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Final Reflective Paper - (10 Points) Due Tuesday December 6, 2016 Post your Final Reflective Paper in the Discussion Board under, "Final Reflective Paper". The final is a reflective paper concerning the phenomenology of your personal journey through this class. This paper will be divided into three sections. Each section will be a minimum of two pages in length, double-spaced, 12 font and requires two citations from readings, lectures, videos and/or comments posted in the class Discussions in each section . Total 6 pages. You will reflect upon the lectures, documentaries seen, activities and assignments that you participated in as the basis for these reflective papers. Section 1 : Describe the influence of the arts on shaping human values, and of human values in shaping the context, form, and practice of the various art forms. Section 2 : In this class we witnessed the emergence of representative voices from varying social and cultural standpoints. Discuss your personal experience with hearing and contemplating these voices and perspectives. - How did this affect your sense of values? - What is the role of art in this "emergence"? Section 3 : In looking at art and working and communicating with each other in this class, we confront the border . In these moments of this encounter, our values sometimes become lost, may be displayed in their worst natures and may have been a divisive and destructive force. In this class we, unfortunately, on occasion may have heard and experienced negative and unkind remarks about our classmates, their ideas, perspectives and their works. At times, we may have not respected our fellow classmates and may have not done our best work. Sometimes, we confront our own limitations, as we have asked difficult questions this term and as we have looked at controversial art and artists. How did you negotiate any encounters of personal or collective bias, prejudice, intolerance, and/or discrimination? What is the role of the arts in social change? ...
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Art critique
The document provides guidance on how to critique a work of art using a four-step process: description, analysis, interpretation, and evaluation. It explains that the description step involves objectively describing formal qualities without opinions. Analysis examines design principles and composition. Interpretation considers themes, emotions, and meanings elicited. Evaluation judges the work's success in communicating its purpose based on the previous steps. The document argues that art criticism opens discussion of the human experience and allows examination of cultural values over time.
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This assignment is important because it will allow you to think ab.docx
This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
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1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
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See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
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Writing about ArtArt is a provocative medium, and your chall.docx
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Art is a provocative medium, and your challenge in writing about art may often be
to define and evaluate the artist’s choices and techniques, which, according to your
intellect and perception, arouse interest and convey meaning. In most cases, then, you
will be translating the visual (what you see, or observe) into language (what you write).
In order to do this, you will have to be extremely attentive to the characteristics of the work—your observations.
This means that your description will incorporate a large portion of your essay. Remember
to be attentive to the vocabulary of the discipline of Art. I f you do not know what a word means, better not to use it.
You must also be able to develop a thesis statement with a detailed analysis and argument about the artwork you have chosen.
Therefore, you must consider what it is you want to say, and use description to make that
point. In many ways, writing an Art History essay is similar to writing other types of
essays in the Humanities. It requires a clear and focused topic, an arguable thesis, an
organized format and structure, clear and coherent paragraphs, and a command of
grammar and style.
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One option for a thesis statement for this kind of comparative essay could be based on how you see the two works in relation to each other and to some aspect of the human condition, or culture, or history. It could be, for example, that both artists painted peasants working in a field, but one painting suggests the oneness of humans and nature, perhaps because the figures appear to be an integral part of the field in which they are working, while the other painting emphasizes the separation between humans and nature. The evidence you provide for your thesis will include your interpretation, analysis, and description of the characteristics of both works, and must at all times relate to your thesis. For example, if you are discussing horizontality or verticality, you need to first accurately and clearly describe these elements in both works and then evaluate how these visual orientations demonstrate the validity of your thesis concerning humans as a part of nature or separate from it.
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elements, such as color and texture. The point of comparison or contrast that each paragraph makes must, remember, .
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Art critique
The document provides guidance on how to critique a work of art using a four-step process: description, analysis, interpretation, and evaluation. It explains that the description step involves objectively describing formal qualities without opinions. Analysis examines design principles and composition. Interpretation considers themes, emotions, and meanings elicited. Evaluation judges the work's success in communicating its purpose based on the previous steps. The document argues that art criticism opens discussion of the human experience and allows examination of cultural values over time.
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This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
Instructions
1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
· What problems does this ecosystem face?
3. Submit your assignment to the Module 4 Assignment: Organisms, Ecosystems, and Evolution
See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
WRLIT-100-05 Michael Zhai
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Writing about ArtArt is a provocative medium, and your chall.docx
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Art is a provocative medium, and your challenge in writing about art may often be
to define and evaluate the artist’s choices and techniques, which, according to your
intellect and perception, arouse interest and convey meaning. In most cases, then, you
will be translating the visual (what you see, or observe) into language (what you write).
In order to do this, you will have to be extremely attentive to the characteristics of the work—your observations.
This means that your description will incorporate a large portion of your essay. Remember
to be attentive to the vocabulary of the discipline of Art. I f you do not know what a word means, better not to use it.
You must also be able to develop a thesis statement with a detailed analysis and argument about the artwork you have chosen.
Therefore, you must consider what it is you want to say, and use description to make that
point. In many ways, writing an Art History essay is similar to writing other types of
essays in the Humanities. It requires a clear and focused topic, an arguable thesis, an
organized format and structure, clear and coherent paragraphs, and a command of
grammar and style.
Comparison and Contrast
In many beginning Art History courses, and in more advanced ones as well, you
will be asked to write a paper in which you make a comparison and contrast between two
works of art. This type of essay usually requires a substantial comparative judgment of the two works, which will function as your thesis statement.
One option for a thesis statement for this kind of comparative essay could be based on how you see the two works in relation to each other and to some aspect of the human condition, or culture, or history. It could be, for example, that both artists painted peasants working in a field, but one painting suggests the oneness of humans and nature, perhaps because the figures appear to be an integral part of the field in which they are working, while the other painting emphasizes the separation between humans and nature. The evidence you provide for your thesis will include your interpretation, analysis, and description of the characteristics of both works, and must at all times relate to your thesis. For example, if you are discussing horizontality or verticality, you need to first accurately and clearly describe these elements in both works and then evaluate how these visual orientations demonstrate the validity of your thesis concerning humans as a part of nature or separate from it.
Unless the assignment specifies a work-by-work approach, it is usually best that
you do not divide the paper into two discrete sections: a discussion of one work of art
followed by a discussion of the other. Instead, each paragraph can include discussion of
both works in relation to a particular element or a well thought-out combination of
elements, such as color and texture. The point of comparison or contrast that each paragraph makes must, remember, .
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The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
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Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
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Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
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Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
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David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault, "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC, WPA , and the College Section of NCTE. He has just been elected Assistant
Chair of CCCC. He has written extensively on basic writing and basic writers.
©Journal of Basic Writing , Vol. 5, No. 1, 1986
4
were easily and comfortably one with their audience, as though
they were members of the academy, or historians or anthropol-
ogists or economists; they have to invent the university by as-
sembling and mimicking its language, finding some compromise
between idiosyncracy, a personal history, and the requirements
of convention, the history of a discipline. They must learn to
speak our language. Or they must dare to speak it, or to carry
off the bluff, since speaking and writing will most certainly be
required long before the skill is "learned." And this, understand-
ably, causes problems.
Let me look quickly at an example. Here is an essay written
by a college freshman, a basic writer:
In the past time I thought that an incident was creative was
when I had to make a clay model of the earth, but not of
the classical or your everyday model of the earth which
consists of the two cores, the mantle and the crust. I thought
of these things in a dimension of which it would be unique,
but easy to co.
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Choose from one of the 3 readings below from this week. Write .docx
Choose from
one of the 3 readings
below from this week.
Write an essay of at least 500 words
addressing the points and questions from the readings,
" The Nature of Art"
by Stephanie Arnold,
“Art as a Human Behavior: Toward an Ethological View of Art"
by Ellen Dissanayake and
“Exploring the Relationships Between Art and Culture”
by McFee and Degge. Be certain to address points made by the authors particularly as they pertain to your personal experience with various art forms.
