In this essay you will do the following:

            • Describe the book as though you were writing a short synopsis for a book jacket.
            • Describe your key learning from this book and what inspired you as you read it.
            • Describe how this book has added dimensions to your understanding of dreams and dreaming.
            • Describe how it expanded your personal dreaming process.
            • Include anything else that seems relevant to this paper.

            This paper must be well written, free of writing errors, and reflect an integration of class material.
            Refer to Anderson’s “General Guidelines for Reflection Papers, Personal Reaction Papers, Experiential Self-Reports, and Journal Summaries” in Writing & Styles Handbook for writing guidelines. When citing, use QUOTES AND CITATION 7th APA style.

            -Reflect upon the meaning of whole-person development, including growth in mind, body, spirit, creativity, and community, and apply that understanding to their own personal and professional lives.
            -Blend theories and practices of transpersonal psychology with those in a professional concentration area(s).
            -Employ multiple ways of accessing information, expressing self, and working with others in a professional concentration area.
            -Articulate shifts and developments in their own thought processes, including the assumptions they bring to situations, as these relate to their program of study. *
            -Use reflective scholarship and transpersonal theories and practices to create an action plan that addresses the needs of a community, organization or professional area.

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            English Question

            Objectives:

            1. To encourage you to consider the power of writing as a tool for change
            2. To force you to think deeply and carefully about how you believe our country/society could be improved
            3. To study carefully what ideas like “freedom” and “justice” and “equality” mean or could mean or should mean
            4. To use a variety of concrete evidence (personal experience, surveys, statistics, quotations, interviews, etc.) to clearly support an argument about values and ideas.

            Due Dates:

            • Final Draft: Due Thursday of Week 6
            • Rough Draft for Peer Review: Due Tuesday of Week 6

            Background:

            According to Merriam Webster’s Ninth New Collegiate Dictionary, a “manifesto” is “A public declaration of intentions, motives, or views.” Manifestos are deeply felt, carefully thought-out assertions about changes which the authors feel are necessary to save or to better a society. They are written by people who see something that is “just not right” and who feel a need to express their views clearly for the world to see. Your job is to write a manifesto.

            Prompt:

            First, you need to think of something that you feel strongly about. The power of manifestos derives from the passion behind them, the sense of “moral outrage,” if you will. Think of current social issues, something that you care about, or something you want to change in our society/culture. However, please avoid the ones that are overwritten (abortion, gay rights, gun laws, pot legalization).

            Passion must be your starting point. However, passion alone is not enough. That passion must be expressed through, and tamed by, solid reasoning and sufficient evidence. In your thesis, you will argue that something needs to change in our society and in the rest of the essay you will do the following:

            • Appeal to audience. Who is your audience? Who are you talking to? Address the opening of the essay to those people. (Most likely, you are talking to your fellow Americans) Be sure the essay speaks to that audience, whoever they are. What common ground can you emphasize with your audience?
            • Identify the problem. What is the problem?
            • Define justice/appropriateness and injustice/inappropriateness with regard to your chosen topic or situation. How do you determine if a law, rule, or action is “just”? “Unjust?” Why is this thing you are talking about unjust? (Provide solid reasoning)
            • Prove a danger exists. What is the problem? How or why is this situation you have selected dangerous? To whom? (Note, you are more convincing if you can somehow ultimately show that the issue you identify is dangerous to the entire society or to every individual) Provide proof.
            • Plan of Action. What needs to be done?
              1. Identify the role of government/society. What do you see as the proper role and responsibilities of government or authority in this issue?
              2. Identify role of the individual. What are the proper role and responsibilities of the individual in this issue?
            • Use of “authority.” What authority do you turn to or depend on to support your assessment of the wrongness of this situation and/or to justify your plan of action? Authority is your research. Find at least 5 credible sources to back you up!

            Note: You have a lot of freedom with this essay. Not only can you choose your topic freely, but you can decide how many paragraphs to include and how to structure your argument. Take what you have learned in this course, and all the previous English courses you have take. Most successful essays do tend to be at a minimum of 6-8 pages (as to fully cover what would be a complex topic).

            Length:

            Your essay should be 6-8 pages long, no counting the Works cited.

            *note from my professor*, you don’t need to talk about ethos, pathos, or logos, but you do want to use quotes from the article that give ideas about the problem of violence against women and how to solve the problem. and please when you pick the quote put the quotations mark and the last name from the author and the page number. And don’t forget the work Cite, please.

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            English Question

            You will have 15 minutes for Part 1 – Vocabulary

            You will have 40 minutes for Part 2 – Reading

            You will have 80 minutes for Part 3 – Literary Devices and Article Discussion Question

            I recommend studying for the test by memorizing the vocabulary and definitions and practicing writing sentences with the words.

            Also, I HIGHLY recommend going through the two article discussion boards to review each other’s answers to the questions I posted. You will definitely two of those questions on the midterm.

            Also, I recommend going through the Circle PowerPoint presentations. Review the summaries and literary devices. You will definitely see five or more of those literary devices on the midterm.

            Here’s what you need to study for the midterm on Monday, July 19th:

            Section I:
            Vocabulary and Literary Devices

            Vocabulary: fill in the blank (just like your Circle quizzes)

            Article (2 Articles) Vocabulary to Study: (no Circle vocabulary)

            “6 Ways Social Media Affects our Mental Health”

            1. Intuitively
            2. Plausible
            3. Anecdotal
            4. Vicious
            5. Invidious

            “Perk Place: The Benefits Offered by Google and Others May Be Grand but…”

            1. Largesse
            2. Impingement
            3. Eminent
            4. Prospectus
            5. Precipitously

            Part A:

            Questions about The Circle or the other articles, such as conflict, analogy, foreshadowing, symbolism, and irony (literary devices and how it is related to The Circle).

            For the two articles, I will select one of the article discussion question on the discussion forum that you did.

            Remember to read one of them again since you will have to use evidence from the article to answer the question.

            Section II

            Part B:

            Read a two page article/reading

            5 true and false sentences about the article.

            Write a topic sentence for the article (the opening sentence you write for your Journal #1 with the title, the author’s name, the author background, a reporting verb and the main idea).

            You will have 15 minutes for Part 1 – Vocabulary

            You will have 40 minutes for Part 2 – Reading

            You will have 80 minutes for Part 3 – Literary Devices and Article Discussion Question

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