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ESSAY 2: Surfwise Taking a Position Here is the prompt that you will respond to: Did Doc and Juliette Paskowitz fulfill their parental responsibility to educate their children and prepare them for adult life? You will take a position one way or the other -- you must take a yes or no position -- and explain clearly your reason for taking this position. The essay will be a minimum of 1200 words in length . You will use one research source, which I have given you, and the essay will contain a Works Cited page at the end. The Works Cited page does not count in the total word count for length. What the essay must do and contain: AN OPENING PARAGRAPH THAT DOES NOT MENTION OR REFER TO THE FILM OR THE FAMILY IN ANY WAY, and that directly introduces some important issue you will raise in the essay, as we practiced in Essay 2. A thesis statement: a single sentence that states clearly both the position you are taking on the question and your reason for taking that position. Please underline the thesis . A clear objective explanation of who the Paskowitzes are, what choices they made regarding education, and why they made those choices. The research source I gave you, properly incorporated into the essay and cited at the end in proper MLA format on a WORKS CITED page (SEE BELOW, “RESEARCH AND WORKS CITED”). You do not have to cite your references to the film in the text when you refer to it. One specific real-world experience that demonstrates or proves why you hold the position you have taken. This must be something that happened to you, or that you observed or know about personally. It should not come from a research source. A concluding paragraph. RESEARCH AND WORKS CITED You must use the article on Navah Paskowitz that I have provided. It will be used within the text in some relevant way, cited using in-text citations. I will provide an example of the Works Cited page Actions . Please follow it. The Works Cited page will contain the proper citations I have provided for the film Surfwise and for the Navah Paskowitz article . DO NOT USE ANY OTHER RESEARCH SOURCES IN THIS ESSAY. PLEASE SEE ALSO THE DOCUMENT I HAVE POSTED TITLED " SURFWISE ESSAY STRUCTURE." SURFWISE Essay Structure: The essay should be a fairly simple structure, following the instructions. Here is what it should look like: 1. Introductory paragraph, following the instructions (1 paragraph). 2. Brief objective description of the Paskowitzes: the film, who they are, and what choice they made about education that is the issue we are discussing. This should not contain anything about your opinion on or position about what they did -- just objective description, as we practiced in Essay 2. ( Not more than 1 paragraph ). 3. Brief objective explanation of why Doc and Juliette made the educational choices for their kids that they made. This also should not contain anything about whether you agree or not -- just explanation of why they made t.
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An article is a word used with a noun to indicate what type of reference is being made. There are two types of articles: definite and indefinite. The definite article "the" refers to something specific, while the indefinite articles "a" and "an" refer to something unspecific. Articles go before adjectives and indefinite articles are only used with singular nouns. To write an article, you choose a topic, conduct research and interviews, outline the article, write a draft with an engaging opening and quotes, and finalize it with accuracy checks before the deadline.
Essay #2 Visual Textual Analysis For this essay, you will ana.docx
Essay #2: Visual / Textual Analysis
For this essay, you will analyze a visual text (a painting, film, or video) and explore why the artist(s) employed the techniques that she/he/they did. The aim is to write a paper (to craft and defend a “thesis”
[1]
)
that
proposes a
compelling and unique analysis/argument, or makes a strong and interesting statement about a visual text (a painting, film, or video)
.
If you’re writing about a painting, you’ll want to look at the section on visual analysis in your
Student’s Guide
. However, most of you will probably be writing about a film or video. So, if you you’re writing about a film/video, explore cinematography (shots), editing (cuts), mise-en-scene, sound, plot, props, figure behavior, larger meaning, etc. (all of the many, many elements we’ve addressed in class and through various assignments – initially drawn from
pages
113-117
in
Student’s Guide to First-Year Writing,
but you can also find them on the music videos worksheet).
What message(s) might this image/film/video be trying to communicate? How? Why? Remember tocreate vibrant analysis, not just a simple description or plot summary. It will probably be useful to look up reviews of the image/film/video that you select; however, I don’t want you to just repeat what other critics say. I’m really interested in
your personal analysis
.
So, here it is: You may write about
ONE
of the following for this assignment:
The film you selected for the “finding negative and positive reviews” assignment (
note: this is often the most popular option that students select, which is just fine; just make sure that you are picking something very specific and interesting to write about this film – rather than just writing an overview of the movie
)
An analysis of a different movie which seems especially compelling to you (is there something you want to say about it, and then can you come up with many specific elements to analyze?)
A detailed analysis of a music video (one which we watched in class – one that I played or one a classmate played – or it could also be one which you personally select)
A comparison/contrast of two different music videos by the same director or musical artist
A comparison of two different films from the same director
A detailed analysis of a painting in the UAMA (approve this with me first, to make sure you have enough material to write about)
An analysis of something specific or interesting in regards to the
Black Mirror
episode we watched
Specific themes or similarities in two different episodes of
Black Mirror
Most people end up selecting one of the first two options above
Here is an acronym that many past students have found helpful in figuring out what to write about for this assignment:
DIM!
Let me elaborate:
ü
D: Debatable
… What I mean is that it would be great if the subject of your essay could be “debatable.” It would be great if you could actually
have an argument
about your topic. If you could imagine.
Enc 1102 summer b july 9 (1)
This document provides guidance to students on writing annotated bibliographies. It discusses identifying a research topic after reading articles in one's field and writing rhetorical precises that summarize key points of articles. Students are instructed to write two paragraphs for each source - the first summarizing the author's thesis and support, purpose, and intended audience, and the second evaluating how the source relates to their own research topic. The document emphasizes learning about one's topic, different perspectives, and developing one's own viewpoint through this process.
How to write an introduction
The document provides guidance on how to write effective introductions for essays. It explains that introductions should indicate the topic, describe the overall structure of the essay, and state the thesis. Two sample introductions are analyzed, with the second introduction positioned as more effective because it frames the topic knowledgeably and states the thesis confidently without using words like "essay" or "thesis". Frequently asked questions about introductions are also addressed.
Summary quote paraphrase workshop
The document provides guidance on how to effectively use summaries, quotes, and paraphrasing when writing. It explains that a summary consolidates the main ideas of a source into 3 sentences or less using the writer's own words. Quotes directly reuse short snippets from the source, while paraphrasing borrows and reworks the language. The document encourages readers to apply these techniques to their own work and asks instructors for help if needed.
Integrating Quotations
The document provides guidance on integrating quotes into academic writing, including using the PIE (Point, Illustration, Explanation) structure for paragraphs. It discusses using lead-ins to introduce quotes, placing citations in parentheses, and formatting long quotes as indented blocks. Examples are given of attributing quotes to authors in sentences and analyzing quotes from The Great Gatsby. The document stresses using quotes to support your own analysis rather than replacing it.
Writinga thesisstatement
This document provides guidance on writing thesis statements and developing paragraphs. It defines a thesis statement as a sentence that expresses the main ideas of a paper and answers the question posed. An effective thesis statement has two parts - the topic and an analysis or assertion about the topic. It should be specific and guide the scope of the paper. Argumentative thesis statements present a claim, reasons to support it, and the order of presenting evidence. Topic sentences indicate the general idea of a paragraph. Paragraphs are well-developed by citing evidence, examining testimony, defining terms, comparing/contrasting, and analyzing causes and effects.
Ashford University ENG225 WEEK 05The week 5 written assi.docx
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
Recommended
article
An article is a word used with a noun to indicate what type of reference is being made. There are two types of articles: definite and indefinite. The definite article "the" refers to something specific, while the indefinite articles "a" and "an" refer to something unspecific. Articles go before adjectives and indefinite articles are only used with singular nouns. To write an article, you choose a topic, conduct research and interviews, outline the article, write a draft with an engaging opening and quotes, and finalize it with accuracy checks before the deadline.
Essay #2 Visual Textual Analysis For this essay, you will ana.docx
Essay #2: Visual / Textual Analysis
For this essay, you will analyze a visual text (a painting, film, or video) and explore why the artist(s) employed the techniques that she/he/they did. The aim is to write a paper (to craft and defend a “thesis”
[1]
)
that
proposes a
compelling and unique analysis/argument, or makes a strong and interesting statement about a visual text (a painting, film, or video)
.
If you’re writing about a painting, you’ll want to look at the section on visual analysis in your
Student’s Guide
. However, most of you will probably be writing about a film or video. So, if you you’re writing about a film/video, explore cinematography (shots), editing (cuts), mise-en-scene, sound, plot, props, figure behavior, larger meaning, etc. (all of the many, many elements we’ve addressed in class and through various assignments – initially drawn from
pages
113-117
in
Student’s Guide to First-Year Writing,
but you can also find them on the music videos worksheet).
What message(s) might this image/film/video be trying to communicate? How? Why? Remember tocreate vibrant analysis, not just a simple description or plot summary. It will probably be useful to look up reviews of the image/film/video that you select; however, I don’t want you to just repeat what other critics say. I’m really interested in
your personal analysis
.
So, here it is: You may write about
ONE
of the following for this assignment:
The film you selected for the “finding negative and positive reviews” assignment (
note: this is often the most popular option that students select, which is just fine; just make sure that you are picking something very specific and interesting to write about this film – rather than just writing an overview of the movie
)
An analysis of a different movie which seems especially compelling to you (is there something you want to say about it, and then can you come up with many specific elements to analyze?)
A detailed analysis of a music video (one which we watched in class – one that I played or one a classmate played – or it could also be one which you personally select)
A comparison/contrast of two different music videos by the same director or musical artist
A comparison of two different films from the same director
A detailed analysis of a painting in the UAMA (approve this with me first, to make sure you have enough material to write about)
An analysis of something specific or interesting in regards to the
Black Mirror
episode we watched
Specific themes or similarities in two different episodes of
Black Mirror
Most people end up selecting one of the first two options above
Here is an acronym that many past students have found helpful in figuring out what to write about for this assignment:
DIM!