Post your essay in Discussions under:
"
Week 1 - Readings Response Essay"
1)
From the reading,
The nature of Art
by Stephanie Arnold, address the variety of art forms and what the author says about how the arts are "central to
life".
a - How do you see these points of discussion reflected in your own life?
b - What does the author say is the difficulty of defining art?
c - How do you respond from your personal experience to Susanne Langer's statement: "Art is
the creation of forms symbolic or expressive of human feeling."
d - How do you view art in your environment that "... deals more directly with humanity's relations
with itself, the interactions between human beings."? Give some examples from your personal
experience and perspective...
2)
Explore the points made by Ellen Dissanayake in (
“Art as a Human Behavior").
Discuss her view of art's role in human cultural development.
a - Describe specific points made by Dissanayake and share from your perspective and cultural
background if you agree or disagree with the author. Tell us Why?
b - Choose points made by the author that have significance to you.
c - Some examples of points you may choose to address are as follows: “Art, ...as a universal need
and propensity of the human species”, “Art as a behavior of making special”, and “ The species-
centered view of art.”
3)
What points do McFee and Degge make with regard to the role of art in culture?
a - Describe specific points made by McFee, Degge, and share from your perspective and cultural
background if you agree or disagree with the authors. Tell us Why?
b - Choose points made by the authors that have significance to you. Some examples of points you
may choose to address are as follows: “Art as Communication”, “Defining and Evaluating
Art”, “Understanding Culture” and “Learning Culture”, “Visual Communication and Predictability?
And Art as Enhancement”, and/or “Making Culturally Relevant Art Judgments.”
.
Inventing the University E ducation may well be, as of rig.docx
Inventing the University
E ducation may well be, as of right, the instrument whereby
every individual, in a society like our own, can gain access to any
kind of discourse. But we well know that in its distribution, in what
it permits and in what it prevents, it follows the well-trodden
battle-lines of social conflict. Every educational system is a political
means of maintaining or of modifying the appropriation of dis-
course, with the knowledge and the powers i t carries with it.
- FOUCAULT, T H E D I S C O U R S E ON LANGUAGL
. . . the text is the form of the social relationshps made visible, pal-
pable, material.
- BERNSTEIN, COULS, MODALITIES A N D T H E PROCESS
or. CUI.TUKAL REPRODUCTION: A MODEL
Every time a student sits down to write for us, he has to invent the university
for the occasion - invent the university, that is, or a branch of it, like history
or anthropology or economics or English. The student has to learn to speak
our language, to speak as we do, to try on the peculiar ways of knowing,
selecting, evaluating, reporting, concluding, and arguing that define the dis-
course of our community. Or perhaps I should say the various discourses of
our conununity, since it is in the nature of a liberal arts education that a stu-
dent, after the first year or two, must learn to try on a variety of voices and
interpretive schemes - to write, for example, as a literary critic one day and
as an experimental psychologist the next; to work within fields where the
rules governing the presentation of examples or the development of an argu-
ment are both distinct and, even to a professional mysterious.
- - -- ~ ~~ . -
~ ~
From W h e n a W r i t e r Can't W r i t e : Studies i t ~ Writer's Block arrd Ot/rer Conrposing-Process
Problems, ed. Mike Rose (New York: Guilford P, 1985) 134-66. I
--- Invcnttng the U n ~ v m i t y - -- -
The student has to appropriate (or be appropriated by) a specialized dis-
course, and he has to do this as though he were easily and comfortably one
with his audience, as though he were amember of the academy or an historian
or an anthropologist or an economist; he has to invent the university by
assembling and mimicking its language while finding some compromise
between idiosyncracy, a personal history, on the one hand, and the require-
ments of convention, the history of a discipline, on the other. He must learn
to speak our language. Or he must dare to speak it or to carry off the bluff,
since speaking and writing will most certainly be required long before the
skill is "learned." And this, understandably, causes problems.
Let me look quickly at an example. Here is an essay written by a college
freshman. --
In the past time I thought that an incident was creative was when 1 had
to make a clay model of the earth, but not of the classical or your every-
day model of the earth which consists of the two cores, the mantle and
the crust. I thought of these t ...
Week 1 - Readings Response Essay - Discussion3232 unread repli.docx
This document provides instructions for a readings response essay discussion board post due on September 30, 2016. Students are to choose one of three assigned readings on art and human values and write a 500 word essay addressing key points and questions. The readings cover the nature of art, art as human behavior and its role in cultural development, and the relationship between art and culture. Students are asked to discuss the authors' views as they relate to their own experiences with various art forms and cultural background.
Eng 345 Syllabus Spring 2021
This syllabus outlines an English course titled "Studies in Shakespeare" that will examine Shakespeare's influence on contemporary culture. The class will be held on Mondays, Wednesdays, and Fridays from 2:30-3:20 am via Zoom. Students will read and analyze four of Shakespeare's plays and their modern adaptations in various media. Assessment will include response papers, online discussions of examples of Shakespeare in popular culture, a midterm analysis paper, a creative assignment, and a final portfolio reflecting on Shakespeare's ongoing cultural significance. The instructor emphasizes civil discourse, prohibits plagiarism, and provides information on disability accommodations.
Silver Bear Poetry Project as a Community of Practice
The Silver Bear Poetry Project uses a communities of practice model to teach poetry writing to students. Key aspects of the project include monthly poetry workshops led by a teaching artist over 12-25 weeks. Students build relationships and learn from each other by sharing poems, information, and experiences. The goal is for students to see themselves as writers and view poetry as something that can reflect their own lives, neighborhoods, and interests. Activities encourage various forms of poetic expression focused on senses, imagination, and students' own perspectives.
Art Criticism Instructions
The document provides guidance on how to critically analyze and evaluate a work of art using a three-stage process of description, analysis, and interpretation. It emphasizes developing an objective understanding of the formal elements and composition, examining how these relate to design principles, and interpreting the work's meaning and value within historical, social and personal contexts. Critiquing art involves more than just personal opinions - it opens discussion about human experiences and cultural values that can shift over time.
Formal Writing Assignment #1 - Communities, Identities, and MeS.docx
Formal Writing Assignment #1 - Communities, Identities, and Me
SLOs 1, 2, 3, 4, 5, 6, 7, 8
Over the last few weeks we have spent a lot of time working with texts from various scholars whose works reflect on communities and identities. Each of these writers reflect on their personal journeys as they engage with differing communities, entering what Mary Louise Pratt refers to as “contact zones.” We have also spent a lot of time examining the ways that each of these writers intentionally crafts their discussion in ways that further support the meaning making of their overall message to
show
the reader (not simply tell) the community(ies) they engage with, their experiences within them, and how these experiences shapes their identity.
In this writing assignment, you will be asked to reflect on your journey as you ventured out of one environment and became part of a new and different community. Your audience is someone (or multiple someones) who is not familiar with your experiences (and may have preconceived notions about this community). The overall purpose to describe the communities and to highlight how this changed has shaped the way you see yourself - your identity. Your discussion should be more than a list of terminology, ideas, and behaviors. Certainly, this will be part of your discussion, but you should also
show
the reader
how
you engaged with this new group of people.
Additionally, your paper should demonstrate the ways that two of the texts in this unit inform/influence your thinking about these issues.
1000 – 1250 words. This draft should also reflect substantive revisions (more than changing a word or two and editing for grammar/spelling). Submit an electronic copy to Bb. You will need to submit 1 copy of your final draft, both well-marked copies of the first and second drafts (you should have 2 for each), and a copy of your Reflection from the second draft in a folder. The folder should have either pockets or brads to secure your work.
.
McClintock-Walsh ENGL 151 Assignment Sheet Final PaperLength.docx
McClintock-Walsh ENGL 151
Assignment Sheet: Final Paper
Length: 6-8 pages (not including Works Cited List)
Due Date: Rough draft: in our conferences
Final: See syllabus
No late papers will be accepted!
Write a 6-8 page paper (that incorporates research) on any of the works we have read in this class. (If you choose to write about a work you have written about already, the content of this paper must be significantly different from what you have already written.) Although this is a research paper, remember that YOUR ideas are important. I do not want you to turn in a book report or a Wikipedia entry. Rather, you should be developing an insightful reading of one or more works that you support with the text and with outside sources. Remember, we research to fulfill our curiosities, to deepen our knowledge of a subject or author, or to make ourselves more of an expert on the works we are covering. We do NOT research to mimic or regurgitate someone else’s ideas.
