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Listicle remediation Palmer
This document provides instructions for creating a "listicle", which is a list-based article format, as a way to remediate and share research findings. It instructs students to choose 4 examples in a category related to their research topic, summarize each example in 1-2 sentences with details like who, what, where, when, why, and what readers can learn. An image with caption should accompany each example. Students should include a link to a relevant source after each example and present their listicle in 2-3 minutes for optional bonus points. The listicle is worth up to 50 points total.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Research paper ( 2500 words or 8 pages) edited
This document outlines the requirements for a research paper that will analyze an issue by considering different perspectives and solutions. It provides questions for students to guide their research and analysis. The paper should be 8 pages and include an introduction discussing the student's perspective on the issue and how their background shapes their view. The main body will present research from 3-4 sources that support the student's approach and 1-2 sources with alternative views. A conclusion will synthesize what was learned and reflect on the research process. Students must incorporate different source types, including an image, data, and an unconventional source.
Palmer Spring 2018 eng 102 schedule 3
This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
CPalmer Apologia
The document provides an assignment asking students to write an 800-1000 word "apologia", which is a Greek term for a defense or justification of an issue. Students are asked to take a complex real-world problem, define it from multiple perspectives, summarize the key point of conflict or "stasis point", and propose a potential solution or next step. The apologia should incorporate research from two outside sources and aim to clearly and concisely present an argument while addressing an opposing viewpoint with the goal of moving the issue forward.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Recommended
Listicle remediation Palmer
This document provides instructions for creating a "listicle", which is a list-based article format, as a way to remediate and share research findings. It instructs students to choose 4 examples in a category related to their research topic, summarize each example in 1-2 sentences with details like who, what, where, when, why, and what readers can learn. An image with caption should accompany each example. Students should include a link to a relevant source after each example and present their listicle in 2-3 minutes for optional bonus points. The listicle is worth up to 50 points total.
Spring 2018 eng 102 schedule mar (1)
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Each week covers specific chapters from the textbook "Becoming Rhetorical" and additional readings on Blackboard. Students will write a personal essay, letter, and research paper. They will engage in activities like double entry journals, source evaluation, and peer reviewing. The schedule includes no class days for holidays and conferences with the instructor to discuss drafts.
Spring 2018 eng 102 schedule mar
This document provides the schedule for a spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces personality styles and rhetorical analysis. Weeks 2-4 focus on a personal essay assignment. Weeks 5-6 cover letters and direct addresses. Weeks 7-9 address argument and classification. Weeks 10-11 are dedicated to a research paper. Weeks 12-14 cover research methods and source evaluation. Week 15 includes a research paper draft. Weeks 16-17 conclude with presentations and final project work. Readings are primarily from the text "Becoming Rhetorical" and additional materials on the learning platform.
Research paper ( 2500 words or 8 pages) edited
This document outlines the requirements for a research paper that will analyze an issue by considering different perspectives and solutions. It provides questions for students to guide their research and analysis. The paper should be 8 pages and include an introduction discussing the student's perspective on the issue and how their background shapes their view. The main body will present research from 3-4 sources that support the student's approach and 1-2 sources with alternative views. A conclusion will synthesize what was learned and reflect on the research process. Students must incorporate different source types, including an image, data, and an unconventional source.
Palmer Spring 2018 eng 102 schedule 3
This document provides the schedule for a Spring 2018 semester class. It is divided into 17 weeks. Week 1 introduces the syllabus and covers personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and analyzing texts. Week 4 is for catching up on readings and submitting a draft. Later weeks cover different text types like letters and addresses, conducting library research, and completing a research paper with drafts and peer reviews. Readings are primarily from the textbook "Becoming Rhetorical" and include analyzing, defining, and evaluating arguments. Class meetings involve discussion, exercises, and presentations to prepare for assignments.
CPalmer Apologia
The document provides an assignment asking students to write an 800-1000 word "apologia", which is a Greek term for a defense or justification of an issue. Students are asked to take a complex real-world problem, define it from multiple perspectives, summarize the key point of conflict or "stasis point", and propose a potential solution or next step. The apologia should incorporate research from two outside sources and aim to clearly and concisely present an argument while addressing an opposing viewpoint with the goal of moving the issue forward.