Let me elaborate:
ü
D: Debatable
… What I mean is that it would be great if the subject of your essay could be “debatable.” It would be great if you could actually
have an argument
about your topic. If you could imagine.
Enc 1102 summer b july 9 (1)
This document provides guidance to students on writing annotated bibliographies. It discusses identifying a research topic after reading articles in one's field and writing rhetorical precises that summarize key points of articles. Students are instructed to write two paragraphs for each source - the first summarizing the author's thesis and support, purpose, and intended audience, and the second evaluating how the source relates to their own research topic. The document emphasizes learning about one's topic, different perspectives, and developing one's own viewpoint through this process.
How to write an introduction
The document provides guidance on how to write effective introductions for essays. It explains that introductions should indicate the topic, describe the overall structure of the essay, and state the thesis. Two sample introductions are analyzed, with the second introduction positioned as more effective because it frames the topic knowledgeably and states the thesis confidently without using words like "essay" or "thesis". Frequently asked questions about introductions are also addressed.
Summary quote paraphrase workshop
The document provides guidance on how to effectively use summaries, quotes, and paraphrasing when writing. It explains that a summary consolidates the main ideas of a source into 3 sentences or less using the writer's own words. Quotes directly reuse short snippets from the source, while paraphrasing borrows and reworks the language. The document encourages readers to apply these techniques to their own work and asks instructors for help if needed.
Integrating Quotations
The document provides guidance on integrating quotes into academic writing, including using the PIE (Point, Illustration, Explanation) structure for paragraphs. It discusses using lead-ins to introduce quotes, placing citations in parentheses, and formatting long quotes as indented blocks. Examples are given of attributing quotes to authors in sentences and analyzing quotes from The Great Gatsby. The document stresses using quotes to support your own analysis rather than replacing it.
Writinga thesisstatement
This document provides guidance on writing thesis statements and developing paragraphs. It defines a thesis statement as a sentence that expresses the main ideas of a paper and answers the question posed. An effective thesis statement has two parts - the topic and an analysis or assertion about the topic. It should be specific and guide the scope of the paper. Argumentative thesis statements present a claim, reasons to support it, and the order of presenting evidence. Topic sentences indicate the general idea of a paragraph. Paragraphs are well-developed by citing evidence, examining testimony, defining terms, comparing/contrasting, and analyzing causes and effects.
Ashford University ENG225 WEEK 05The week 5 written assi.docx
Ashford University | ENG225 WEEK 05
The week 5 written assignment is your final film critique. This is the culmination of the work you have been doing
in this class-- your chance to focus all the techniques and elements we've been studying on the thorough analysis
of one feature-length film. Additionally, you'll be asked to reflect on your own development-- what you've learned
and how you've learned it-- while looking ahead to see how the skills you've mastered here will apply to your
continuing studies and possible career fields.
Make sure to read through the guidelines carefully, noting all the different required elements, and take a look
ahead at the rubric so you know exactly how your work will be assessed. Here are a few key points to keep in
mind as you work on your paper.
Stage 1 of the paper asks you to choose a film to analyze from AFI's 10 Top 10 list. Stick to those lists and pick a
film you are familiar with or have easy access to, as you will probably need to watch it several times to hone your
points. Remember the lessons you've learned throughout this course. For example, you'll be called upon to
explain the difference between story and plot in the particular film you've chosen.
You'll also look at specific aesthetic choices. While we've discussed those throughout the class, you'll have to
explain them and apply them to the film you've chosen. Don't forget to get specific. Whether you're talking about
lighting, or editing, or any other cinematic techniques, be sure to drill down and reference specific scenes or shots
to help make your point.
Here are a few more tips to remember. Stage 1 asks you to consider the social or personal impact of a specific
film. The guidelines scaffold some different ways to think about this, but be sure to think broadly. This is an
important part of the paper, one where outside resources might be especially helpful.
Stage 2 is all about reflection. And this is different from talking about the personal impact of the specific film you've
chosen for this paper. The guidelines provide some questions for you to think about, so be sure to provide specific
examples as you formulate your response. This grounds the reflection with a practical understanding.
See the sample paper we've uploaded in the assignment prompt. This is a model of good student work-- what
your professors are looking for and the type of comments we will make. Also, keep in mind that the titles of films
should be italicized. Click into the Ashford Library English 225 study guide. It's a portal dedicated to the kinds of
articles, essays, and books that will be most helpful resources as you work on your written assignment.
Try to budget your time so that you can take advantage of the various resources offered by the Ashford Writing
Center to ensure that your paper is written and polished. Remember, the week 5 written assignment is a chance
to really apply your understanding of the concepts and skills we've be.
For this assignment, you will be required to write a summary and r.docx
For this assignment, you will be required to write a summary and response to the video Writing Across Borders, written and directed by Wayne Robertson at Oregon State University. This assignment is almost like writing 2 shorter papers. Both the summary and the response will have an introduction, body, and conclusion. Please follow the instructions carefully for each part of the paper.
General Formatting for the Assignment:
· Use 12 font and double-space throughout the paper. Use APA Formatting, including the cover page. There is a sample APA document produced for COSK classes on Blackboard under “APA Help.” You can find also find examples of the cover page in Chapter 19 of your textbook on Connect or on OWL Purdue: https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
· Put page numbers in the upper right hand corner of the page. This should go in the header of your page. Also include the Running head in the header of your page.
· You do not need an abstract for this paper, but you should use the headings Summary and Response to make the two sections of this paper clear. These headings should be centered in the middle of the page.
· Include a References page at the end of your paper by citing the video. Here is the proper format for citing this video:
· Robertson, W. (Director). Writing Across Borders. [DVD]. Corvallis, OR: Oregon State University.
Remember to follow the “rules” for writing a summary:
· Cite the director and title of the video in your introduction. Write this into a sentence in your introduction. This should be pretty close to the beginning of the summary. DO NOT simply list the information before starting your paper. You can use a sentence something like…
· In Writing Across Borders, the director Wayne Robertson provides…
· The video Writing Across Border, directed by Wayne Robertson, gives the viewer an idea of…
· Concentrate on main ideas and include supporting details as needed. Your summary cannot include all of the information in the video, so you must decide what the main points are and focus on these.
· Cover the whole video—not just part of it. You have to address ALL of the main points.
· Change the wording without changing the idea.
· DO NOT evaluate the content or give an opinion in any way.
· DO NOT add ideas.
· DO NOT include any personal comments.
· You should not use any quotations in this essay; I want you to practice your paraphrasing skills.
· Use frequent references to the video (like “Robertson shows...,” “according to Writing Across Borders,” “the video emphasizes that...,” or “In the video, Maho, a student from Japan, describes her experience with…”) to remind the reader that you are summarizing someone else’s material. Be as specific as you can about the people in the video. Indicate whether they are teachers or students. If they are students, you should also tell where they are from. You may refer to students using their first names, but you should refer to instru ...
Documentation basics
The document provides guidance on properly citing sources in academic papers. It discusses two basics: having a conversation with the source by expressing agreement, disagreement, etc., and properly documenting the source with information like the author, publisher, and page numbers referenced. It then offers tips for introducing sources through attribution, signal phrases, context, and blending quotes into sentences. It stresses the importance of following up quotes with your own insight rather than just summarizing. Lastly, it covers how to cite sources in-text with parenthetical citations including the author's last name and page number.
Documentation_Basics
The document provides guidance on properly citing sources in academic papers. It discusses two basics: having a conversation with the source by expressing agreement, disagreement, etc., and properly documenting the source with information like the author, publisher, and page numbers referenced. It then offers tips for introducing sources through attribution, signal phrases, colons, or blending quotes into sentences. It stresses the importance of following up quotes with your own insight, not just summarizing or vaguely agreeing/disagreeing. Lastly, it covers how to cite sources in-text with parenthetical citations including the author's last name and page number.
Enc 1102 sept 18 ann bib intro
The document provides guidance on writing an annotated bibliography. It discusses identifying a research topic after reading articles in one's field and writing rhetorical precises summarizing the key points and purpose of sources related to the topic. Students are instructed to write two paragraphs for each source: 1) a rhetorical precis outlining the author, thesis, evidence, and purpose/audience, and 2) an evaluation of how the source relates to and supports the student's research topic through relevant definitions, findings or claims. Credibility of sources and inclusion of quotes are also addressed.
Writing-Guidelines-Taylor.ppt
This document provides guidance on writing a research paper, including gathering ideas, developing a thesis, organizing notes, drafting sections, revising, editing, and formatting citations. Key steps are to read the assignment, focus your topic, ask questions to form a thesis, take notes and organize ideas, come up with a title, write an introduction with your thesis, support your ideas with evidence, edit for clarity and conciseness, and proofread the final draft.
Analytical Essay GuidelinesAssignment For our next assign.docx
Analytical Essay Guidelines
Assignment:
For our next assignment, you are to write a 4- to 6-page analytical essay on Woody Allen’s
Crimes and Misdemeanors
(1989); this thesis driven essay should answer an
interpretive
question regarding the film. Generate a thesis that addresses this prompt. Please include a title, heading, margins, and page numbers in proper MLA format. The paper should be double-spaced in 12-point Times New Roman font.
The essay must be submitted to Canvas by the posted due date.
***Secondary Source Requirement
: You must use multiple direct quotations from the secondary source material supplied by the instructor: “
Crimes and Misdemeanors
: A Retake on the eyes of Dr. Eckleburg” by Dianne Vipond. The best use of quotations is to develop your analysis through supporting claims in the body of the essay.
Use of a secondary source is required; be sure to list all sources (secondary and primary) in a Works Cited page. Proper MLA citation format is also required.***
Approach
:
· You may explore the role of a single motif.