Remember it is of the utmost importance that you develop a specific thesis, or argument, that you will be able to prove with research and textual analysis. Remember: a thesis statement should arise from a question you have about the work(s) (i.e., What is the significance of the Perseus and Danae myth in Room? OR What confines characters in Room, “The Hunger Artist,” and/or “The Yellow Wallpaper” ? OR According to Langston Hughes, Gwendolyn Brooks, and/or Anna Deavere Smith, where does racism come from, and how can society overcome it?). Your thesis statement should be an answer to this question (i.e., Donoghue uses allusion to Greek mythology to both illustrate all of the levels of imprisonment Ma and Jack face). You should use the rest of the paper to support your own unique argument with close readings of the text and with research. Think of the thesis statement as your radical declaration; think of the rest of the paper as the evidence that supports your radical declaration. (A strong thesis statement in a research paper will be very narrow and focused. A thesis that seems too narrow is always preferable to a thesis that is too broad.)
Please AVOID PLOT SUMMARY. I have already read these works, so you are writing for an informed audience.
You may choose to write your paper on one work we have discussed this semester, or you may compare/contrast two works. Remember that research should help you become more of an expert on your subject, and that research should be an organic process that helps you fill in gaps in your own knowledge, or deepens your understanding of a work, author, or concept. Let your own questions and curiosities guide you in your research.
I do not like to set an exact number of sources that you must use, but this type of paper will likely require you to consult and use at least three outside sources that you will incorporate in a meaningful way into your paper. You may not use the internet alone for your research; I will be unimpressed by flimsy, general ...
14.03.22 Analysing Performance - Interpretation
The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
Blackboard and SafeAssignAll writing assignments must be succe.docx
Blackboard and SafeAssign
All writing assignments must be successfully and properly uploaded through SafeAssign in Blackboard in order to receive a grade higher than zero and in order to avoid late submission penalties. SafeAssign accepts files in .doc, .docx, .docm, .ppt, .pptx, .odt, .txt, .rtf, .pdf, and .html file formats only. Files of any other format will not be checked through SafeAssign and, consequently, will not count as successfully or properly uploaded. Thus the assignment will be given a zero and a late penalty will be assessed for each day the assignment has not been properly and successfully uploaded. It is the student’s responsibility to utilize the appropriate technology to submit the assignment correctly and on time.
Troubleshooting Unsuccessful Uploads
Try uploading document in a different format/file type
Try using a different web-browser
Try using a different computer
Go to the ASC lab and ask for help
Term Paper
Students will author a 1,200 to 1,400 word term paper on one of three topics (see below). Papers will be graded once and no revisions will be permitted. Students are urged to 1) closely examine the instructions below, 2) review the term paper rubric below, 3) contact and/or meet the professor about any questions concerning the paper, and 4) to utilize the writing center’s services to ensure the submitted term paper is of the highest quality and, thus, more likely to receive a higher mark. Please note that term papers will be graded in a rigorous fashion, thus As are reserved for outstanding or excellent work, Bs for very good work, Cs for satisfactory work, Ds for poor work, and Fs for unacceptable work.
Important note
, papers that fail to engage with assigned course materials, including readings and lectures, will earn a grade of no greater than 50%. The purpose of the term paper is to assess students’ understanding and ability to apply key ideas from the course. In order to demonstrate this understanding and ability students must explicitly engage with those key ideas.
Important note
: Putting Names and Ideas to Faces: Students are required to include a head-shot at the top right of all formal assignment submissions including the Term paper. The requirement of the head-shot is to aid the professor in recognizing students by putting ideas and names to faces. Include a photo of yourself at the top right of page one, below the header with your name and page number on page one, only. The absence of the photo on the term paper will result in a 2% deduction.
Option 1: Cultural Analysis
Author a 1,200 to 1,400-word critical interpretation of a cultural artifact—movie, book, TV series, album, work of art, comedy act, monument, historical site—that is relevant to one or more of the major themes discussed in our course: the value of the humanities (including the arts), thinking philosophically, the meaning of life, the good life (happiness, pleasure), truth and knowledge, political philosophy and power, .
Remix, Culture and Identity
This document provides an overview and objectives for an English 1A course titled "Remix: Reflect, Inform, Persuade". The course will focus on developing writing skills, analyzing techniques in fiction and non-fiction, conducting research, and understanding arguments. It will examine how contemporary culture and identity shape each other. Students will complete reading and writing assignments, participate in discussions, and explore how writing and reading are connected as ways of thinking and discovering beliefs. The course aims to develop confident, critical thinkers through an engaged community of learners.
Brave New World Literary Themes Themes to ConsiderC.docx
Brave New World Literary Themes
Themes to Consider:
Commodification
Freedom
Limits of Science
Mass production
Individuality
Power dynamics
Determinism/Free Will
Individual vs. Society
Identity Crisis
Loneliness
Immorality
Love & Sacrifice
Second Self vs. Doubling
The body itself has various sorts of “others” that echo and complement it.
Sometimes our speech can be more revealing than our conscious thoughts. Consider how people say, “broken up” “going to pieces” “Pull yourself together” “get a grip” “out of his mind” “beside himself” all of these are indications to, or allude to the division or existence of other selves.
Second Self vs. Doubling Cont.
Inner self: frequently suggests a twofoldness which is purely internal.
Double: often times implies a duplication of identity.
Second Self: helps us understand the difference of the self by allowing us to have a distinct first self.
Second Self vs. Doubling Cont.
When there is a second self:
The first self is on the foreground of the reader’s attention. He or she is the one that the reader tries to connect to. The second self is usually conscious of the first self’s existence. The reader usually interprets the second self as the intruder and tends to remain half-shadowed. The motivations of the second self tend to be ambiguous.
Second Self vs. Doubling Cont.
Ego is the lens through which you experience physical reality.
The superego reflects the internalization of cultural rules, mainly taught by parents applying their guidance and influence.
Id: is the unorganized part of the personality structure that contains a human's basic, instinctual drives. Id is the only component of personality that is present from birth.
Eco criticism
(This is a literary theory, not a literary theme.)
Eco criticism: the application of ecology and ecological concepts to the study of literature.
Essentially it is the study of literature and the physical environment and or nature in order to raise awareness of human interaction with the natural world.
When they say nature scholars mean: the environment before it was impacted by technology- the land its flora, its waterways, living creature, the ecosystem etc..
How does the text depict character interacting with nature? What argument is constructed as a result of this interaction or lack of interaction?
Feminist Criticism
(This is a literary theory, not a literary theme.)
Feminist Criticism: the application of a feminist lens onto a study of literature.
This school of thought studies the ways in which women are depicted or their lack of depiction in a text. How is their representation connected to patriarchal threads of power? This theory considers the objectification and subordination of women. This also studies stereotypical depictions of women and their impact on the reader.
Feminist criticism focuses on gender identity. This criticism resists the idea that men are superior to women and considers social conditioning as a the ...
Frames
The document discusses different frames for analyzing and understanding artwork:
1) The Subjective Frame focuses on an individual's personal reaction and feelings towards a piece.
2) The Cultural Frame examines the cultural values and influences behind the artwork's creation.
3) The Structural Frame analyzes the materials, techniques, composition, and how these contribute to meaning.
4) The Postmodern Frame considers how the artwork questions previous texts and narratives through techniques like appropriation and irony.
Poetrypacket
The document describes a poetry activity where students examine items in a "poetry jar" and are prompted to describe what they see and associate it with words, phrases, situations, and questions. Students then search through poetry books to find a poem that connects to what they saw in the jar. The activity is meant to engage students physically with poetry by having them look through books and think about why they chose a particular poem. It also promotes reading aloud and metacognition about their process.
