(1) Insight. I appreciate you final section on why Jesus used parabl.docx

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(1) Insight. I appreciate you final section on why Jesus used parables and storytelling. I suggest moving this to the start of your paper and developing your thesis from this. (2) Grammar and style. You articulate your ideas clearly. (3) Texts. You do well in your analyses of the texts from this class, both primary (Mark and Matthew) and secondary (Powell). Be sure to link these texts directly back to your thesis, which you will make more specific in your final paper. What is key here is that you are showing a good understanding of the class content here. Three Improvements: (1) Thesis. Make your thesis more specific. Your thesis should directly answer the questions you pose at the end of your introduction. (2) Headings. What will help both you and the reader to follow each part of your argument and to see how each part fits into the whole of your argument are headings. For each section, not only create headings that say "Part I: Mark," but also have headings that connect to your thesis and what Mark uniquely adds to it. It's a good practice to sum up each section in a phrase, usually with language linking back to your thesis and linking to Mark. You then can use these summations to make your thesis more concrete. (3) Roadmap. In your introduction, give your readers a sense of the journey you will be taking them on. If you have headings, these will help you to create this roadmap. .

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Welcome to Essentials of English Composition 101. My name is Stacie Vesolich, and I will be your instructor for this course. I commend you for enrolling in this course as a path to furthering your academic goals, and I will make every effort to help you to achieve success in your writing endeavors. Let me begin by highlighting several key points of this course: Essentials of English Composition 101 8 Modules and a Final Research Paper There are 8 modules, culminating with a final research paper as the exam. Each module is different, and it is very important that you read the instructions for every module. The beginning module requires you to do several writing, practice exercises. This is mandatory, even though the practice exercises are not graded. The modules start out relatively easy (a descriptive essay and a narrative essay that are written on your firsthand experiences and do not require any writing citations.) Be advised that the modules build on each other, progressively becoming more difficult. As your instructor, I have 3 days ( per module) to grade your work. My response to your essay submissions usually does not take three days, although I am granted that amount of time. Read, Write, Submit, Wait English courses require that the writer addresses the writing prompt. This can only be done if the writer carefully reads the specific directions. After you submit your essay, wait for the remarks and critique before submitting another module. In some instances, you may be required to submit a revision of your essay. The option to do a revision on the submitted essay is your choice, but is to your advantage. Progression of Difficulty Each writing module develops a specific skill and the level of difficulty of these writing skills increases as the course progresses. Be sure to carefully read all of the instructions and view any videos that apply to the module. Always address the writing prompt: This is the specific instructional requirement for the essay. Research and Sources For this course, when you present information that is based on research that you have reviewed and studied, you must provide two types of sources: 1) Parenthetical or in-text citations For example: (Smith 22) 2) A works cited page that is in alphabetical order. 3) I will use an electronic scan to verify that the work submitted is your original work, or work that has been properly cited. Remember that you have signed an honesty agreement about the work that you will submit. Research Essays, Expository Essays, and Persuasive Essays Demand Citations If you are having difficulty formatting the works cited page or the in-text (parenthetical citations), please refer to these links: The Purdue Owl Online Writing Lab (OWL). Click on MLA Formatting and Style Guide. Note: English classes tend to use MLA formatting; science and humanities’ classes tend to use APA formatting. We recommend using MLA formatting for our English classes at Portage. How ...

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Lague 1 Writing about Literature The type of papers you will write and how to write them For this course, you will be writing literary analysis as formal essays for the midterm and final exams. They are persuasive in nature. According to William Whitla in his book The English Handbook: A Guide to Literary Studies, a persuasive essay “attempts to persuade a reader that the position you are defending is valid . . . . Your case will depend on your evidence, and how you marshal it for your purposes (88). The evidence used in literary analysis consists of quotations from the text(s) that support your assertion (thesis) and your interpretation of those quotations. The biggest difference between what I am describing here and a “research paper” is that you do not need to do outside research to support your ideas. All the evidence you need is embedded in the author’s work. Of course, that means you have to read closely and think carefully about what the author writes in the text(s), but that is part of the study of literature. Also, the text(s) really are sources for your paper; therefore, you must document every quotation. This is also true for paraphrases of action and speech in the text(s). In this course, you must use MLA documentation guidelines. This includes both in-text notations and a Works Cited page. (Note: This document illustrates the use of introductory signals and in-text notations, also called parenthetical citations, for all paraphrases and quotations and includes a Works Cited page, all following MLA guidelines.) When you receive an assignment, Whitla writes that you must first “separate [the] subject matter from the formal requirement” (89), like the number of texts/authors your must cover than the length of the paper. You need to satisfy all the formal requirements of the assignment to earn Lague 2 your best grade. Then, you have to consider the subject matter of the assignment. Whitla explains, “Many assignments state or assume an abstract concept, a theme, a mode of character analysis, or state a position, and then ask you to apply that concept to a limited number of texts . In many cases, it is clear that . . . the principle is really not open to question” (90). At other times, you may be allowed to choose your own subject matter. Finally, you need to look at what the assignment says about the subject matter, looking for key words that explain how you need to address them. Here is an example from a possible Shakespeare module in this course. Writing Prompt: Whether Shakespeare’s sonnets are addressed to the dark lady or the young man, themes of beauty and love run deeply through all of them. This statement is true in both those sonnets that follow a more traditional approach and those challenge the traditional conventions of sonnet-making. Write a 300-word essay, posted in the appropriate discussion forum, that discusses how Shakespeare develo ...

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SOC-520 Course Evaluation Methods Assignment Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept. Topic 7: Teaching and Course Evaluation For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire: · Explain the purpose of the questionnaire. · 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students. · Two short-answer essay questions asking students to reflect on their learning experience. Likert Scale Questionnaire: Purpose of the questionnaire: 10 prompts about the course: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2 Short-answer Essay Questions: 1. 2. SOC-520 Topic 3 Case Study Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far. The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic. Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.

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