· You will want to explore how the motif shapes the nature of an idea; more than identifying a theme, how does the text
define a concept
or promote a viewpoint?
· You have latitude to self-determine here. But, yes, you will want to watch the film again while taking careful notes. The film is available on Swank and is on reserve at the SCC library.
Potential topics:
· During class discussions, many students note that the two storylines of the film treat the issue of marital infidelity; that said, the stories frame marital infidelity quite differently. What does the film seem to suggest about morality and ethics through its various framings of marital infidelity?
· Eyes are a dominant motif in the film, and yet the symbol is quite malleable, suggesting a set of related symbolic potentials for the motif rather than one coherent symbol. For example, the film is concerned with the judging eyes of God, the symbolic myopia and blindness (bad eyesight) of many characters, and the dead, soulless black void of Delores eyes. What idea is Allen attempting to define with this motif? How?
· The film is highly aware of film as an art form: after all, the film’s director plays a film director within the film. What does the film suggest about the significance of filmmaking, storytelling, and art? The film brings together not only two plots, but two genre—a remarkable task that requires grand shifts in tone. It will be helpful to consider professional ethics and the film’s postmodern
metanarrative
(especially at the end) and
reflexivity
(especially the use of movie clips) as motifs.
· The film also deploys a motif of the doppelganger, the uncanny double. Siblings feature prominently, many scenes echo other scenes, Judah wrestles with the discrepancy between two senses of who he is, etc. What idea is Allen attempting to define with this motif? How?
· Unlike the Clifford in the subplot, Judah’s narrativ.
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
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Anedria Smith posted Sep 26, 2019 7:30 PM
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Revising Your Essay
This document provides instructions for revising an essay analyzing a character from a story. It outlines the key elements students should focus on revising, including the introduction, thesis statement, body paragraphs, conclusion, and documentation. Students are directed to stop at various points and revise their work based on the guidelines provided, such as ensuring their analysis is written in the literary present tense, including sufficient evidence and interpretation, and revising their thesis if needed.
THESIS STATEMENTSThesis statements perform the following functions.docx
THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little more to be said.
Example: Applicants must take a test before getting their driver’s license.
A thesis statement contains both a subject (what is being written about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad, too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis with a refined focus is more desirable.)
1. My parents have been the most influential people in my life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in our neighborhood.
3. The members of the post-World War II “baby boom” make up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although in other respects I was limited.
2. The problem of overcrowded American prisons must be solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages, but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a particular topic. A paragraph has four basic parts: topic sentence, supporting details, sub-details, and a concluding or transitional sentence.
The topic of the paragraph is expressed in the topic sentence which is generally (always for our purposes) the first sentence of the paragraph. The topic sentence is a general statement of the paragraph topic that directly supports the thesis statement; they are the “bones” of the paragraph.
Consider we’re writing an essay about the perks of the Tidewater area. (recalling what you learned about topics / thesis statements, our topic sentences for this topic should explain the perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a great tourist spot. Notice how “general” the sentence is; it does not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details, which are the “meat on the bone.” They support the topic sentences by offering clar ...
G325 section A
This document provides guidance for a student to summarize their development in research and planning, creativity, use of conventions, digital technology, post-production, and genre over the course of their A-Level Media Studies projects. It includes questions for the student to consider regarding the pros and cons of the methods and technologies used in each project. Examples are given of how to analyze conventions and apply genre theory. Links are also provided about narrative structure theories from Propp and Todorov for the student to further examine.
E10 sept21 2011-uploaded
This document contains comprehension questions and discussion about two articles: "Don't Be Shy, Speak Up!" by Stephen Quinn, and "All Grown Up and Still in Tow". For the first article, the summary would be:
The overall topic is how people communicate in public situations. The author Stephen Quinn's message is that people should speak up when others behave rudely instead of being passive. For the second article, the summary would be:
"All Grown Up and Still in Tow" discusses how some adult children are still financially dependent on their parents. It provides vocabulary questions about words used in the article. The document assigns homework reviewing grammar, re-reading the article, and writing a paragraph using related words
Running head TITLE OF PAPER 1 Title of Your Essa.docx
Running head: TITLE OF PAPER 1
Title of Your Essay
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
TITLE OF PAPER 2
Title of Your Essay
Start the first paragraph here. It should introduce your reader to the subject you are
writing about, as well as your particular position or claim. Before you can create your first
paragraph, consider these “pre-writing” tips. You can use this template to help you format your
paper. For longer papers, include sub-headings or levels of heading.
The writing process
Spend time planning your paper. A good practice is to brainstorm ideas and decide how
to express the main idea or thesis. Once you have a rough idea of what you want to say or argue,
create an outline or list to help you organize the evidence you plan to present. For more
suggestions, please read about thesis statements on our Ashford Writing Center website: Thesis
Statements. Other helpful tools on our website are the Thesis Generator and Moving from
Prompt to Thesis.
Writing the body paragraphs
Each paragraph of your assignment should be clear and easy to follow. We have several
good resources to help you write a strong paragraph, such as How to Write a Good Paragraph
and the P.I.E. Paragraph Structure.
Using citations correctly
In addition to being well-written, each paragraph should include an in-text citation to all
ideas, references, or quotations that are from outside sources and research. The Ashford Writing
Center provides many resources to help you follow correct citation style (primarily APA) and
gives lessons and examples of how to paraphrase and cite sources. The APA Key Elements page
is a good place to start.
https://awc.ashford.edu/cd-formatting-headings%20in-apa-style.html
https://awc.ashford.edu/writing-tools-outline.html
https://awc.ashford.edu/essay-dev-thesis-statements.html
https://awc.ashford.edu/essay-dev-thesis-statements.html
https://awc.ashford.edu/writing-tools-thesis-generator.html
https://awc.ashford.edu/essay-dev-prompt-to-thesis-handout.html
https://awc.ashford.edu/essay-dev-prompt-to-thesis-handout.html
https://awc.ashford.edu/essay-dev-good-paragraph.html
https://awc.ashford.edu/essay-dev-pie-paragraph.html
https://awc.ashford.edu/cd-in-text-citation-guide.html
https://awc.ashford.edu/cd-guidelines-for-quoting.html
https://awc.ashford.edu/cd-apa-key-elements.html
TITLE OF PAPER 3
References
The following are commonly used references. Please fill in the required information, and if you
need more help, see the AWC References page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first)
[Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic
version]. Retrieved from https://content.ashfor ...
How To Write An Introduction
The document provides guidance on how to write an effective introduction for an essay. It explains that an introduction should indicate the topic, describe the structure of the essay, and state the thesis. The document compares two sample introductions, noting how the second introduction is more effective because it does not use phrases like "the topic of this essay" and expresses the writer's position confidently rather than timidly. Frequently asked questions about introductions are also addressed.
Persuasive Essays PPT English II
This document provides guidance on writing persuasive essays, including how to structure an introduction paragraph, body paragraphs, and conclusion.
The introduction should begin with a hook to engage the reader, then state the topic and your position on it in a thesis statement. Body paragraphs should each focus on one reason to support the thesis, using the PEE structure of making a Point, providing Evidence to support it, and Explaining how the evidence relates to the point. The conclusion should restate the main points without simply repeating verbatim what was already stated. Transition words are recommended to improve flow between paragraphs. Proper indentation of paragraphs is also advised.
Writing Introductions and conclusions
This slideshow is designed to help students write introductions and conclusions for their formal research papers.
For a slideshow with active links: https://docs.google.com/presentation/d/1sPJVJbo79DBisUGhtUCyIwE9unfyxZN4aN6EMlv-eag/edit?usp=sharing
Lets Get It Started!1. Review your thesis, your classmates f.docx
Let's Get It Started!
1. Review your thesis, your classmates' feedback, my feedback from the Thesis Discussion Forum. Revise your thesis as needed. Create a new document in whatever software you use (I strongly urge you to use Word to maintain formatting integrity when saving files). Create your MLA heading and type your thesis into the document. The thesis will be the last sentence of the introduction (sometimes two sentences), but you can add more at the beginning of the introduction later. Right just get a good thesis into your new document.
**Note my peers did not give me comments. As i submitted late my previous work.
2. Open your Annotated Bibliography document. You may want to work on the two documents side by side. Or, you can just switch between documents.
3. Look back at the thesis reasons, the "whys." Then look at your quotes. Which quotes support which reason? You will want argument and evidence sources to support your reasons. Those should make up the majority of your quotes. Strive for 1-2 quotes for each reason. Hence you may have have several paragraphs per reason. You may also have have quotes that provide background information. You'll want to include those right at the beginning of your paper after the introduction. There will be more on this later. Right now, we're just getting started. Think of that song!
4. Find eight quotes that best prove your thesis/support your reasons. Before you copy and paste, FIRST Keep in mind that your research essay will probably follow a format very similar to the following:
Introduction Paragraph--Last Sentence Thesis.
First Body Paragraph ONLY IF NEEDED---Background information Quote.
Body Paragraph--First Reason. Provide Quote.
Body Paragraph--First Reason. Provide Quote.
Body Paragraph--Second Reason. Provide Quote.
And so forth.
Conclusion.
HENCE: Consider the order of the quotes. Of course not all topics will fit this format exactly, but this should give you an idea of where to copy and paste your quotes.
FIND YOUR EIGHT QUOTES AND COPY/PASTE THEM INTO YOUR DOCUMENT WITH THE THESIS--This is now becoming your RESEARCH ESSAY.
5. Create Signal Phrases to go at the beginning of each quote. Before each quote write Author Name in "Name of Article" discusses/writes/explains/states/etc. "Insert Quote" (30). Yours would look like this John Smith in "The African Blood Diamond" states "the industry is bigger than most people imagine." Since no page number was given in the article, I did not need to include a parenthetical since I already gave the author name and the name of the article in the sentence. If a page number is given in your sources, do include, but if not, you can skip as long as you do the signal phrase.