Identity and Representation You will write an analytical essay that.docx
This document provides instructions for an assignment to write an analytical essay exploring one's own identity and how it is shaped by group memberships. Students are asked to focus on how they represent their identity in relation to social expectations of the groups they belong to. The document provides examples of topics students could explore, such as tensions between group memberships, how joining new groups affects existing values, and how identity is communicated to others. Students are provided questions to guide their reflection on the social groups they belong to and how these groups influence their identity construction and representation. The intended audience is those interested in identity and people struggling with their own identity negotiation.
6 320su16 rhetoric
This document provides an overview of semiotics and rhetorical analysis from a critical media studies perspective. It begins by defining rhetoric as the use of symbols to influence others and discusses how rhetorical scholars analyze texts to understand how they encourage certain attitudes and actions in audiences. It then contrasts the classical rhetorical approach focused on persuasion with the critical media studies version, which views any text as rhetorical and analyzes the explicit and implicit ways texts influence behavior and thinking. The document proceeds to discuss key concepts in semiotics analysis including signs, signifiers, signifieds, denotation, connotation, and interpreting texts as webs of signs. It emphasizes that meaning is constructed through language and media and reveals underlying power structures.
Parental InfluencesMerging science and business, selective bre.docx
The document discusses parental influences on genetically modifying human embryos. It notes that selective breeding of animals is common in science and business but asks if genetically modifying human children based on chosen characteristics is acceptable. The document states that an embryo can be modified to remove diseases, improve intelligence, determine gender and hair color. It encourages the reader to watch a video and discuss their thoughts on genetically modifying human embryos.
Part 1 Financial AcumenKeeping abreast of the financial measu.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
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High school-unit-slam-poetry
This document outlines a 4-week unit on slam poetry for 11th/12th grade students. The unit aims to introduce students to slam poetry and provide skills to create and perform their own slam poems. Slam poetry allows students to freely express their beliefs and identities in a safe classroom setting. The unit must encourage personal expression without forcing it. It focuses on developing students' poetry writing, public speaking, and critical analysis skills. Through slam poetry, students will learn how to use their voice to enact social change and broaden their understanding of different perspectives.
David Bartholomae INVENTING THE UNIVERSITY1 Education .docx
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault, "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC, WPA , and the College Section of NCTE. He has just been elected Assistant
Chair of CCCC. He has written extensively on basic writing and basic writers.
©Journal of Basic Writing , Vol. 5, No. 1, 1986
4
were easily and comfortably one with their audience, as though
they were members of the academy, or historians or anthropol-
ogists or economists; they have to invent the university by as-
sembling and mimicking its language, finding some compromise
between idiosyncracy, a personal history, and the requirements
of convention, the history of a discipline. They must learn to
speak our language. Or they must dare to speak it, or to carry
off the bluff, since speaking and writing will most certainly be
required long before the skill is "learned." And this, understand-
ably, causes problems.
Let me look quickly at an example. Here is an essay written
by a college freshman, a basic writer:
In the past time I thought that an incident was creative was
when I had to make a clay model of the earth, but not of
the classical or your everyday model of the earth which
consists of the two cores, the mantle and the crust. I thought
of these things in a dimension of which it would be unique,
but easy to co.
Crunch, crackle, create - Middle years English enrichment lessons
http://crunchcracklecreate.weebly.com
http://crunchyemerton.weebly.com
www.pinterest.com/lizziemchase
Participating teachers: Lizzie Chase, Rob Linas, Lisa Parrello, Todd Brownlow, Amy Krisenthal, Vanessa Linas, Shauna Pollard. Community: Sylvia McKenzie & Donna Sirmais.
Ten Techniques For Teaching Culture
Joe McVeigh and Ann Wintergerst describe 10 ways of teaching culture in the ESL classroom. Download Word handout at www.joemcveigh.org/resources
Choose from one of the 3 readings below from this week. Write .docx
Choose from
one of the 3 readings
below from this week.
Write an essay of at least 500 words
addressing the points and questions from the readings,
" The Nature of Art"
by Stephanie Arnold,
“Art as a Human Behavior: Toward an Ethological View of Art"
by Ellen Dissanayake and
“Exploring the Relationships Between Art and Culture”
by McFee and Degge. Be certain to address points made by the authors particularly as they pertain to your personal experience with various art forms.
Post your essay in Discussions under:
"
Week 1 - Readings Response Essay"
1)
From the reading,
The nature of Art
by Stephanie Arnold, address the variety of art forms and what the author says about how the arts are "central to
life".
a - How do you see these points of discussion reflected in your own life?
b - What does the author say is the difficulty of defining art?
c - How do you respond from your personal experience to Susanne Langer's statement: "Art is
the creation of forms symbolic or expressive of human feeling."
d - How do you view art in your environment that "... deals more directly with humanity's relations
with itself, the interactions between human beings."? Give some examples from your personal
experience and perspective...
2)
Explore the points made by Ellen Dissanayake in (
“Art as a Human Behavior").
Discuss her view of art's role in human cultural development.
a - Describe specific points made by Dissanayake and share from your perspective and cultural
background if you agree or disagree with the author. Tell us Why?
b - Choose points made by the author that have significance to you.
c - Some examples of points you may choose to address are as follows: “Art, ...as a universal need
and propensity of the human species”, “Art as a behavior of making special”, and “ The species-
centered view of art.”
3)
What points do McFee and Degge make with regard to the role of art in culture?
a - Describe specific points made by McFee, Degge, and share from your perspective and cultural
background if you agree or disagree with the authors. Tell us Why?
b - Choose points made by the authors that have significance to you. Some examples of points you
may choose to address are as follows: “Art as Communication”, “Defining and Evaluating
Art”, “Understanding Culture” and “Learning Culture”, “Visual Communication and Predictability?
And Art as Enhancement”, and/or “Making Culturally Relevant Art Judgments.”
.
Inventing the University E ducation may well be, as of rig.docx
Inventing the University
E ducation may well be, as of right, the instrument whereby
every individual, in a society like our own, can gain access to any
kind of discourse. But we well know that in its distribution, in what
it permits and in what it prevents, it follows the well-trodden
battle-lines of social conflict. Every educational system is a political
means of maintaining or of modifying the appropriation of dis-
course, with the knowledge and the powers i t carries with it.
- FOUCAULT, T H E D I S C O U R S E ON LANGUAGL
. . . the text is the form of the social relationshps made visible, pal-
pable, material.
- BERNSTEIN, COULS, MODALITIES A N D T H E PROCESS
or. CUI.TUKAL REPRODUCTION: A MODEL
Every time a student sits down to write for us, he has to invent the university
for the occasion - invent the university, that is, or a branch of it, like history
or anthropology or economics or English. The student has to learn to speak
our language, to speak as we do, to try on the peculiar ways of knowing,
selecting, evaluating, reporting, concluding, and arguing that define the dis-
course of our community. Or perhaps I should say the various discourses of
our conununity, since it is in the nature of a liberal arts education that a stu-
dent, after the first year or two, must learn to try on a variety of voices and
interpretive schemes - to write, for example, as a literary critic one day and
as an experimental psychologist the next; to work within fields where the
rules governing the presentation of examples or the development of an argu-
ment are both distinct and, even to a professional mysterious.
- - -- ~ ~~ . -
~ ~
From W h e n a W r i t e r Can't W r i t e : Studies i t ~ Writer's Block arrd Ot/rer Conrposing-Process
Problems, ed. Mike Rose (New York: Guilford P, 1985) 134-66. I
--- Invcnttng the U n ~ v m i t y - -- -
The student has to appropriate (or be appropriated by) a specialized dis-
course, and he has to do this as though he were easily and comfortably one
with his audience, as though he were amember of the academy or an historian
or an anthropologist or an economist; he has to invent the university by
assembling and mimicking its language while finding some compromise
between idiosyncracy, a personal history, on the one hand, and the require-
ments of convention, the history of a discipline, on the other. He must learn
to speak our language. Or he must dare to speak it or to carry off the bluff,
since speaking and writing will most certainly be required long before the
skill is "learned." And this, understandably, causes problems.
Let me look quickly at an example. Here is an essay written by a college
freshman. --
In the past time I thought that an incident was creative was when 1 had
to make a clay model of the earth, but not of the classical or your every-
day model of the earth which consists of the two cores, the mantle and
the crust. I thought of these t ...