CPalmer Spring 2018 eng 102 schedule
This document provides a semester schedule for a spring 2018 class. It is broken into 17 weeks with readings and assignments due each week. Week 1 introduces personality styles and rhetorical analysis. Week 2 focuses on a personal essay assignment. Week 3 covers rhetorical appeals and writing summaries. Week 4's assignment is a final draft of the personal essay. Week 5 introduces letters and direct addresses. Week 6 includes a library workshop. Week 7 has no class for a holiday. Weeks 8-10 cover research methods and there is no class for spring break in week 10. Weeks 11-12 include conferences and readings on explaining and defining. Weeks 13-14 cover source types, images, and research papers. Week 15's assignment is a draft
Palmer Spring 2018 eng 102 schedule
This document provides the schedule for a Spring 2018 semester class. It outlines the weekly readings, assignments, and in-class activities over 17 weeks. Week 1 introduces the syllabus and discusses personality styles and rhetorical analysis. Students read the first few chapters of Becoming Rhetorical. Week 2 focuses on a personal essay assignment and has students read The Glass Castle. Later weeks cover additional essay types like letters and research papers. Students read related chapters in Becoming Rhetorical and complete drafts, presentations, and a final research paper. Library research is conducted in Week 8. Conferences are held in Week 11 and presentations in the final weeks of class.
Palmer 102 Personal Essay
This personal essay prompts the writer to tell a story about themselves using the themes of knowledge, experience, and familiarity. The essay should be 3-4 pages and focus on something the writer knows to be true about themselves based on their unique experiences. The essay should have 3 parts: setting the scene by describing a situation, developing the situation by providing context, and resolving the situation while reflecting on how it affected the writer then and now. Elements like coming back to an initial item or image at the end and using specific details in their own voice are encouraged.
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Spring 2018 102 syllabus
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
“The pitch” due wed, dec 6
The document provides instructions for a one to two minute presentation to pitch a research paper. It outlines the components that should be included in the presentation: an image, explanation of the image, facts the audience already knows ("set-up"), something new revealed in research ("closer look"), and why the topic matters ("So What?"). Transitions should tie each piece of information together, moving from the image to set-up, set-up to closer look, and closer look to why it matters. An example presentation is provided that discusses independent films, revealing they have higher representation of women and minorities than blockbuster films, and concluding audiences would be missing important voices if they did not investigate these films.
Notes on the conclusion
The document provides guidance for reflecting on key aspects of the research process in the conclusion of a research paper, including the research process itself, sources used, concepts explored, and a single source. It emphasizes using specific examples and details rather than vague statements. For reflecting on the research process, it advises addressing whether the original question was answered or proved more complicated, and suggesting avenues for further research. When discussing sources, it recommends describing the range of perspectives incorporated. In reflecting on concepts, it prompts naming concepts that were not covered but could be. And for analyzing a source, it says to discuss how its style and format contributed to its message and credibility.
Book review ( 750 words, 2
This document provides options and guidelines for two rhetorical analysis assignments: a book review or visual analysis. For the book review, students will write a 750-word review of a short story, discussing how the author creates narrative empathy for characters through details, plot, and tension. For the visual analysis, students will analyze a photo or film clip using concepts from the textbook such as emphasis, framing, and lighting to discuss how formal elements convey mood and atmosphere. Both assignments require close analysis and should demonstrate an understanding of rhetorical techniques.
Steps for research CP
This document provides steps for conducting research for an English 102 class. It outlines strategies for developing a thesis question such as combining a topic with additional keywords. Some key steps include asking librarians, classmates, or experts about sources; Googling examples to find related articles and keywords; checking citations on Wikipedia pages; and following sources in other articles' citation sections. The document also recommends finding stories related to the thesis angle, researching how different groups are affected by the topic, using anecdotes, and including relevant statistics.
Research paper ( 2500 words or 8 pages)
This document outlines the requirements for a research paper that will analyze how a message is presented to different audiences. Students must pick a message and examine how its form varies based on the intended audience. They are asked to consider questions like which forms are most effective and how understanding message forms will impact how they consume information in the future. The paper should include an introduction discussing the student's perspective on the topic, 3-4 representative research sources, 1-2 opposing sources, and a conclusion reflecting on what was learned. Sources must incorporate analyzing an image, data, and an unconventional source like art.
Fall 17 end of sept (4)
This document outlines the schedule and assignments for a Fall 2017 semester course. It includes readings and assignments due each week for the first 14 weeks of the semester. Topics covered include digital and visual mediums, print mediums, academic mediums, and a library research week. Assignments include essays, a video project, critical analysis and research paper drafts, and a book review. Presentations are scheduled for the last week of class.