6. Write a couple of sentences to go in front of the thesis. If you've got something good, write it now. If not, just plainly and clearly introduce your topic. Do not write questions like "Have you ever.
Handout created by Justine White www.richlandcollege.edu.docx
Handout created by Justine White www.richlandcollege.edu/englishcorner
The English Corner at Richland College
Paragraphing and the Tell, Show, Share Method
Paragraphing is sectioning and organizing your essay into paragraphs. Paragraphs are a visual
way of dividing your essay into sections organized by a unifying idea. Paragraphs help your
reader visually know when you change ideas. Without paragraphs, the reader is overwhelmed by
the sheer amount of words on a page. Paragraphing helps reduce confusion when reading by
focusing on only one point at a time. How you organize a paragraph helps the reader understand
what point you are trying to make in relation to your thesis. Focus and organization are the keys
to a good paragraph.
Focus
Each paragraph needs to focus on one main idea or claim. Your introduction should focus on
introducing your topic and providing a roadmap of what you will be writing about in your body
paragraphs. Your introduction needs to include your thesis statement as well (See the handout on
Creating Thesis Statements for more information about strong thesis statements).
All of your body paragraphs need to focus on one idea that supports your thesis (your claim)
stated in the introduction. For an argument essay, each body paragraph should be a reason that
supports your thesis. For a literary analysis, each body paragraph should be a different aspect of
the poem or literature (symbolism, metaphor, character, setting, voice, tone) that proves the
thesis. For a visual analysis, each body paragraph should be an aspect of the visual (color,
background, foreground, framing, juxtaposition, superimposition) that proves your thesis. See
the handouts Ten Tips for a Visual (or Literary) Analysis for more help with writing those
papers.
Organization
When putting your body paragraphs together, think about how they flow. Is the flow logical?
You might organize chronologically or thematically depending upon your purpose (literary
analysis versus visual analysis). Argument essays should be organized on the strength of your
evidence. Begin with a strong claim, put your weaker claims in the middle, and end with your
strongest evidence. That way your reader finishes your essay with your best argument.
The Tell, Show, Share Method
All body paragraphs include three main parts: the topic sentence, the evidence, and the
explanation or analysis. The Tell, Show, Share method is a mnemonic device to help you
remember the parts of a well-developed paragraph.
Tell: your claim (topic sentence)
Show: your evidence (quotes, examples, statistics, analogies, anecdotes)
Share: your opinion, explanation, or analysis (answer the so what, who cares, why does it
matter questions)
The Tell, Show, Share method reminds you to open with a topic sentence and close with your
own ideas. You shouldn’t have a quote opening or closing a paragraph. Opening with a quote
means that you have forgotten to m.
Judkins.LP.6.13.RD
This document contains a lesson plan for teaching students how to provide textual evidence to support their answers in writing. The teacher will begin by having students analyze videos to see what makes an argument persuasive. They will then focus on finding textual evidence from "The Scarlet Ibis" to support answers to questions about the story. As a group, students will fill out a chart identifying textual evidence and explaining how it supports sample answers. Then students will practice filling out the chart on their own, choosing evidence about what the scarlet ibis symbolizes and explaining how it relates to the answer. The goal is for students to learn how to effectively integrate relevant evidence from the text to strengthen their written arguments and analyses of literature.
IBLL Seer Of Shadows
This is an Internet-Based Literature Lesson over the book Seer of Shadows by Avi. It is intended for a fifth grade classroom.
How to write an english essay booklet
The document provides instructions on how to write an English essay. It explains that essays should use objective language and avoid first-person pronouns. An essay has an introduction that outlines the topic and thesis, a body with paragraphs analyzing evidence through techniques and their effects, and a conclusion that restates the thesis. Transitional phrases, verbs of doing, and causal conjunctions should be used to link paragraphs and show relationships between ideas and the essay question.
Essay for ENG 213 21st century and e.docx
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docx
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
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For this assignment, you will be required to write a summary and response to the video Writing Across Borders, written and directed by Wayne Robertson at Oregon State University. This assignment is almost like writing 2 shorter papers. Both the summary and the response will have an introduction, body, and conclusion. Please follow the instructions carefully for each part of the paper.
General Formatting for the Assignment:
· Use 12 font and double-space throughout the paper. Use APA Formatting, including the cover page. There is a sample APA document produced for COSK classes on Blackboard under “APA Help.” You can find also find examples of the cover page in Chapter 19 of your textbook on Connect or on OWL Purdue: https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
· Put page numbers in the upper right hand corner of the page. This should go in the header of your page. Also include the Running head in the header of your page.
· You do not need an abstract for this paper, but you should use the headings Summary and Response to make the two sections of this paper clear. These headings should be centered in the middle of the page.
· Include a References page at the end of your paper by citing the video. Here is the proper format for citing this video:
· Robertson, W. (Director). Writing Across Borders. [DVD]. Corvallis, OR: Oregon State University.
Remember to follow the “rules” for writing a summary:
· Cite the director and title of the video in your introduction. Write this into a sentence in your introduction. This should be pretty close to the beginning of the summary. DO NOT simply list the information before starting your paper. You can use a sentence something like…
· In Writing Across Borders, the director Wayne Robertson provides…
· The video Writing Across Border, directed by Wayne Robertson, gives the viewer an idea of…
· Concentrate on main ideas and include supporting details as needed. Your summary cannot include all of the information in the video, so you must decide what the main points are and focus on these.
· Cover the whole video—not just part of it. You have to address ALL of the main points.
· Change the wording without changing the idea.
· DO NOT evaluate the content or give an opinion in any way.
· DO NOT add ideas.
· DO NOT include any personal comments.
· You should not use any quotations in this essay; I want you to practice your paraphrasing skills.
· Use frequent references to the video (like “Robertson shows...,” “according to Writing Across Borders,” “the video emphasizes that...,” or “In the video, Maho, a student from Japan, describes her experience with…”) to remind the reader that you are summarizing someone else’s material. Be as specific as you can about the people in the video. Indicate whether they are teachers or students. If they are students, you should also tell where they are from. You may refer to students using their first names, but you should refer to instru ...
Documentation basics
The document provides guidance on properly citing sources in academic papers. It discusses two basics: having a conversation with the source by expressing agreement, disagreement, etc., and properly documenting the source with information like the author, publisher, and page numbers referenced. It then offers tips for introducing sources through attribution, signal phrases, context, and blending quotes into sentences. It stresses the importance of following up quotes with your own insight rather than just summarizing. Lastly, it covers how to cite sources in-text with parenthetical citations including the author's last name and page number.
Documentation_Basics
The document provides guidance on properly citing sources in academic papers. It discusses two basics: having a conversation with the source by expressing agreement, disagreement, etc., and properly documenting the source with information like the author, publisher, and page numbers referenced. It then offers tips for introducing sources through attribution, signal phrases, colons, or blending quotes into sentences. It stresses the importance of following up quotes with your own insight, not just summarizing or vaguely agreeing/disagreeing. Lastly, it covers how to cite sources in-text with parenthetical citations including the author's last name and page number.
Enc 1102 sept 18 ann bib intro
The document provides guidance on writing an annotated bibliography. It discusses identifying a research topic after reading articles in one's field and writing rhetorical precises summarizing the key points and purpose of sources related to the topic. Students are instructed to write two paragraphs for each source: 1) a rhetorical precis outlining the author, thesis, evidence, and purpose/audience, and 2) an evaluation of how the source relates to and supports the student's research topic through relevant definitions, findings or claims. Credibility of sources and inclusion of quotes are also addressed.
Writing-Guidelines-Taylor.ppt
This document provides guidance on writing a research paper, including gathering ideas, developing a thesis, organizing notes, drafting sections, revising, editing, and formatting citations. Key steps are to read the assignment, focus your topic, ask questions to form a thesis, take notes and organize ideas, come up with a title, write an introduction with your thesis, support your ideas with evidence, edit for clarity and conciseness, and proofread the final draft.
Analytical Essay GuidelinesAssignment For our next assign.docx
Analytical Essay Guidelines
Assignment:
For our next assignment, you are to write a 4- to 6-page analytical essay on Woody Allen’s
Crimes and Misdemeanors
(1989); this thesis driven essay should answer an
interpretive
question regarding the film. Generate a thesis that addresses this prompt. Please include a title, heading, margins, and page numbers in proper MLA format. The paper should be double-spaced in 12-point Times New Roman font.
The essay must be submitted to Canvas by the posted due date.
***Secondary Source Requirement
: You must use multiple direct quotations from the secondary source material supplied by the instructor: “
Crimes and Misdemeanors
: A Retake on the eyes of Dr. Eckleburg” by Dianne Vipond. The best use of quotations is to develop your analysis through supporting claims in the body of the essay.
Use of a secondary source is required; be sure to list all sources (secondary and primary) in a Works Cited page. Proper MLA citation format is also required.***
Approach
:
· You may explore the role of a single motif.
· You will want to explore how the motif shapes the nature of an idea; more than identifying a theme, how does the text
define a concept
or promote a viewpoint?
· You have latitude to self-determine here. But, yes, you will want to watch the film again while taking careful notes. The film is available on Swank and is on reserve at the SCC library.
Potential topics:
· During class discussions, many students note that the two storylines of the film treat the issue of marital infidelity; that said, the stories frame marital infidelity quite differently. What does the film seem to suggest about morality and ethics through its various framings of marital infidelity?
· Eyes are a dominant motif in the film, and yet the symbol is quite malleable, suggesting a set of related symbolic potentials for the motif rather than one coherent symbol. For example, the film is concerned with the judging eyes of God, the symbolic myopia and blindness (bad eyesight) of many characters, and the dead, soulless black void of Delores eyes. What idea is Allen attempting to define with this motif? How?