Week 1 - Readings Response Essay - Discussion3232 unread repli.docx
This document provides instructions for a readings response essay discussion board post due on September 30, 2016. Students are to choose one of three assigned readings on art and human values and write a 500 word essay addressing key points and questions. The readings cover the nature of art, art as human behavior and its role in cultural development, and the relationship between art and culture. Students are asked to discuss the authors' views as they relate to their own experiences with various art forms and cultural background.
Eng 345 Syllabus Spring 2021
This syllabus outlines an English course titled "Studies in Shakespeare" that will examine Shakespeare's influence on contemporary culture. The class will be held on Mondays, Wednesdays, and Fridays from 2:30-3:20 am via Zoom. Students will read and analyze four of Shakespeare's plays and their modern adaptations in various media. Assessment will include response papers, online discussions of examples of Shakespeare in popular culture, a midterm analysis paper, a creative assignment, and a final portfolio reflecting on Shakespeare's ongoing cultural significance. The instructor emphasizes civil discourse, prohibits plagiarism, and provides information on disability accommodations.
Silver Bear Poetry Project as a Community of Practice
The Silver Bear Poetry Project uses a communities of practice model to teach poetry writing to students. Key aspects of the project include monthly poetry workshops led by a teaching artist over 12-25 weeks. Students build relationships and learn from each other by sharing poems, information, and experiences. The goal is for students to see themselves as writers and view poetry as something that can reflect their own lives, neighborhoods, and interests. Activities encourage various forms of poetic expression focused on senses, imagination, and students' own perspectives.
Art Criticism Instructions
The document provides guidance on how to critically analyze and evaluate a work of art using a three-stage process of description, analysis, and interpretation. It emphasizes developing an objective understanding of the formal elements and composition, examining how these relate to design principles, and interpreting the work's meaning and value within historical, social and personal contexts. Critiquing art involves more than just personal opinions - it opens discussion about human experiences and cultural values that can shift over time.
Formal Writing Assignment #1 - Communities, Identities, and MeS.docx
Formal Writing Assignment #1 - Communities, Identities, and Me
SLOs 1, 2, 3, 4, 5, 6, 7, 8
Over the last few weeks we have spent a lot of time working with texts from various scholars whose works reflect on communities and identities. Each of these writers reflect on their personal journeys as they engage with differing communities, entering what Mary Louise Pratt refers to as “contact zones.” We have also spent a lot of time examining the ways that each of these writers intentionally crafts their discussion in ways that further support the meaning making of their overall message to
show
the reader (not simply tell) the community(ies) they engage with, their experiences within them, and how these experiences shapes their identity.
In this writing assignment, you will be asked to reflect on your journey as you ventured out of one environment and became part of a new and different community. Your audience is someone (or multiple someones) who is not familiar with your experiences (and may have preconceived notions about this community). The overall purpose to describe the communities and to highlight how this changed has shaped the way you see yourself - your identity. Your discussion should be more than a list of terminology, ideas, and behaviors. Certainly, this will be part of your discussion, but you should also
show
the reader
how
you engaged with this new group of people.
Additionally, your paper should demonstrate the ways that two of the texts in this unit inform/influence your thinking about these issues.
1000 – 1250 words. This draft should also reflect substantive revisions (more than changing a word or two and editing for grammar/spelling). Submit an electronic copy to Bb. You will need to submit 1 copy of your final draft, both well-marked copies of the first and second drafts (you should have 2 for each), and a copy of your Reflection from the second draft in a folder. The folder should have either pockets or brads to secure your work.
.
McClintock-Walsh ENGL 151 Assignment Sheet Final PaperLength.docx
McClintock-Walsh ENGL 151
Assignment Sheet: Final Paper
Length: 6-8 pages (not including Works Cited List)
Due Date: Rough draft: in our conferences
Final: See syllabus
No late papers will be accepted!
Write a 6-8 page paper (that incorporates research) on any of the works we have read in this class. (If you choose to write about a work you have written about already, the content of this paper must be significantly different from what you have already written.) Although this is a research paper, remember that YOUR ideas are important. I do not want you to turn in a book report or a Wikipedia entry. Rather, you should be developing an insightful reading of one or more works that you support with the text and with outside sources. Remember, we research to fulfill our curiosities, to deepen our knowledge of a subject or author, or to make ourselves more of an expert on the works we are covering. We do NOT research to mimic or regurgitate someone else’s ideas.
Remember it is of the utmost importance that you develop a specific thesis, or argument, that you will be able to prove with research and textual analysis. Remember: a thesis statement should arise from a question you have about the work(s) (i.e., What is the significance of the Perseus and Danae myth in Room? OR What confines characters in Room, “The Hunger Artist,” and/or “The Yellow Wallpaper” ? OR According to Langston Hughes, Gwendolyn Brooks, and/or Anna Deavere Smith, where does racism come from, and how can society overcome it?). Your thesis statement should be an answer to this question (i.e., Donoghue uses allusion to Greek mythology to both illustrate all of the levels of imprisonment Ma and Jack face). You should use the rest of the paper to support your own unique argument with close readings of the text and with research. Think of the thesis statement as your radical declaration; think of the rest of the paper as the evidence that supports your radical declaration. (A strong thesis statement in a research paper will be very narrow and focused. A thesis that seems too narrow is always preferable to a thesis that is too broad.)
Please AVOID PLOT SUMMARY. I have already read these works, so you are writing for an informed audience.
You may choose to write your paper on one work we have discussed this semester, or you may compare/contrast two works. Remember that research should help you become more of an expert on your subject, and that research should be an organic process that helps you fill in gaps in your own knowledge, or deepens your understanding of a work, author, or concept. Let your own questions and curiosities guide you in your research.
I do not like to set an exact number of sources that you must use, but this type of paper will likely require you to consult and use at least three outside sources that you will incorporate in a meaningful way into your paper. You may not use the internet alone for your research; I will be unimpressed by flimsy, general ...
14.03.22 Analysing Performance - Interpretation
The document provides guidance on analyzing a work's postmodern characteristics in an essay. It recommends beginning with defining postmodernism and discussing key postmodern themes/styles. Students should then identify these elements in their chosen work, drawing parallels between the work's themes/styles and postmodern concepts like intertextuality, pastiche, irony and juxtaposition. The document offers prompts for discussing how the work challenges assumptions or stereotypes, incorporates other cultural works, uses technology to comment on reality's construction, and employs nonlinear storytelling or fragmentation.
Blackboard and SafeAssignAll writing assignments must be succe.docx
Blackboard and SafeAssign
All writing assignments must be successfully and properly uploaded through SafeAssign in Blackboard in order to receive a grade higher than zero and in order to avoid late submission penalties. SafeAssign accepts files in .doc, .docx, .docm, .ppt, .pptx, .odt, .txt, .rtf, .pdf, and .html file formats only. Files of any other format will not be checked through SafeAssign and, consequently, will not count as successfully or properly uploaded. Thus the assignment will be given a zero and a late penalty will be assessed for each day the assignment has not been properly and successfully uploaded. It is the student’s responsibility to utilize the appropriate technology to submit the assignment correctly and on time.
Troubleshooting Unsuccessful Uploads
Try uploading document in a different format/file type
Try using a different web-browser
Try using a different computer
Go to the ASC lab and ask for help
Term Paper
Students will author a 1,200 to 1,400 word term paper on one of three topics (see below). Papers will be graded once and no revisions will be permitted. Students are urged to 1) closely examine the instructions below, 2) review the term paper rubric below, 3) contact and/or meet the professor about any questions concerning the paper, and 4) to utilize the writing center’s services to ensure the submitted term paper is of the highest quality and, thus, more likely to receive a higher mark. Please note that term papers will be graded in a rigorous fashion, thus As are reserved for outstanding or excellent work, Bs for very good work, Cs for satisfactory work, Ds for poor work, and Fs for unacceptable work.
Important note
, papers that fail to engage with assigned course materials, including readings and lectures, will earn a grade of no greater than 50%. The purpose of the term paper is to assess students’ understanding and ability to apply key ideas from the course. In order to demonstrate this understanding and ability students must explicitly engage with those key ideas.
