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Engagement/ Participation: Respond to tw o of your classmates’ Distinguished - Contributes to classroom conversations with at least the minimum number of replies, all of which were thoughtful, relevant, and contributed meaningfully to the conversation. Fully engages in the conversation with appropriate topic-based responses. Proficient - Contributes to classroom conversations with the minimum number of replies that are somewhat thoughtful, relevant, and contributed meaningfully to the conversation. Attempts to fully engage in the conversation with appropriate topic-based responses. Peer Responses must be written as though you are speaking with the classmate, having a conversation that goes back and forth and expresses whether or not you agree or disagree with their point-of-view on the topic .

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Consider your participation so far in class. Participation includes offering comments and questions during class discussions, actively participating in small group activities, listening attentively, being fully “present” and engaged during the full class period, completing written assignments in class, taking notes, and reading and doing any prep work outside of class. Don’t think of this as a “checklist” but rather as a holistic scale. In other words, based on these general guidelines, give yourself an overall grade (out of 100 points, standard scale) for your participation as of now. Then, in about a paragraph, briefly explain why you’ve earned the grade you have (be sure to include the point value out of 100), and set two goals for yourself participation-wise. A – Excellent · Consistently offers insightful comments/questions to discussion (usually more than once per class) · Never offers comments that interfere with the discussion or purposefully distract · Listens actively when others are talking – is never distracted on phone, etc. and responds to what others are saying · Takes a very active role in small group discussions and activities – keeping the group on track, making sure everyone contributes, taking notes on the discussion, etc. · Takes thorough notes on what instructor/others are saying & thoroughly completes in-class writings · Completes all readings, going above and beyond to extensively annotate /take notes and come prepared for discussion B –Good · Offers solid comments/questions to discussion (about once per class) · Never offers comments that interfere with the discussion or purposefully distract · For the most part, listens attentively when others are talking – is rarely distracted · Participates in small group discussions and activities – offers comments, takes notes on discussion, etc. · Takes some notes on what instructor/others are saying & completes all in-class writings · Completes all readings and annotates or takes some notes to prepare for discussion C – Average/Sufficient · Offers comments/questions to discussion (about once or so a week) · Rarely offers comments that interfere with the discussion or purposefully distract · Listens when others are talking, but may at times be distracted · Somewhat participates in small group discussions and activities – may take notes or agree with other group members, but is a more passive group member overall · Sometimes takes notes on what instructor/others are saying & usually completes in-class writings · Completes all readings to prepare for class, but may not annotate or take notes D – Needs improvement · Occasionally offers comments/questions to discussion (once every few weeks) · May offer comments that interfere with the discussion or purposefully distract · Sometimes appears to be listening when others are talking, but is often distracted · Minimal participation in small group discussions and activities – only sometimes contributes positively to small group dyna.

Consider your participation so far in class. Participation include.docx

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Joining the Conversation In college writing, it is important that you can express yourself clearly and concisely. However, it is often not enough to simply explain what you're thinking. It is often necessary to explain how your ideas and arguments relate to the ideas and arguments offered by other writers. In other words, writing is a type of conversation, and in this lesson, you will begin learning how to join that conversation. Student Learning Outcomes addressed in this unit: Write in a style appropriate to audience and purpose Demonstrate knowledge of indivdual and collaborative writing processes Develop ideas with appropriate support and attribution Use Edited American English in academic essays Read, reflect and respond critically to a variety of texts Vocabulary for Unit 3 These are the vocabulary words for this unit. Remember to incorporate them into your Discussion Board in this unit. Conviction Impression Misconception Perspective Profound Inherent Inveterate Amenable Impinge Subversion Aesthetic Lesson: Active Reading When you participate in a conversation with a group of people, you must first listen to what the group is saying and understand their ideas and opinions before you can put in your own two cents. A written conversation works much the same way. Before writing about or responding to any text, you must begin by reading carefully and actively. This lesson introduces you to those skills. Quoting, Paraphrasing, and Summarizing For many writing assignments, you will be required to use source material in your essays. Using source material can strengthen your writing because it shows that you have found evidence to support your main points from other writers. There are several different ways to incorporate source material into your writing: quoting, paraphrasing, summarizing, and a combination of any or all of the above. When Should You Quote, Paraphrase, or Summarize? Whether you decide to use quotations, paraphrases, or summaries depends on a number of different factors. Here are some suggestions for how to decide which to use: You should include quotations when The author’s credentials will give your paper credibility It is worded in a powerful, poignant way The wording is very technical and difficult to translate You should include paraphrases when The source material is important but the wording is not (like facts and statistics) The writer is not an expert in the field that would give your paper more credibility You should include summaries when The overall argument or main ideas are important but the details are not The source materials needs to be shorter than the original How do I quote, paraphrase, and summarize? Steps for Quoting Make a Quotation Sandwich Start with an introduction to the quote saying who says it and giving the author’s credentials. Give the quote. Don’t ...

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Nonverbal Communication COLLAPSE Describe a scenario in which a person's nonverbal language says something quite different from the same person's verbal language. In doing so, be sure to address how non-verbal communication differs from verbal communication. Describe how the speaker's message differs depending on the following elements of delivery: voice, volume, pitch, rate, pauses, variety, pronunciation, articulation, and dialect. When replying to peers in this forum, comment on their ideas, and offer additional suggestions for consideration using your assigned readings. NOTE: You may conduct research to complete any of these discussions (if you are still waiting on the book), using the Internet or other resources. Be certain to properly cite your sources and provide a bibliography in appropriate format. This information is also addressed in this week's audio lessons. Remember that your discussion response must include the following: A reflection on the concept we are discussing. Give us a summary of things you learned about this concept from your assigned chapter readings. A thorough example/discussion to support your reflection. A final statement that tells us what you take away from this week's lesson. Properly formatted in-text citations and references. Strong grammar, spelling, and mechanics. In total your discussion should be at least 250 words. .