Questions to ask about “style” and “medium”
This document provides questions to consider when analyzing the style and medium of a creative work. For style, it suggests considering the tone of the author, how they establish credibility, any images used, and whether they aim to create an emotional impact or logical argument. For medium, it recommends examining the type of work, its length, visual layout, intended purpose, target audience, and how it is meant to be consumed. Analyzing these elements can provide insight into how the work was created and intended to be interpreted.
Peer review guidelines
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
Paraphrasing and quoting
The document provides guidance on paraphrasing and quoting sources. It discusses paraphrasing by describing the content and function of information in a source. It also discusses when to quote, summarize, or paraphrase based on factors like impactful language, authority, or statistics. The document advises introducing quotes with attribution and context, and integrating them grammatically into own sentences. It also offers punctuation choices for quoting and a two-step process for summarizing and quoting.
Fall 17 end of sept
This document outlines the schedule and assignments for a Fall 2017 semester rhetoric course. It includes weekly readings, in-class activities, and assignment due dates. The course covers a range of mediums including digital, visual, print, academic, and multimodal. Key assignments include Essay 1 on a resonant message, a video project in small groups, a critical analysis rough draft, book review, and research paper with drafts and peer review. Readings are primarily from the textbook "Becoming Rhetorical" and discuss rhetorical analysis and composition across different mediums.
Personal narrative 750 words or 2 (1)
This document provides instructions for a personal narrative assignment requiring students to analyze a message that has resonated with them. It instructs students to describe the content of the message, analyze the medium through which they received the message multiple times, and reflect on how analyzing the message has changed their perspective. The narrative should be structured like a story, using the analysis of the message to reveal aspects of the student's identity, influences, relationships, and experiences as a consumer in their generation and culture.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
102 schedulethruend (1)
This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
- Weekly readings from assigned texts such as "Becoming Rhetorical" and outside sources.
- Writing assignments due most weeks such as drafts of two essays and a research paper.
- Class activities and discussions focused on developing writing and research skills.
- Library visits to learn about source types and research techniques.
- Presentation of final projects during the last few weeks of the semester.
The schedule provides students an overview of the reading materials, assignments, and classroom activities they will complete throughout the semester to improve their writing and research abilities.
Updated assignment4researchpaper (1)
This document outlines the requirements for Assignment 4 Research Paper. It asks students to research one issue in depth by developing their own claim and answering an initial question. The paper should have three sections - an introduction explaining the student's perspective on the issue; a research section analyzing at least three representative sources, one to two alternative sources, and one to two supporting sources; and a conclusion reflecting on what was learned and how the research broadened or focused the issue. Students are asked to consider their background and how it shapes their view of the issue. The research section should incorporate different source types and address images, studies, and an unconventional source.
102 schedulethruend
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
Updated assignment4researchpaper
This document outlines the requirements for Assignment 4 Research Paper. Students are asked to choose one issue to research in depth. The paper should be divided into three sections - an introduction, research body, and conclusion.
In the introduction (1-1.5 pages), students should provide their perspective on the issue, background knowledge, questions, and how learning about the issue may benefit them.
The research body (4.5-6 pages total) should incorporate three representative sources, one to two alternative/opposing sources, and one to two supporting sources on a similar theme.
The conclusion (1-1.5 pages) should synthesize what was learned and its importance. Students should reflect on the research
102 scheduleupdatethrumar31
This document outlines the schedule for a Spring 2017 semester class. It is divided into 18 weeks. Each week covers different reading assignments and writing assignments. Week 1 introduces why students will write and asks them to write about a time when words failed them. Week 2 has no class for MLK Day and assigns reading on curiosity and draft writing. Week 3 discusses writing about those around students and assigns reading on identifying stakeholders. Later weeks cover larger perspectives, research skills, presenting work, and completing a final research paper.
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Palmer 102 Personal Essay
This personal essay prompts the writer to tell a story about themselves using the themes of knowledge, experience, and familiarity. The essay should be 3-4 pages and focus on something the writer knows to be true about themselves based on their unique experiences. The essay should have 3 parts: setting the scene by describing a situation, developing the situation by providing context, and resolving the situation while reflecting on how it affected the writer then and now. Elements like coming back to an initial item or image at the end and using specific details in their own voice are encouraged.