Important note
: Putting Names and Ideas to Faces: Students are required to include a head-shot at the top right of all formal assignment submissions including the Term paper. The requirement of the head-shot is to aid the professor in recognizing students by putting ideas and names to faces. Include a photo of yourself at the top right of page one, below the header with your name and page number on page one, only. The absence of the photo on the term paper will result in a 2% deduction.
Option 1: Cultural Analysis
Author a 1,200 to 1,400-word critical interpretation of a cultural artifact—movie, book, TV series, album, work of art, comedy act, monument, historical site—that is relevant to one or more of the major themes discussed in our course: the value of the humanities (including the arts), thinking philosophically, the meaning of life, the good life (happiness, pleasure), truth and knowledge, political philosophy and power, .
Remix, Culture and Identity
This document provides an overview and objectives for an English 1A course titled "Remix: Reflect, Inform, Persuade". The course will focus on developing writing skills, analyzing techniques in fiction and non-fiction, conducting research, and understanding arguments. It will examine how contemporary culture and identity shape each other. Students will complete reading and writing assignments, participate in discussions, and explore how writing and reading are connected as ways of thinking and discovering beliefs. The course aims to develop confident, critical thinkers through an engaged community of learners.
Brave New World Literary Themes Themes to ConsiderC.docx
Brave New World Literary Themes
Themes to Consider:
Commodification
Freedom
Limits of Science
Mass production
Individuality
Power dynamics
Determinism/Free Will
Individual vs. Society
Identity Crisis
Loneliness
Immorality
Love & Sacrifice
Second Self vs. Doubling
The body itself has various sorts of “others” that echo and complement it.
Sometimes our speech can be more revealing than our conscious thoughts. Consider how people say, “broken up” “going to pieces” “Pull yourself together” “get a grip” “out of his mind” “beside himself” all of these are indications to, or allude to the division or existence of other selves.
Second Self vs. Doubling Cont.
Inner self: frequently suggests a twofoldness which is purely internal.
Double: often times implies a duplication of identity.
Second Self: helps us understand the difference of the self by allowing us to have a distinct first self.
Second Self vs. Doubling Cont.
When there is a second self:
The first self is on the foreground of the reader’s attention. He or she is the one that the reader tries to connect to. The second self is usually conscious of the first self’s existence. The reader usually interprets the second self as the intruder and tends to remain half-shadowed. The motivations of the second self tend to be ambiguous.
Second Self vs. Doubling Cont.
Ego is the lens through which you experience physical reality.
The superego reflects the internalization of cultural rules, mainly taught by parents applying their guidance and influence.
Id: is the unorganized part of the personality structure that contains a human's basic, instinctual drives. Id is the only component of personality that is present from birth.
Eco criticism
(This is a literary theory, not a literary theme.)
Eco criticism: the application of ecology and ecological concepts to the study of literature.
Essentially it is the study of literature and the physical environment and or nature in order to raise awareness of human interaction with the natural world.
When they say nature scholars mean: the environment before it was impacted by technology- the land its flora, its waterways, living creature, the ecosystem etc..
How does the text depict character interacting with nature? What argument is constructed as a result of this interaction or lack of interaction?
Feminist Criticism
(This is a literary theory, not a literary theme.)
Feminist Criticism: the application of a feminist lens onto a study of literature.
This school of thought studies the ways in which women are depicted or their lack of depiction in a text. How is their representation connected to patriarchal threads of power? This theory considers the objectification and subordination of women. This also studies stereotypical depictions of women and their impact on the reader.
Feminist criticism focuses on gender identity. This criticism resists the idea that men are superior to women and considers social conditioning as a the ...
Frames
The document discusses different frames for analyzing and understanding artwork:
1) The Subjective Frame focuses on an individual's personal reaction and feelings towards a piece.
2) The Cultural Frame examines the cultural values and influences behind the artwork's creation.
3) The Structural Frame analyzes the materials, techniques, composition, and how these contribute to meaning.
4) The Postmodern Frame considers how the artwork questions previous texts and narratives through techniques like appropriation and irony.
Poetrypacket
The document describes a poetry activity where students examine items in a "poetry jar" and are prompted to describe what they see and associate it with words, phrases, situations, and questions. Students then search through poetry books to find a poem that connects to what they saw in the jar. The activity is meant to engage students physically with poetry by having them look through books and think about why they chose a particular poem. It also promotes reading aloud and metacognition about their process.
Identity and Representation You will write an analytical essay that.docx
This document provides instructions for an assignment to write an analytical essay exploring one's own identity and how it is shaped by group memberships. Students are asked to focus on how they represent their identity in relation to social expectations of the groups they belong to. The document provides examples of topics students could explore, such as tensions between group memberships, how joining new groups affects existing values, and how identity is communicated to others. Students are provided questions to guide their reflection on the social groups they belong to and how these groups influence their identity construction and representation. The intended audience is those interested in identity and people struggling with their own identity negotiation.
6 320su16 rhetoric
This document provides an overview of semiotics and rhetorical analysis from a critical media studies perspective. It begins by defining rhetoric as the use of symbols to influence others and discusses how rhetorical scholars analyze texts to understand how they encourage certain attitudes and actions in audiences. It then contrasts the classical rhetorical approach focused on persuasion with the critical media studies version, which views any text as rhetorical and analyzes the explicit and implicit ways texts influence behavior and thinking. The document proceeds to discuss key concepts in semiotics analysis including signs, signifiers, signifieds, denotation, connotation, and interpreting texts as webs of signs. It emphasizes that meaning is constructed through language and media and reveals underlying power structures.
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Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
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PART 1 - LISTENING (12 Points)
Explain what is appreciative listening and cite 2 examples of this form of listening?
Explain what is empathic listening and cite 2 examples of this form of listening?
Explain what is comprehensive listening and cite 2 examples of this form of listening?
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PART 2 - SELECTING A TOPIC & PURPOSE (4 Points)
What four brainstorming methods can you follow if you are having trouble choosing a topic for your speech?
Explain the problem with each of the following specific purpose statements, and rewrite the statements to correct the problem. (9 Points)
To inform my audience how to make perfect popcorn every time.
To inform my audience about the growth of credit card fraud and the methods of sound financial planning.
To inform my audience about Vietnam.
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1. As a painter, Leonardo produced the 'Last Supper', the 'Mona Lisa', and other masterpieces.
2. As an inventor, Leonardo drew plans for such devices as a parachute and flying machine.
3. As an astronomer, Leonardo concluded that the earth revolves around the sun.
Knowing the above 3 main speech points: (3 Points)
What is the general purpose of the speech?
What is the specific purpose of the speech?
What is the central idea of the speech?
NOTE: MAIN POINTS #1, #2 AND #3 ARE NOT THE ANSWERS TO THE ABOVE QUESTIONS.
PART 3 - ANALYZING THE AUDIENCE (7 Points)
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Use Excel to create a workbook containing four worksheets. The Excel workbook will include hotel guest and reservation data, along with a chart, and the Rio Salado Hotel and Resort remodeling loans.
Create a
new blank workbook
.
Save the workbook with the filename
RSC_Hotel_Workbook_MEID.xlsx
. Replace “MEID” with your actual MEID.
Structure of the Workbook
Your workbook must contain four worksheets:
Guest Registration – This worksheet will contain guest contact information.
Reservations – This worksheet will show the current room reservations for the Rio Salado Hotel and Resort.
Income Chart - This worksheet will provide a visual depiction of the income of the current room reservations.
Remodeling - This worksheet will contain contractor bids for the remodeling of the hotel.
Guest Registration Worksheet
The Rio Salado Hotel and Resort wants you to create a new worksheet to keep track of their guests' contact information:
Rename the worksheet as
Guest Registration
.
Assign the worksheet tab a color of your choice other than the Office default.
Create a new
table
to store the following information for each guest (
TIP:
Remember to use fine data granularity):
Guest Name
Guest Address
Phone Number
Email Address
Guest ID
Align Center
and
Bold
the column headers of the table.