· The film is highly aware of film as an art form: after all, the film’s director plays a film director within the film. What does the film suggest about the significance of filmmaking, storytelling, and art? The film brings together not only two plots, but two genre—a remarkable task that requires grand shifts in tone. It will be helpful to consider professional ethics and the film’s postmodern
metanarrative
(especially at the end) and
reflexivity
(especially the use of movie clips) as motifs.
· The film also deploys a motif of the doppelganger, the uncanny double. Siblings feature prominently, many scenes echo other scenes, Judah wrestles with the discrepancy between two senses of who he is, etc. What idea is Allen attempting to define with this motif? How?
· Unlike the Clifford in the subplot, Judah’s narrativ.
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
1) Read the story and mark references to setting. Start with the place and time of the action and then focus upon recurrent details and objects.
2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
3) Look through your setting notes and see if they fall into any pattern. What are the interesting shifts and contrasts?
4) Determine how the setting relates to either the main point of the story (step 2) or to some part of it. In other words what does the setting have to do with character or action? What are its effects? Whatever you decide here will be your thesis statement.
5) Make an outline, indicating what aspects of setting you will discuss and what you intend to say about them. Discard notes that are not central to your plan (you don’t have to discuss everything). Focus on the four or five key passages in the story that you wish to examine. ...
Revising Your Essay
This document provides instructions for revising an essay analyzing a character from a story. It outlines the key elements students should focus on revising, including the introduction, thesis statement, body paragraphs, conclusion, and documentation. Students are directed to stop at various points and revise their work based on the guidelines provided, such as ensuring their analysis is written in the literary present tense, including sufficient evidence and interpretation, and revising their thesis if needed.
THESIS STATEMENTSThesis statements perform the following functions.docx
THESIS STATEMENTS
Thesis statements perform the following functions:
· States central idea of the essay (reveals writer’s purpose)
· Limits the topic covered in the essay
· Controls the selection of evidence to support the essay’s thesis
· Suggests how the writer has organized the essay
· Helps the writer maintain unity in the essay
Simple statements vs. thesis statements
A simple statement is just simply a statement; there is little more to be said.
Example: Applicants must take a test before getting their driver’s license.
A thesis statement contains both a subject (what is being written about) and a focus (what is stated about the subject).
Example: In addition to the standard driver’s test, applicants should also have to take a road rage safety course.
Also, be wary of writing thesis statements that are too broad, too narrow, or statements that contain more than one idea.
(Source for following examples: Langen, John. College Writing Skills with Readings. 5th ed. McGraw-Hill: New York, 2001.)
Examples:
Too Broad: (Too broad is not “incorrect,” however, a thesis with a refined focus is more desirable.)
1. My parents have been the most influential people in my life.
2. Crime is a major concern of everyone in our country.
3. The “baby boom” generation has changed history.
Too Narrow:
1. My parents had only one child.
2. In the last year there have been over twenty robberies in our neighborhood.
3. The members of the post-World War II “baby boom” make up the largest single age group in the United States.
Two or more ideas:
1. My parents helped me grow in important ways, although in other respects I was limited.
2. The problem of overcrowded American prisons must be solved, and judges must start handing out tougher sentences.
3. The “baby boom” generation has had many advantages, but it also faces many problems.
Barbara T. Hebert
Paragraphing Cues
A paragraph is a collection of sentences that pertain to a particular topic. A paragraph has four basic parts: topic sentence, supporting details, sub-details, and a concluding or transitional sentence.
The topic of the paragraph is expressed in the topic sentence which is generally (always for our purposes) the first sentence of the paragraph. The topic sentence is a general statement of the paragraph topic that directly supports the thesis statement; they are the “bones” of the paragraph.
Consider we’re writing an essay about the perks of the Tidewater area. (recalling what you learned about topics / thesis statements, our topic sentences for this topic should explain the perks of the Tidewater area.)
One of our topic sentences may be: The Tidewater area is a great tourist spot. Notice how “general” the sentence is; it does not reveal any detail. So how do we figure out what to add?
We look at the topic sentence to develop Supporting Details, which are the “meat on the bone.” They support the topic sentences by offering clar ...
G325 section A
This document provides guidance for a student to summarize their development in research and planning, creativity, use of conventions, digital technology, post-production, and genre over the course of their A-Level Media Studies projects. It includes questions for the student to consider regarding the pros and cons of the methods and technologies used in each project. Examples are given of how to analyze conventions and apply genre theory. Links are also provided about narrative structure theories from Propp and Todorov for the student to further examine.
E10 sept21 2011-uploaded
This document contains comprehension questions and discussion about two articles: "Don't Be Shy, Speak Up!" by Stephen Quinn, and "All Grown Up and Still in Tow". For the first article, the summary would be:
The overall topic is how people communicate in public situations. The author Stephen Quinn's message is that people should speak up when others behave rudely instead of being passive. For the second article, the summary would be:
"All Grown Up and Still in Tow" discusses how some adult children are still financially dependent on their parents. It provides vocabulary questions about words used in the article. The document assigns homework reviewing grammar, re-reading the article, and writing a paragraph using related words
Running head TITLE OF PAPER 1 Title of Your Essa.docx
Running head: TITLE OF PAPER 1
Title of Your Essay
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
TITLE OF PAPER 2
Title of Your Essay
Start the first paragraph here. It should introduce your reader to the subject you are
writing about, as well as your particular position or claim. Before you can create your first
paragraph, consider these “pre-writing” tips. You can use this template to help you format your
paper. For longer papers, include sub-headings or levels of heading.
The writing process
Spend time planning your paper. A good practice is to brainstorm ideas and decide how
to express the main idea or thesis. Once you have a rough idea of what you want to say or argue,
create an outline or list to help you organize the evidence you plan to present. For more
suggestions, please read about thesis statements on our Ashford Writing Center website: Thesis
Statements. Other helpful tools on our website are the Thesis Generator and Moving from
Prompt to Thesis.
Writing the body paragraphs
Each paragraph of your assignment should be clear and easy to follow. We have several
good resources to help you write a strong paragraph, such as How to Write a Good Paragraph
and the P.I.E. Paragraph Structure.
Using citations correctly
In addition to being well-written, each paragraph should include an in-text citation to all
ideas, references, or quotations that are from outside sources and research. The Ashford Writing
Center provides many resources to help you follow correct citation style (primarily APA) and
gives lessons and examples of how to paraphrase and cite sources. The APA Key Elements page
is a good place to start.
https://awc.ashford.edu/cd-formatting-headings%20in-apa-style.html
https://awc.ashford.edu/writing-tools-outline.html
https://awc.ashford.edu/essay-dev-thesis-statements.html
https://awc.ashford.edu/essay-dev-thesis-statements.html
https://awc.ashford.edu/writing-tools-thesis-generator.html
https://awc.ashford.edu/essay-dev-prompt-to-thesis-handout.html
https://awc.ashford.edu/essay-dev-prompt-to-thesis-handout.html
https://awc.ashford.edu/essay-dev-good-paragraph.html
https://awc.ashford.edu/essay-dev-pie-paragraph.html
https://awc.ashford.edu/cd-in-text-citation-guide.html
https://awc.ashford.edu/cd-guidelines-for-quoting.html
https://awc.ashford.edu/cd-apa-key-elements.html
TITLE OF PAPER 3
References
The following are commonly used references. Please fill in the required information, and if you
need more help, see the AWC References page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first)
[Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic
version]. Retrieved from https://content.ashfor ...
How To Write An Introduction
The document provides guidance on how to write an effective introduction for an essay. It explains that an introduction should indicate the topic, describe the structure of the essay, and state the thesis. The document compares two sample introductions, noting how the second introduction is more effective because it does not use phrases like "the topic of this essay" and expresses the writer's position confidently rather than timidly. Frequently asked questions about introductions are also addressed.
Persuasive Essays PPT English II
This document provides guidance on writing persuasive essays, including how to structure an introduction paragraph, body paragraphs, and conclusion.
The introduction should begin with a hook to engage the reader, then state the topic and your position on it in a thesis statement. Body paragraphs should each focus on one reason to support the thesis, using the PEE structure of making a Point, providing Evidence to support it, and Explaining how the evidence relates to the point. The conclusion should restate the main points without simply repeating verbatim what was already stated. Transition words are recommended to improve flow between paragraphs. Proper indentation of paragraphs is also advised.
Writing Introductions and conclusions
This slideshow is designed to help students write introductions and conclusions for their formal research papers.
For a slideshow with active links: https://docs.google.com/presentation/d/1sPJVJbo79DBisUGhtUCyIwE9unfyxZN4aN6EMlv-eag/edit?usp=sharing
Lets Get It Started!1. Review your thesis, your classmates f.docx
Let's Get It Started!
1. Review your thesis, your classmates' feedback, my feedback from the Thesis Discussion Forum. Revise your thesis as needed. Create a new document in whatever software you use (I strongly urge you to use Word to maintain formatting integrity when saving files). Create your MLA heading and type your thesis into the document. The thesis will be the last sentence of the introduction (sometimes two sentences), but you can add more at the beginning of the introduction later. Right just get a good thesis into your new document.
**Note my peers did not give me comments. As i submitted late my previous work.
2. Open your Annotated Bibliography document. You may want to work on the two documents side by side. Or, you can just switch between documents.
3. Look back at the thesis reasons, the "whys." Then look at your quotes. Which quotes support which reason? You will want argument and evidence sources to support your reasons. Those should make up the majority of your quotes. Strive for 1-2 quotes for each reason. Hence you may have have several paragraphs per reason. You may also have have quotes that provide background information. You'll want to include those right at the beginning of your paper after the introduction. There will be more on this later. Right now, we're just getting started. Think of that song!
4. Find eight quotes that best prove your thesis/support your reasons. Before you copy and paste, FIRST Keep in mind that your research essay will probably follow a format very similar to the following:
Introduction Paragraph--Last Sentence Thesis.