Spring 2018 eng 102 schedule
This document outlines the schedule for a spring 2018 semester. It includes the following:
- Weekly readings and assignments from the textbook "Becoming Rhetorical" as well as other sources.
- In-class activities focused on rhetorical analysis, research methods, source evaluation, and presentations.
- Major assignments include a personal essay, research paper with annotated bibliography, and final draft of the research paper.
- Key weeks include library research, conferences, and presentations toward the end of the semester.
Spring 2018 102 syllabus
This document provides the syllabus for an English 102 college writing course. The course will focus on developing skills in persuasive and expository writing through assignments such as a personal essay, letter, and research paper. Students will analyze the perspectives and writing styles of diverse authors. The goals of the course are to improve students' abilities to write for different audiences, analyze and synthesize sources, conduct research, and provide constructive peer feedback. The syllabus outlines assignments, deadlines, required materials, attendance policies, and course expectations.
“The pitch” due wed, dec 6
The document provides instructions for a one to two minute presentation to pitch a research paper. It outlines the components that should be included in the presentation: an image, explanation of the image, facts the audience already knows ("set-up"), something new revealed in research ("closer look"), and why the topic matters ("So What?"). Transitions should tie each piece of information together, moving from the image to set-up, set-up to closer look, and closer look to why it matters. An example presentation is provided that discusses independent films, revealing they have higher representation of women and minorities than blockbuster films, and concluding audiences would be missing important voices if they did not investigate these films.
Notes on the conclusion
The document provides guidance for reflecting on key aspects of the research process in the conclusion of a research paper, including the research process itself, sources used, concepts explored, and a single source. It emphasizes using specific examples and details rather than vague statements. For reflecting on the research process, it advises addressing whether the original question was answered or proved more complicated, and suggesting avenues for further research. When discussing sources, it recommends describing the range of perspectives incorporated. In reflecting on concepts, it prompts naming concepts that were not covered but could be. And for analyzing a source, it says to discuss how its style and format contributed to its message and credibility.
Book review ( 750 words, 2
This document provides options and guidelines for two rhetorical analysis assignments: a book review or visual analysis. For the book review, students will write a 750-word review of a short story, discussing how the author creates narrative empathy for characters through details, plot, and tension. For the visual analysis, students will analyze a photo or film clip using concepts from the textbook such as emphasis, framing, and lighting to discuss how formal elements convey mood and atmosphere. Both assignments require close analysis and should demonstrate an understanding of rhetorical techniques.
Steps for research CP
This document provides steps for conducting research for an English 102 class. It outlines strategies for developing a thesis question such as combining a topic with additional keywords. Some key steps include asking librarians, classmates, or experts about sources; Googling examples to find related articles and keywords; checking citations on Wikipedia pages; and following sources in other articles' citation sections. The document also recommends finding stories related to the thesis angle, researching how different groups are affected by the topic, using anecdotes, and including relevant statistics.
Research paper ( 2500 words or 8 pages)
This document outlines the requirements for a research paper that will analyze how a message is presented to different audiences. Students must pick a message and examine how its form varies based on the intended audience. They are asked to consider questions like which forms are most effective and how understanding message forms will impact how they consume information in the future. The paper should include an introduction discussing the student's perspective on the topic, 3-4 representative research sources, 1-2 opposing sources, and a conclusion reflecting on what was learned. Sources must incorporate analyzing an image, data, and an unconventional source like art.
Fall 17 end of sept (4)
This document outlines the schedule and assignments for a Fall 2017 semester course. It includes readings and assignments due each week for the first 14 weeks of the semester. Topics covered include digital and visual mediums, print mediums, academic mediums, and a library research week. Assignments include essays, a video project, critical analysis and research paper drafts, and a book review. Presentations are scheduled for the last week of class.
Questions to ask about “style” and “medium”
This document provides questions to consider when analyzing the style and medium of a creative work. For style, it suggests considering the tone of the author, how they establish credibility, any images used, and whether they aim to create an emotional impact or logical argument. For medium, it recommends examining the type of work, its length, visual layout, intended purpose, target audience, and how it is meant to be consumed. Analyzing these elements can provide insight into how the work was created and intended to be interpreted.
Peer review guidelines
The document provides peer review guidelines for revising an essay. It lists 7 areas of focus for revision: 1) word choice and style, 2) visualization, 3) describing two forms of the message's medium, 4) avoiding cliches, 5) including a moment of tension, 6) properly introducing quotes, and 7) meeting formatting requirements. Reviewers are instructed to provide specific examples and suggestions for improvement in each area and submit their review as a typed response.