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DNP Discussion Guidelines Purpose The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. Due Date The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions. Discussion Criteria Review the discussion criteria:Application of Course Knowledge · The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.Engagement in Meaningful Dialogue · The student responds to a student peer and course faculty to further dialogue. · Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion. · A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. · The peer response must occur on a separate day from the initial posting. · The peer response must occur before Sunday, 11:59 p.m. MT. · The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply. · Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class. · A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. · The faculty response must occur on a separate day from the initial posting. · Responses to the faculty member must occur by Sunday, 11:59 p.m. MT. · This response does not require a scholarly citation and reference unless the information is summarized and/or di ...

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Consider your participation so far in class. Participation includes offering comments and questions during class discussions, actively participating in small group activities, listening attentively, being fully “present” and engaged during the full class period, completing written assignments in class, taking notes, and reading and doing any prep work outside of class. Don’t think of this as a “checklist” but rather as a holistic scale. In other words, based on these general guidelines, give yourself an overall grade (out of 100 points, standard scale) for your participation as of now . Then, in about a paragraph, briefly explain why you’ve earned the grade you have (be sure to include the point value out of 100), and set two goals for yourself participation-wise. A – Excellent · Consistently offers insightful comments/questions to discussion (usually more than once per class) · Never offers comments that interfere with the discussion or purposefully distract · Listens actively when others are talking – is never distracted on phone, etc. and responds to what others are saying · Takes a very active role in small group discussions and activities – keeping the group on track, making sure everyone contributes, taking notes on the discussion, etc. · Takes thorough notes on what instructor/others are saying & thoroughly completes in-class writings · Completes all readings, going above and beyond to extensively annotate /take notes and come prepared for discussion B –Good · Offers solid comments/questions to discussion (about once per class) · Never offers comments that interfere with the discussion or purposefully distract · For the most part, listens attentively when others are talking – is rarely distracted · Participates in small group discussions and activities – offers comments, takes notes on discussion, etc. · Takes some notes on what instructor/others are saying & completes all in-class writings · Completes all readings and annotates or takes some notes to prepare for discussion C – Average/Sufficient · Offers comments/questions to discussion (about once or so a week) · Rarely offers comments that interfere with the discussion or purposefully distract · Listens when others are talking, but may at times be distracted · Somewhat participates in small group discussions and activities – may take notes or agree with other group members, but is a more passive group member overall · Sometimes takes notes on what instructor/others are saying & usually completes in-class writings · Completes all readings to prepare for class, but may not annotate or take notes D – Needs improvement · Occasionally offers comments/questions to discussion (once every few weeks) · May offer comments that interfere with the discussion or purposefully distract · Sometimes appears to be listening when others are talking, but is often distracted · Minimal participation in small group discussions and activities – only sometimes contributes positi.

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English 1C Critical Thinking Essay (6 - 6 12 pages, MLA 12pt font .docx

LinaCovington707

ENGL 227 World Fiction Essay #2 Write a 2-3 page essay (with works cited page) on one of the following topics: 1. D.H. Lawrence “The Rocking Horse Winner” · Describe the relationship between mother and son in this story. How is this relationship central to the story’s themes of luck, money, and dysfunctional families? 2. Shirley Jackson “The Lottery” · Describe the importance of tradition in the community depicted in this story. What does the author appear to be saying about its effects upon society? 3. Franz Kafka “A Hunger Artist” · What is Kafka suggesting about the nature of the relationship between the artist and society? Cite examples of the artist’s attitude toward his “art” and regulations as well as society’s changing attitude toward the artist. 4. Clarice Lispector “The Smallest Woman in the World” · What does the story appear to be implying about the nature of human love? Be sure to examine love as it is described in the narrator’s depiction of Little Flower as well as in her depiction of the various readers’ reactions to the story of Little Flower. Relate this to the overall theme of the story. 5. Jack London “To Build a Fire” · Examine the difference between actions based on knowledge and those based on instinct as depicted in the behaviors of the man and the dog. What does London seem to be saying about the nature and the value of both approaches to navigating the world? Relate this to Naturalism. 6. Ernest Hemingway “Hills Like White Elephants” · Hemingway is famous for his “iceberg theory” of narrative in which sparse prose suggests deeper elements of character and theme. What does the dialogue suggest about the two protagonists? What is the attitude of each toward their predicament? · What will change, depending on how the predicament is resolved? How does each envision the possibility of a shared future? Be sure to support your interpretation with quotations and connect character with theme. · Examine how the story’s setting is related to character, theme, and action (conflict). 7. Flannery O’Connor “A Good Man is Hard to Find” · Discuss O’Connor’s use of humor in this story. What kind of tone is developed at the beginning of the story through humor? How does the tone change as we move toward the story’s conclusion? 8. Jorge Luis Borges “Emma Zunz” · Examine Emma’s attitude toward sexuality. How does this attitude relate to the crime she commits? Why does she decide to add a sexual component to her set-up of Loewenthal? Consider the element of sacrifice. 9. Raymond Carver “A Small, Good Thing” · Discuss the theme of communication in relationships in the story, including the Weisses, the baker, Doctor Francis, and Franklin’s family. 10. Yukio Mishima “Patriotism” While Takeyama waits for his wife to take a bath, he thinks, “Was it death he was now waiting for? Or wild ecstasy of the senses? The two seemed to overlap, almost as if the object of his bodily desire was death itself.

ENGL 227World FictionEssay #2Write a 2-3 page essay (with work.docx

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