First Body Paragraph ONLY IF NEEDED---Background information Quote.
Body Paragraph--First Reason. Provide Quote.
Body Paragraph--First Reason. Provide Quote.
Body Paragraph--Second Reason. Provide Quote.
And so forth.
Conclusion.
HENCE: Consider the order of the quotes. Of course not all topics will fit this format exactly, but this should give you an idea of where to copy and paste your quotes.
FIND YOUR EIGHT QUOTES AND COPY/PASTE THEM INTO YOUR DOCUMENT WITH THE THESIS--This is now becoming your RESEARCH ESSAY.
5. Create Signal Phrases to go at the beginning of each quote. Before each quote write Author Name in "Name of Article" discusses/writes/explains/states/etc. "Insert Quote" (30). Yours would look like this John Smith in "The African Blood Diamond" states "the industry is bigger than most people imagine." Since no page number was given in the article, I did not need to include a parenthetical since I already gave the author name and the name of the article in the sentence. If a page number is given in your sources, do include, but if not, you can skip as long as you do the signal phrase.
6. Write a couple of sentences to go in front of the thesis. If you've got something good, write it now. If not, just plainly and clearly introduce your topic. Do not write questions like "Have you ever.
Handout created by Justine White www.richlandcollege.edu.docx
Handout created by Justine White www.richlandcollege.edu/englishcorner
The English Corner at Richland College
Paragraphing and the Tell, Show, Share Method
Paragraphing is sectioning and organizing your essay into paragraphs. Paragraphs are a visual
way of dividing your essay into sections organized by a unifying idea. Paragraphs help your
reader visually know when you change ideas. Without paragraphs, the reader is overwhelmed by
the sheer amount of words on a page. Paragraphing helps reduce confusion when reading by
focusing on only one point at a time. How you organize a paragraph helps the reader understand
what point you are trying to make in relation to your thesis. Focus and organization are the keys
to a good paragraph.
Focus
Each paragraph needs to focus on one main idea or claim. Your introduction should focus on
introducing your topic and providing a roadmap of what you will be writing about in your body
paragraphs. Your introduction needs to include your thesis statement as well (See the handout on
Creating Thesis Statements for more information about strong thesis statements).
All of your body paragraphs need to focus on one idea that supports your thesis (your claim)
stated in the introduction. For an argument essay, each body paragraph should be a reason that
supports your thesis. For a literary analysis, each body paragraph should be a different aspect of
the poem or literature (symbolism, metaphor, character, setting, voice, tone) that proves the
thesis. For a visual analysis, each body paragraph should be an aspect of the visual (color,
background, foreground, framing, juxtaposition, superimposition) that proves your thesis. See
the handouts Ten Tips for a Visual (or Literary) Analysis for more help with writing those
papers.
Organization
When putting your body paragraphs together, think about how they flow. Is the flow logical?
You might organize chronologically or thematically depending upon your purpose (literary
analysis versus visual analysis). Argument essays should be organized on the strength of your
evidence. Begin with a strong claim, put your weaker claims in the middle, and end with your
strongest evidence. That way your reader finishes your essay with your best argument.
The Tell, Show, Share Method
All body paragraphs include three main parts: the topic sentence, the evidence, and the
explanation or analysis. The Tell, Show, Share method is a mnemonic device to help you
remember the parts of a well-developed paragraph.
Tell: your claim (topic sentence)
Show: your evidence (quotes, examples, statistics, analogies, anecdotes)
Share: your opinion, explanation, or analysis (answer the so what, who cares, why does it
matter questions)
The Tell, Show, Share method reminds you to open with a topic sentence and close with your
own ideas. You shouldn’t have a quote opening or closing a paragraph. Opening with a quote
means that you have forgotten to m.
Judkins.LP.6.13.RD
This document contains a lesson plan for teaching students how to provide textual evidence to support their answers in writing. The teacher will begin by having students analyze videos to see what makes an argument persuasive. They will then focus on finding textual evidence from "The Scarlet Ibis" to support answers to questions about the story. As a group, students will fill out a chart identifying textual evidence and explaining how it supports sample answers. Then students will practice filling out the chart on their own, choosing evidence about what the scarlet ibis symbolizes and explaining how it relates to the answer. The goal is for students to learn how to effectively integrate relevant evidence from the text to strengthen their written arguments and analyses of literature.
IBLL Seer Of Shadows
This is an Internet-Based Literature Lesson over the book Seer of Shadows by Avi. It is intended for a fifth grade classroom.
How to write an english essay booklet
The document provides instructions on how to write an English essay. It explains that essays should use objective language and avoid first-person pronouns. An essay has an introduction that outlines the topic and thesis, a body with paragraphs analyzing evidence through techniques and their effects, and a conclusion that restates the thesis. Transitional phrases, verbs of doing, and causal conjunctions should be used to link paragraphs and show relationships between ideas and the essay question.
Similar to ESSAY 2 SurfwiseTaking a Position Here is the prompt that y.docx (20)
For this assignment, you will be required to write a summary and r.docx
For this assignment, you will be required to write a summary and r.docx
Analytical Essay GuidelinesAssignment For our next assign.docx
Analytical Essay GuidelinesAssignment For our next assign.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
THESIS STATEMENTSThesis statements perform the following functions.docx
THESIS STATEMENTSThesis statements perform the following functions.docx
Running head TITLE OF PAPER 1 Title of Your Essa.docx
Running head TITLE OF PAPER 1 Title of Your Essa.docx
Lets Get It Started!1. Review your thesis, your classmates f.docx
Lets Get It Started!1. Review your thesis, your classmates f.docx
Handout created by Justine White www.richlandcollege.edu.docx
Handout created by Justine White www.richlandcollege.edu.docx
More from russelldayna
Essay for ENG 213 21st century and e.docx
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docx
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docx
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docx
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docx
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docx
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
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essay format that discuss all three has to be 3-4 pagesDiscus.docx
This 3-4 page essay discusses three topics important to understanding early 20th century US foreign policy: immigration and the issues surrounding assimilation of millions who came to America; imperialism and colonialism including the Spanish American War and Philippine Insurrection; comparing and contrasting the personalities, values, leadership styles, and issues faced by Teddy Roosevelt and Woodrow Wilson. It also discusses the issues that led America to enter World War I.
Essay Exponents and PolynomialsWrite an essay of at least t.docx
Essay: Exponents and Polynomials
Write an essay of at least two-three pages in which explain and illustrate examples of the four mathematical operations on polynomials. Include addition, subtraction, multiplication, and division (synthetic and long division).
Use APA to write the essay, include citations and references, and send the homework to NetTutor for feedback. The rubric of essays will be used to evaluate the task.
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Essay Exam #3 The essays generated by this assignment will be co.docx
Essay Exam #3
The essays generated by this assignment will be collected to demonstrate satisfaction of
General Studies Attribute 8: Cultural Awareness. The attribute states that students will be
able to:
*Demonstrate a fundamental knowledge of world geography within specific global issues.
*Demonstrate knowledge of major historical and contemporary events affecting ones’ culture
and other cultures.
*Compare beliefs, belief systems, and ideologies that may be different from their own.
*Develop insight into the nature of language and culture.
*Investigate the variety of human cultures and demonstrate an understanding of the ways in
which cultures have changed.
*Analyze global and cultural arguments, identifying the underlying premises.
Choose one of the following questions and answer using your book/notes. Do not use outside
sources.
4. In Tayeb Salih’s “The Doum Tree of Wad Hamid,” Salih draws on Sudanese oral culture
and the Western literary tradition to write about the experiences of the Arab world in the
wake of colonialism. How does Salih use folklore to represent the conflict between
modernity and tradition?
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Essay ElectionVoting ReformWrite a 4 page essay in which y.docx
Essay: Election/Voting Reform
Write a 4 page essay in which you explore and critically assess the topic of election reform in the
United States and/or California. The essay must address at least one proposed or alternative electoral
reform that would change current election and/or voting practices.
In deciding what reform you choose to write on, you should explore the websites of various policy
think tanks, organizations, political parties, interest groups, and/or news sources that address the
topic of election/voting reform. Select at least one proposed electoral reform policy and write a 3-4
page paper analyzing the main points of the policy (or policies). Compare the proposed policy to
current US or state election policy. Critically analyze and discuss how the new policy will change
current election practices. Provide arguments as to whether the new policies will enhance or hinder
current election/voting practices, such as the level of democracy or citizen representation.
Assignment Requirements
1. The essay must be between three to four pages, but no more than four.
2. The essay must analyze at least one election/voting reform and include an argument supporting or
opposing the reform(s).
3. The argument of the essay must be based upon research and evidence. The essay must include
references to at least four sources in its analysis.
4. All secondary sources must be cited, including the proper formatting for website sources.
5. The essay must follow the “Essay Requirements” below.
Possible Topics
• Changes in redistricting practices (gerrymandering)
• Same Day Voter Registration or automatic voter registration.
• Changes in FCC (Federal Communications Commission) policy
• Instant Runoff Voting (IRV) or Ranked Choice Voting
• Proportional representation
• Electoral college reform
• Campaign finance reform
• No-fault absentee voting
• Early voting
• Mail-in voting
• Election Day as a holiday or time off for voting
• Voter's Bill of Rights
• Changes in Presidential Debates to allow third parties.
• Increase the size of the U.S. Senate or the House of Representatives
Possible points to include in your analysis.
• How will such electoral reforms improve the level of democracy, representation or citizen
participation?
• What issues will such reforms resolve?
• How will such reforms be put into practice?
• What laws need to change? Will it be necessary to change either the California Constitution or the
U.S. Constitution?
• Compare U.S. voting practices with the practices of other countries.