Provide data
in
each cell
of the table for a
total of 10 guests
using the following specifications:
You provide the data for the
Guest Names
,
Addresses
,
Phone Numbers
, and
Email Addresses
.
Use
Special Formatting
for the
Phone Number
column.
Use
Text
and
Concatenation Functions
to generate each
Guest ID
using the first three letters of the Guest’s Last Name, and the Guest’s entire Zip Code.
Increase the
column widths
to ensure that you can view the longest data entry in each cell of the worksheet.
Align Left
the
Zip Code
and
Phone Number
data.
Sort Ascending
the table on the
Guest Last Name
column.
Apply an appropriate
Table Style
of your choice other than the Office default.
Resolve any
Error Messages
you might receive in any cells.
Freeze
the column header row of the table.
Use the
Page Setup Dialog Box
to perform the following tasks:
Set the Page Orientation to
Landscape
.
Scale to
Fit to
one page wide.
Add a
Footer
to the worksheet:
Enter
your Name
in the left section.
Enter
your MEID
in the center section.
Enter the
Course Number
and
your Section Number
in the right section.
Reservations Worksheet
Add a new worksheet to keep track of the guests’ room reservations:
Add a new blank worksheet to the workbook.
Rename the worksheet as
Reservations
.
Assign the worksheet tab a color of your choice other than the Office default.
In the first row, insert the title
Guest Reservations
.
In the second row, create a new
table
with the following column headers:
Room Number
Guest ID
Check-In Date
Number o.
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Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
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Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
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David revealed to the social worker he has been interacting with since being in the hospital he has fear and anxiety of dying. He reports that he feels guilty for always putting his work before his family and having the affair which failed after two years, He feels that he needs to see his family and spend time with him before he dies.
Ashley and Katlyn/Twin Girls: 6-year-old, females who just started school this past year, Ashley is outspoken and has expressed concern over her parents' divorce. Katlyn is shyer but is has been isolating herself more since the parents disclosed, they were separating/divorcing. Katlyn is being bullied at school and plans to take a Knife to school to attack her bully. Ashley is aware of the affair the father had and is angry and will not stay alone with the father.
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Part 1 Financial AcumenKeeping abreast of the financial measure.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time.
1. Review at least three (3) articles on financial acuity. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
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Part 1:
Conflict within Teams
Think of a conflict that occurred in a team you were a part of and analyze it. What were the main sources of the conflict? What interventions can be used to improve the quality of conflict a team?
Part 2:
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Evaluate yourself using the three indices of creativity. What strategies can you use to enhance your creativity?
.
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Paragraph 1
Reflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
Access the BSN Essentials document in your syllabus. Here you will reflect on what you have learned in theory and your other classes during the term and relate it to one or more of the BSN Essentials. How does what you learned in class support the BSN essential? Specifically related to skills you can apply in clinical, how what you learned enhances the human experience, skills and knowledge that you use to address practice issues and how to take care of a diverse population (culture and socioeconomics).
Paragraph 2
Develops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
What are some of the techniques and skills you have learned to communicate with your patients and other healthcare professionals? How can you deliver holistic care to populations that we talked about in this course? How can we work with the interdisciplinary team to give better care to our patients and who are those individuals that we work with in the hospital setting? (example: PT, pharmacy, social workers, etc.) What are their roles and how do they contribute or help us take care of patients?
Paragraph 3
Models leadership when providing safe, quality nursing care; coordinating the healthcare team; and when tasked with oversight and accountability for care delivery.
Describe an event that demonstrates: application of leadership concepts, skills and decision making in the provision of high quality nursing care, healthcare team coordination the oversight and accountability for care delivery.
Describe an event that demonstrates leadership, appropriate teambuilding and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team
.
Paragraphing with the MEAL Plan M Main Idea E Evidence or Ex.docx
Paragraphing with the MEAL Plan
M: Main Idea
E: Evidence or Examples
A: Analysis
L: Link
Main Idea: Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.
Evidence or Examples: Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you need even to keep it in the paper.
Analysis: Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will.
Link: Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.
Adapted from Capella University Writing Center, January, 2006: “Paragraphing with the MEAL Plan.”
Running Head: NON ACADEMIC CONTENT 1
Non-Academic Content Watson 4
Non-Academic Content
Taneisha Watson
Fayetteville Technical Community College
17 April 2020
Non-Academic Content
Discussion Board
Recently, the issue of child abuse has been so prevalent and has affected children from all over the world. Many children are suffering since they are being abused differently. Child abuse can either be physical abuse or emotional abuse. Therefore, this song argumentative and it has several messages that the public needs to hear concerning the issue. It explains the effects of child abuse to the children and the community, and the dangers of ignoring the seriousness of the child abuse (Straus & Smith, 2017).
This song is meant for everyone. It can be listened to by anyone who wants to. The major audience is the general public. It h.
Paragraph Structure with Use of Text(P) Topic Sentence-(I).docx
Paragraph Structure with Use of Text
(P) Topic Sentence-
(I) Follow-Up Development-
(E) Engage the text-
1. Attribution Tag (optional)
2. Paraphrase/Quote ENGAGE TEXT IN MIDDLE 1/3
3. Address or analyze quote
(S) Connect Back to Main Point/Further Insight-
Rules for Paraphrase/Quoting – English 101
· Functions as support
· Centrally located – middle 1/3 of paragraph
· Short quotations only – 4 lines of text or less
· Citation and possible attribution required
· MLA Format
Example Approach to a paragraph with a quote/paraphrase:
1. Identify a passage that includes a key idea from the text to quote/paraphrase:
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027).
2. Create a topic sentence that connects to or sets up the text support:
A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the rate of addiction to drugs and alcohol.
3. Follow up and develop the idea with your analysis breaking down the point.
4. Notice the set up of the text by attributing the author (sometimes title) of the source.
Robert Hartmann McNamara authored a report on “Homelessness”, which presented that
5. Add in text citation after the source use – (1027).
6. Close out paragraph by addressing the source use and returning back to your main idea for further analysis.
Put it all Together w/ Source Support Highlighted:
(P) A key issue challenging the homeless community, and those working to help the homeless out of their situation, is the high rate of addiction to drugs and alcohol. (I) Substance abuse can cripple one’s ability to maintain a common standard of living. Those suffering in the throes of addiction will struggle to hold a job and often lose connection to the support of their loved ones. This disconnect from a steady income, family, and friends, plus the cost of their addiction, may lead to a life on the streets. Once there, the addiction can further manifest and take hold continuing a dangerous spiral. (E) Robert Hartmann McNamara authored a report on “Homelessness”, which presented that drug use amongst the homeless is prevalent. Research from the 80’s routinely presented a clear connection between homelessness and addiction (1027). This connection can be powerful and extremely challenging to break. (S) Even if addiction did not cause the homeless state, living without shelter, physical and emotional, creates an opportunity for substances to replace security and love. When trying to rise out of a homelessness, the need to kick the addiction becomes paramount to become self-reliant again. The clear relationship between homelessness and substance abuse creates a challenging set of circumstances for both the individual and those attempting to intervene and help.
Remember the “Rule of Thirds”
To.
Part 1 Ethical ChallengeFord Motor Company Responds to Ethical C.docx
Part 1 Ethical Challenge
Ford Motor Company Responds to Ethical Challenges
Ford Motor Company was founded by Henry Ford, an inventor and entrepreneur, on June 16, 1903, in Detroit, Michigan. The Model-T became one of the most popular vehicles because it was inexpensive. During this era, he opened a factory in Canada, making the
company a global transportation leader. His moving assembly line for manufacturing was to revolutionize the auto industry.
In July 1919, the Ford family bought out all nonfamily shareholders, making them the sole owners of the company. Ever since, all Ford Company Chairmen/CEOs have been direct descendants of Henry Ford. It is the fifth largest family-owned business in the world. Today, Ford remains one the world’s top automobile companies. In 1927, Chevrolet surpassed Ford in the number of cars sold, and a rivalry continued for the next 100 years. The Ford Focus was the world’s bestselling automobile in 2013.