Paraphrasing and quoting
The document provides guidance on paraphrasing and quoting sources. It discusses paraphrasing by describing the content and function of information in a source. It also discusses when to quote, summarize, or paraphrase based on factors like impactful language, authority, or statistics. The document advises introducing quotes with attribution and context, and integrating them grammatically into own sentences. It also offers punctuation choices for quoting and a two-step process for summarizing and quoting.
Fall 17 end of sept
This document outlines the schedule and assignments for a Fall 2017 semester rhetoric course. It includes weekly readings, in-class activities, and assignment due dates. The course covers a range of mediums including digital, visual, print, academic, and multimodal. Key assignments include Essay 1 on a resonant message, a video project in small groups, a critical analysis rough draft, book review, and research paper with drafts and peer review. Readings are primarily from the textbook "Becoming Rhetorical" and discuss rhetorical analysis and composition across different mediums.
Personal narrative 750 words or 2 (1)
This document provides instructions for a personal narrative assignment requiring students to analyze a message that has resonated with them. It instructs students to describe the content of the message, analyze the medium through which they received the message multiple times, and reflect on how analyzing the message has changed their perspective. The narrative should be structured like a story, using the analysis of the message to reveal aspects of the student's identity, influences, relationships, and experiences as a consumer in their generation and culture.
Fall 2017 102 syllabus
This document provides the syllabus for an English 102 college writing course taught by Caitlin Palmer in fall 2017. The course will examine how messages are perceived based on their medium or genre, including digital media, visual, print, and academic forms. Students will complete writing assignments such as a personal narrative, critical analysis essay, group visual project, book review, research paper, and multimodal remediation. The course aims to improve students' skills in persuasive and expository writing, and develop their ability to comprehend and analyze various types of prose. Major assignments are outlined, along with participation expectations, attendance policies, textbook information, and the instructor's contact details.
102 schedulethruend (1)
This document outlines the 17-week schedule for a spring semester writing course. It includes the following:
- Weekly readings from assigned texts such as "Becoming Rhetorical" and outside sources.
- Writing assignments due most weeks such as drafts of two essays and a research paper.
- Class activities and discussions focused on developing writing and research skills.
- Library visits to learn about source types and research techniques.
- Presentation of final projects during the last few weeks of the semester.
The schedule provides students an overview of the reading materials, assignments, and classroom activities they will complete throughout the semester to improve their writing and research abilities.
Updated assignment4researchpaper (1)
This document outlines the requirements for Assignment 4 Research Paper. It asks students to research one issue in depth by developing their own claim and answering an initial question. The paper should have three sections - an introduction explaining the student's perspective on the issue; a research section analyzing at least three representative sources, one to two alternative sources, and one to two supporting sources; and a conclusion reflecting on what was learned and how the research broadened or focused the issue. Students are asked to consider their background and how it shapes their view of the issue. The research section should incorporate different source types and address images, studies, and an unconventional source.
102 schedulethruend
This document outlines the schedule for a spring 2017 semester class. It includes 18 weeks of classes divided into topics such as "Why Write?" and "Beyond the Page". Each week contains assigned readings from textbooks and online sources as well as writing assignments and in-class activities. Students will write essays, research papers, and present their findings at the end of the semester.
Updated assignment4researchpaper
This document outlines the requirements for Assignment 4 Research Paper. Students are asked to choose one issue to research in depth. The paper should be divided into three sections - an introduction, research body, and conclusion.
In the introduction (1-1.5 pages), students should provide their perspective on the issue, background knowledge, questions, and how learning about the issue may benefit them.
The research body (4.5-6 pages total) should incorporate three representative sources, one to two alternative/opposing sources, and one to two supporting sources on a similar theme.
The conclusion (1-1.5 pages) should synthesize what was learned and its importance. Students should reflect on the research
102 scheduleupdatethrumar31
This document outlines the schedule for a Spring 2017 semester class. It is divided into 18 weeks. Each week covers different reading assignments and writing assignments. Week 1 introduces why students will write and asks them to write about a time when words failed them. Week 2 has no class for MLK Day and assigns reading on curiosity and draft writing. Week 3 discusses writing about those around students and assigns reading on identifying stakeholders. Later weeks cover larger perspectives, research skills, presenting work, and completing a final research paper.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
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Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
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cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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