• Will the implementation of a particular reform lively improve voter turnout? (compare with other
countries or voting systems)
• Will such electoral reforms provide more or less democracy, equality, justice, freedom, and/or
representation? (provide reasons why this would be the case)
• What politicians support and/or oppose the election reforms and why?
• What political parties support and/or oppose election ref.
Essay contentWhere did your storypoetry come from What specif.docx
Essay content:
Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?
What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.
Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you could do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses.
Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. I encourage you to look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)
In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course.)
Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective.
Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)
Final revision poem (add 500 words)
“Life as a teen”
Every chance I get,
I use it to look at the trends,
I do not pay attention to issues that are political,
Neither do I associate myself wit.
Essay contains at least six pages and includes an introduction, bo.docx
The essay is at least six pages long and follows a standard essay format including an introduction, body paragraphs, and conclusion. It properly cites sources within the text and lists them in a references section using APA style. Though there may be minor errors, the overall meaning is clear.
Essay at least 1 page each paper, APA, with references. 1). Clif.docx
Essay at least 1 page each paper, APA, with references.
1). Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake Oil: Second Thoughts on the Information Superhighway
— notes a wide gap between data and information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.”
2).
A debate is raging at the IT consulting firm where you work. Some staff members believe that it is harder for experienced analysts to learn object-modeling techniques, because the analysts are accustomed to thinking about data and processes as separate entities. Others believe that solid analytical skills are easily transferable and do not see a problem in crossing over to the newer approach.
.
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docx
The document provides instructions for a communication strategy essay assignment. It asks students to develop a communication strategy to resolve conflict in a workplace by analyzing the structural, cultural, and relationship issues contributing to the conflict. Students must select a large organization they have investigated and focus on developing a communication strategy to improve staff morale. The analysis should demonstrate understanding of organizational structure and culture, as well as interpersonal communication issues. At least six scholarly sources must be cited using APA or Harvard referencing style. The essay should be double-spaced with a completed cover sheet.
Essay Assignments Topic (How Should I be Governed d.docx
Essay Assignments
Topic: (How Should I be Governed during Ancient Greek Era)
ERA/Civilization:
The Classical Greek Period (Greek Political Thought: Plato and Aristotle)
"Great Question" to be answered and analyzed in the essay:
How should I be governed?
- The paper will argue how the people of the era/civilization (Ancient Greek)
answered the particular great question (How should I be governed?).
- All papers must carry a working thesis. This is not simply a report of different
historical perspectives, but a careful analysis and synthesis of the research you
conduct.
- Your final essay will include a title page and bibliography. The essay itself should
be no less than 2400 words and no more than 10 pages.
Note: introduction and Bibliography is already written, please see
attached file. Please continue writing the paper using this file.
ALL WRITTEN WORK TURNED IN FOR CORE HISTORY MUST FOLLOW THESE
BASIC RUBRICS:
• Typed work (word processor), neat and legible, 81/2” x 11” paper 1” margins
all sides
• Times New Roman font, 12 pt.
• Use Footnotes as opposed to endnotes
• All citations must conform to the Chicago Manual of Style
• Use only permitted sources.
- Papers must cite no fewer than FIVE scholarly sources, including at least THREE
primary sources approved by the instructor.
- Permitted secondary sources: Printed works that are scholarly (that is, peer-
reviewed) are the only permitted secondary sources. Peer-reviewed print journals
that are available electronically through library databases are included among
permitted sources. NO OTHER ELECTRONIC SOURCES are permitted Your
instructor may, at his/her discretion, reject or fail any paper that has used one or
more non-permitted sources.
Evidence of academic dishonesty or plagiarism on any part of the assignments will
result in failure of the course and referral to the dean for expulsion.
Essay Grading Rubric
1. Strong Thesis Statement - Is argued coherently and forcefully throughout
the paper. Includes appropriate introductory and concluding paragraphs. The
entire body of the paper is argument driven.
2. Use of Appropriate Scholarly Secondary Sources and Primary Sources -
There is depth and breadth to the research. No false citations. N0 fluff added
to bibliography.
3. Correct use of historical facts and examples to further the argument -
Paper does not give incorrect information, all facts serve the argument and
are not used as mere filler, historical context is maintained.
4. Mechanics and Grammar - No grammatical or spelling errors, proper
formatting, formality of language.
5. Adheres to assignment instructions - Chicago Manual of Style, Word
Count, etc.
Complex Regional Pain Disorder
White Male With Hip Pain
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the b.
Essay Assignment Students are tasked with completing an e.docx
Essay Assignment
:
Students are tasked with completing an essay assignment from a list of 3 potential topics.
- Topic #1:
Culture
– Over the past couple of months, people all over the world have had to undertake ‘social distancing’ which has seen contact even between close family members seriously curtailed, if not prohibited, outside of their homes. This has meant that many of the cultural rituals that have historically punctuated and gave meaning to our lives have had to be delayed, modified or cancelled altogether. This has included birthdays, graduations, weddings and funerals in addition to various religious celebrations that happen daily, weekly, annually or otherwise. How have you had to modify, delay or cancel cultural activities over this time and what, if anything, have you learned about the meaning/significance of these events as a result? How might have ‘social distancing’ practices affected other groups or cultures differently from what you have experienced? To what extent do you feel virtual participation can replace physical presence at cultural events?
Topic #2:
political Economy
– The Covid-19 pandemic has forced governments around the world, including Canada’s, to make interventions into their economies in ways which may have never seemed possible just a few months ago. This has included paying most of the wages of workers in private enterprises, curtailing the legal rights of landlords to evict or punish their renters, and closing large parts of their economies altogether. This has happened in countries who perceive themselves to be in favour of a limited role of government, such as the United States, and others which are officially socialist, such as China. What have these actions taught you about the differences in the political and economic ideologies of countries? Have your opinions on what the role of the ‘state’ should be in the economies of countries?
Topic #3:
Trade
– The Covid-19 pandemic has illustrated how interconnected the world is with respect to the trade in goods and the flow of people. While countries, such as Canada, have closed their borders to all but essential travel by people, they have remained open to trade. While people have been required to ‘stay home’ and even ‘shelter in place’, Amazon has had to hire 100,000 workers to keep the flow of goods moving internationally. How has international trade assisted in the international response to the pandemic? Has this strengthened the arguments in favour of international trade? What, if any, weaknesses in the global trading system has the pandemic identified?
Marks for the essay assignment are awarded as followed:
Use of Course Materials and Additional Research - 5 marks
Students are required to support their arguments by referencing materials from both within and outside of the course
3500-3600 words (7 pages long single spaced with 1” margins and 12 point font) Students are expected to conduct a significant amount of research Per.
essay assignmentTechnology and Education”How have new tec.docx
essay assignment
“Technology and Education”
How have new technologies had an impact on education? What impact might they have the future? While change can always have both positive and negative effects, has the impact of specific technologies on education been
mostly
positive or
mostly
negative, and for whom? To have a more specific and focused paper, choose a specific type of technology
and
a specific level of education (primary, high school, college).
Sample Topics/Ideas for the Technology and Education Option:
Should more assistive/adaptive technology for people with disabilities be incorporated into schools? What schools would most benefit from greater assistive technologies? Why are these technologies important?
Should teachers incorporate social media/cell phones/computers into the classrooms? Are these new methods of communication a neglected and vital resource that most teachers are simply too old-fashioned to take advantage of? Or are they mostly a dangerous distraction?
How important is it for students to have technology in the classroom? Is it
essential
to a modern student’s education, or are there more important things on which we should spend our education budget?
Essay Structure:
Introduction: includes background and context—makes the reader interested in your topic
Thesis: your main claim
Body Paragraphs (as many as you need, but at least 3 or 4): research and support for each of your claims and reasons, explanation and support for your assumptions, answers to possible objections (counterarguments).
Conclusion: review major points, a summary of what you learned, and/or a call to action and possible solutions.
Essay Requirements:
4-5 pages in length, and at 1200 words (minimum). MLA format, 12 pt. Times New Roman font.
At least 3 different outside sources, all sources MUST be quoted and cited. No individual quotes may be longer than 4 lines. No block quotations are permitted.
.
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1.docx
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1763
Introduction
:
With the conclusion of the Seven Years War, Great Britain became the dominant power in North America. However, having taken over French colonial possessions, the British were not welcomed by many of the First Nations who had been allied with the French (review Pontiac’s War). In order to establish peaceful relationships with the First Nations (and the French settlers), the British negotiated with the First Nations that resulted in the Royal Proclamation of 1763 – which ended the hostilities, for the most part, between the British and the First Nations. This document, the Proclamation, is an enormously important document in Canadian history and its significance reverberates into modern days as First Nations continue to rely on the document when making legal claims about land ownership.
For this assignment, the Learning Objectives are:
• The Reading of excerpts of a primary document/historical document (the Proclamation)• The Contextualizing of said document, taking a British and First Nations’ perspective of the time and formulating your own stance/viewpoint• The Researching and incorporating of one secondary source related to this topic
Prompt Questions:
Write an essay that incorporates and answers the following questions:
Who benefited most from the issuance of the Royal Proclamation? European settlers or First Nations?
Why did the Proclamation of 1763 contribute to a “souring of the relationship” between Great Britain and her subjects (British settlers) in the thirteen colonies?
The document appears to show great concern for the welfare of First Nations. To what extent was this document designed with the intention of supporting and protecting the interests of the indigenous peoples?
Context
:
At the end of the Seven Years’ War in 1763, France surrendered Canada and much of the Ohio and Mississippi valleys—two-thirds of eastern North America—to England. The British Proclamation of 1763 "preserved to the said Indians" the lands west of the Appalachian Mountains and ordered white settlers "there forthwith to remove themselves from such Settlements," forbade white settlement, and restricted commerce with the American Indians to traders licensed by the British government, requiring settlers to "take out a License for carrying on such Trade from the Governor or Commander in Chief of any of Our Colonies respectively." Power over westward expansion was in the hands of British officials, outside the colonists’ control. By preventing the colonial population from moving inland the British ministry hoped to avoid costly wars, protect the western fur trade, and keep western land speculation under the control of the crown. To enforce the proclamation, Britain authorized positioning 10,000 troops along the frontier, with the costs of 250,000 pounds sterling per year to be paid by the colonists. The British settlers, who looked at the new land as an opportunit.