The Ford Company mission also known as the vision statement is “People working together as a lean, global enterprise to make people’s lives better through automotive and
mobility leadership.” Today, Bill Ford is Executive Chairman; under his leadership, the company was named the Best Global Green Brand among all companies in the world in 2014, and one of the World’s Most Ethical Companies for the eighth year in a row in March 2017.
In 2017, Mark Fields was forced out as CEO, after a 40 percent drop in share price over the past three years. Chairman Bill Ford immediately appointed Jim Hackett to replace him. Prior to this appointment, Hackett served as Chairman of the Ford Smart Mobility LLC subsidiary. Hackett’s growth strategy is to take the carmaker from conventional production to new kinds of vehicles and new advanced manufacturing processes that include ridesharing and
autonomous vehicles. His strategy is to move from a traditional car company to a more flexible and technologically advanced mobility company.
Hackett’s management strategy is to cut costs, focus on trucks and SUVs, and move some manufacturing, including the Ford Focus, to China. Ford will cut internal combustion
engine spending by one-third while moving these resources toward electrical technology with a goal to add 13 new electric cars by 2020. Ford has pledged to redesign its factories and add 3D printing, robotics, and virtual reality tools to speed up design for development and production of all product offerings.
Ford will explore emerging markets as they seek new ways to address urban congestion and park and ride desires of the driving public. Recently, the company acquired Chariot, a crowdsourced shuttle service, and opened the company’s Smart Mobility Innovation Office in London, which will target near-term development of smart mobility technologies while focusing on the specific requirements of European cities. Hackett plans to push Internet connectivity and promises that 100 percent of new U.S. vehicles will have the capabi.
Paragraph 1 (approximately 4-6 sentences)The 1920s is often cal.docx
Paragraph 1 (approximately 4-6 sentences):
The 1920s is often called “the Roaring Twenties” for its sweeping economic and cultural changes, as well as radical political movements. For this paragraph, take the perspective of
one
prominent person from the 1920s such as Henry Ford, Mary Pickford, Babe Ruth, Marcus Garvey, William Jennings Bryan, William Joseph Simmons, Calvin Coolidge or Herbert Hoover.
What role did this person play in the events (economic, cultural or political) of the 1920s? How did this change America? Overall, did this person seem to support the direction that the country took during the 1920s? Or was this person a critic of American society in this decade? Explain your answer.
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 22 (the chapter and primary source document) in your paragraph.
Paragraph 2 (approximately 4-6 sentences):
President Franklin Delano Roosevelt’s (1933-1945) New Deal was an attempt to help the tens of millions of Americas who suffered during the Great Depression of the 1930s. The New Deal greatly expanded the size of the federal government as it created many new government agencies and resulted in greater federal spending. Some New Deal agencies helped alleviate the Great Depression, while others were failures.
Which New Deal agency was the greatest
failure
and why? Which New Deal agency was the greatest
success
and why?
Using footnotes and the Turabian citation style (see the Discussions Guideline), please remember to at least cite at least
one
source from materials assigned for chapter 23 (the chapter and primary source document) in your paragraph.
.
Part 1 - Sample costing flow for a product (10 marks)More re.docx
Part 1 - Sample costing flow for a product (10 marks)
More readings:
Accounting academic help
Box D
Finished Goods:
Opening Balance
+ Transfers in
- Transfers out
Ending Balance
Box B
Sales
- Cost of Goods Sold
Gross Margin
- Corporate Overhead
Earnings before Taxes (operating profit)
- Taxes
Net Income
Box A
Materials:
Opening Balance
+ New work
- Transfers out
Ending Balance
Box C
Work In Process:
Opening Balance
+ Transfers in
+ Labour
+ Mfg Overhead
- Transfers out
Ending Balance
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is the correct ordering of the flow of boxes above (example: B to D to C to A)
Also read:
Calculation and classification of cost
___________________________________________________________________________________
3. True and False questions – Mark with X.
Question
True
False
A. Inventory in “finished goods” is the end of the production process.
B. Units transferred out from a department will have material, labour and factory overhead in its cost and is considered material in the next department.
C. Equivalent units of production are the portion of whole units that are complete with respect to either materials or conversion (direct labour and factory overhead) costs.
D. Process costing is used for custom production.
E. Process costing and job costing assign the same costs.
F. FIFO costing includes beginning inventory costs in the equivalent per unit cost.
G. If material for 1000 products was added to Work in Process but conversion costs are 75% complete at month end, the equivalent units for allocating conversion costs incurred in the month are A = 1,000 or B = 750 units. Which is correct?
A
B
H. The Finished Goods in Box D received $25,000 of costs (Transferred in). Opening inventory was $10,000 and ending inventory was $5,000. Transferred out must be A = $25,000 or B = $30,000. Which is correct?
A
B
Part 2 - Sample costing flows and pricing for three customers (10 marks)
Box A
Customer 1
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Floating Price
Box D
Customer 4
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Box C Actual
Customer 2
+ Material to-date
+ Labour to date
+ Mfg. Overhead
+ Corp Overhead
Costs to date
Box C Forecast
Customer 2
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is a potential issue with Customer 2 if the overhead allocation is based on a budget and actual results mean the allocat.
PART 1 (7.5 points)After listening to the lectures (in the m.docx
PART 1 (7.5 points)
After listening to the lectures (in the modules) and reading the two documents please write a
single post
answering the following two questions and composing one question of your own. Your answers should be a nice robust paragraph--around 6-10 sentences. You will not be able to see anyone else's posts until you make your own post by clicking "reply" to this discussion. Please do this by noon on Thursday--after you would have done the reading and sat through both classes were we still on campus. DUE BY THURSDAY AT NOON.
1. How has the world changed according to Clinton since the postwar era (ca. 1945-1965) and what does that mean for the US economy in the 1990s? Do you think Clinton's definition of freedom is tied to Reagan's from last week? If so how and why or why not? What is America's role in the world? (2.5 points)
2. How was Bush's worldview different from the preceding Clintonian vision?
What ideals did he appeal to and why do you think some referred to his foreign policy as "Neo-Wilsonian" evoking President Wilson from WWI? What is America's role in the world? (What a great exam question this would be!) (2.5 points)
3. Write ONE analytical question following up on EITHER of the documents. That is don't ask a factual or opinion question but rather a question about what the document means or why the author was arguing what he was arguing. (2.5 points)
.
Financial Statement AnalysisPrepare an eight- to ten-page fundamen.docx
Financial Statement Analysis
Prepare an eight- to ten-page fundamental financial analysis (excluding appendices, title page, abstract, and references page) that will cover each of the following broad areas based on the financial statements of your chosen company:
Provide a background of the firm, industry, economy, and outlook for the future.
Analyze the short term liquidity of the firm.
Analyze the operating efficiency of the firm.
Analyze the capital structure of the firm.
Analyze the profitability of the firm.
Conclude with recommendations for the future analysis of the company (trend analysis).
Writing the Final Paper
The paper
Must be eight to ten double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least three scholarly sources from the Ashford University Library, in addition to the text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Total Possible Score
: 25.00
Provides a Background of the Firm, the Industry, the Economy, and the Outlook for the Future
Total: 7.00
Distinguished - Provides an accurate and thorough background of the firm, the industry, the economy, and the outlook for the future.
Proficient - Provides a background of the firm, the industry, the economy, and the outlook for the future. The background has a few inaccuracies or minor details are missing.
Basic - Provides a limited background of the firm, the industry, economy, and the outlook for the future. The background has several inaccuracies and/or relevant details are missing.
Below Expectations - Attempts to provide a background of the firm, the industry, economy, and future outlook; however, the background has many inaccuracies and/or significant details are missing.
Non-Performance - The background of the firm, the industry, the economy, and the outlook for the future are either nonexistent or lack the components described in the assignment instructions.
Analyzes the Short Term Liquidity, Operating Efficiency, Capital Structure and Profitability of the Firm Using the Financial Statements
Total: 9.00
Distinguished - Accurately and thoroughly analyzes the firm's financial statements, including short term liquidity, operating efficiency, capital structure, and profitability.
Proficient - Analyzes the firm's financial statements, including short term liquidity, operating efficiency, capital structure, and profitability. The analysis has a few inaccuracies or minor ...
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