Essay Arugment on Julius Caesar play. essay question is 2In.docx
Essay Arugment on Julius Caesar play. essay question is:
2
In
Julius Caesar
, there are no moral absolutes: no character is entirely good or entirely bad.
Throughout the play, Julius Caesar, it is evident that Marcus Brutus is entirely good proving the statement there are no moral absolutes in the play to be false. The only action that Brutus does that is perceived as “bad” is justifiable, rendering it as “good.” With no other bad action or thing done by Brutus in the rest of the play, Brutus is irrefragably entirely good. The only action that Brutus does that was perceived as bad was the assassination of Julius Caesar. This action, however, is actually not bad and is a good action as it was justifiable. The reason that Brutus killed Julius Caesar was not for personal gain and was for the benefit of Rome. Brutus clearly exhibits that he did not kill Caesar for personal reasons in the line, “It must be by his death And for my part I know no personal cause to spurn at him…” Due to Brutus having a justifiable reason for killing Caesar that is “good” and is of benefit to others and not just Brutus, then the action of killing Caesar is a good one. The argument could be brought up that murder is never justifiable, and therefore Brutus is not entirely good. The argument that murder is never justifiable does not apply to more ancient times when the play is set and is thus not relevant to the play. This is to killing being more acceptable in ancient times than in modern times of which this notion originates from particularly due to a very violent 20
th
century. Therefore, as Brutus’ only action that is perceived as “bad” is actually good, and he has no other bad actions in the play, then Brutus is entirely good. Thus, the statement that there are no moral absolutes in Julius Caesar is incorrect as exhibited by Marcus Brutus.
.
Essay Assignment #3Required length 5-7 pages, not including th.docx
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
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Syllabus
Chapter-1
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Chapter 3
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Chapter 5
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ESSAY 2 SurfwiseTaking a Position Here is the prompt that y.docx
- 1. ESSAY 2: Surfwise Taking a Position Here is the prompt that you will respond to: Did Doc and Juliette Paskowitz fulfill their parental responsibility to educate their children and prepare them for adult life? You will take a position one way or the other -- you must take a yes or no position -- and explain clearly your reason for taking this position. The essay will be a minimum of 1200 words in length . You will use one research source, which I have given you, and the essay will contain a Works Cited page at the end. The Works Cited page does not count in the total word count for length. What the essay must do and contain: AN OPENING PARAGRAPH THAT DOES NOT MENTION OR REFER TO THE FILM OR THE FAMILY IN ANY WAY, and that directly introduces some important issue you will raise in the essay, as we practiced in Essay 2. A thesis statement: a single sentence that states clearly both the position you are taking on the question and your reason for taking that position. Please underline the thesis . A clear objective explanation of who the Paskowitzes are, what choices they made regarding education, and why they made
- 2. those choices. The research source I gave you, properly incorporated into the essay and cited at the end in proper MLA format on a WORKS CITED page (SEE BELOW, “RESEARCH AND WORKS CITED”). You do not have to cite your references to the film in the text when you refer to it. One specific real-world experience that demonstrates or proves why you hold the position you have taken. This must be something that happened to you, or that you observed or know about personally. It should not come from a research source. A concluding paragraph. RESEARCH AND WORKS CITED You must use the article on Navah Paskowitz that I have provided. It will be used within the text in some relevant way, cited using in-text citations. I will provide an example of the Works Cited page Actions . Please follow it. The Works Cited page will contain the proper citations I have provided for the film
- 3. Surfwise and for the Navah Paskowitz article . DO NOT USE ANY OTHER RESEARCH SOURCES IN THIS ESSAY. PLEASE SEE ALSO THE DOCUMENT I HAVE POSTED TITLED " SURFWISE ESSAY STRUCTURE." SURFWISE Essay Structure: The essay should be a fairly simple structure, following the instructions. Here is what it should look like: 1. Introductory paragraph, following the instructions (1 paragraph). 2. Brief objective description of the Paskowitzes: the film, who they are, and what choice they made about education that is the issue we are discussing. This should not contain anything about your opinion on or position about what they did -- just objective
- 4. description, as we practiced in Essay 2. ( Not more than 1 paragraph ). 3. Brief objective explanation of why Doc and Juliette made the educational choices for their kids that they made. This also should not contain anything about whether you agree or not -- just explanation of why they made the choices. Use what you see and hear, and what you can infer, from the film ( Not more than 1 paragraph ). 4. Your thesis , giving your position on the question I ask in the instructions, and the reason(s) for that position. Then, discussion and explanation of your position. This section should be where you use and cite the research source (the Navah Paskowitz interview article) and the "personal experience" that I ask for in the instructions (between 2-4 paragraphs). 5. Conclusion paragraph that wraps up the essay. A reader should be able to read the conclusion and understand what the issue was, and what your position was on it (1 paragraph). 6. Works Cited , at the end, containing MLA-format citations for the film and the research source in alphabetical order. Use the citations I provided on Canvas. Do not use any other sources besides the film and the Navah Paskowitz article.
- 5. https://edutube.hccs.edu/media/SURFWISE/0_aunoshxhLinks to an external site. This link goes to the complete film Surfwise . While watching the film, focus on the question of education -- did the Paskowitzes' choices about education count as fulfilling their parental responsibilities to educate their kids? Why did they make these choices? PLEASE READ THIS BEFORE VIEWING THE FILM: This film is a documentary about an unusual family. It contains some R-rated language, some of which involves sexuality. All of it is relevant to the film, and not gratuitous. In addition, there is a very brief discussion of parental corporal punishment. If for any reason you feel you will be unable to view this film because of the language, contact me as soon as possible to arrange an alternate assignment. USE THIS ONE: Proper MLA-Format Citation for the Film. Here is exactly how the MLA-format citation for the film should look (be sure this is the citation you use in your essay's works- cited page): Surfwise . Dir. Doug Pray. Magnolia Pictures, 2008. DVD. Notes: 1. Title first, in italics -
- 6. it should be this way every time the title appears anywhere in your essay ; 2. You can add the "performers'" names if you have a reason to, but it is not necessary, nor is it necessary to add the names of anyone else besides the director. "Director" is abbreviated; 3. Some sources list the film as being released in 2007. The year 2008 is correct. 4. If you have "Film" instead of "DVD" at the end, that is okay. 5. NO URL ADDRESS. 6. Production company ca be found easily. It is at the beginning of the film. Check also IMDB or Wikipedia. USE THIS ONE. CORRECT MLA CITATION FOR THE NAVAH PASKOWITZ ARTICLE. This is the correct MLA-format citation for the Navah Paskowitz article I directed you to find. Please compare yours to this one. Please read the explanation below before you copy this and use it : Ghert-Zand, Renee. "Navah Paskowitz-Walther: The Jewish Mother of Surfing’s First Family." The Sisterhood , 6 May 2010, Forward , https://forward.com/sisterhood/127836/navah-paskowitz-
- 7. walther-the-jewish-mother-of-surf/ [Note: all lines of a citation after the first one should be indented. I cannot format that properly here. It's called a "hanging indent" and I posted a video showing how to do it here.] Everything that is in italics in my version must be in italics in your version. If you copy/paste it may not transfer format, so you must check this. Ghert-Zand, Renee. Author's name, last name first, then period. "Navah Paskowitz-Walther: The Jewish Mother of Surfing’s First Family." Article title is in quotes, no italics, then period. The Sisterhood , Name of blog/section, in italics, then comma. 6 May 2010, Date in MLA date format, then comma. Forward , Title of website in italics, then comma, then URL address. ***** The reason the date comes in between The Sisterhood and Forward is because that makes it less confusing -- it's easier to tell that you have two separate titles there, instead of one title The Sisterhood Forward . If you'd like an explanation of why you need the title of the blog in there, email me. I don't want to confuse things here. IN-TEXT:
- 8. "My dad was so affected by the horror of the Holocaust, that it was a daily reminder in our home,” (Paskowitz, Navah in Ghert-Zand 2010). According to Navah Paskowitz, "My dad was so affected by the horror of the Holocaust, that it was a daily reminder in our home,” ( in Ghert-Zand 2010). "[I]t is hard to believe that, as a child, she lived a peripatetic existence in a 24-foot camper" (Ghert-Zand 2010). "She, with the full support and participation of her husband of German-Quaker background (whom Doc ironically and affectionately refers to as 'The most Jewish son I have'), is making sure that her daughter and three sons receive the serious Jewish education she never had" (Ghert-Zand 2010). *Look at this last one, above. Notice that what Doc actually says is in single quotation marks, not normal double ones. That's because it is a quote within a quote . Doing In-Text Citations for Essay 2 "In-Text" citations are the citations you put within the text of your essay to indicate that the ideas or words come from an outside source. A reader sees an in-text citation and knows: It is material from a source, not your ideas or words;
- 9. Where to look in the Works Cited for the source citation so readers can find it on their own. With Essay 2, you do not need to cite material coming directly from the film Surfwise . You do need to cite material coming from the Forward article. Check what material you are using. If it is from the article and by the article's author, Renee Ghert- Zand , it will look like this: She and her brothers were estranged from their father (Ghert- Zand). If it is a quote of something Navah is saying in the article , it looks like this: Navah says, "I would never change the experiences we had" ( in Ghert-Zand). The difference is whether you have "in" before the name. So: if you are using what the author says, don't use "in"; if you are using what Navah says in the article, use
- 10. "in." The "in" should be in italics.