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This document provides guidance for analyzing two speeches about women's rights through their use of rhetorical devices and logical appeals. It instructs readers to identify the rhetorical devices, purpose, and effectiveness of arguments in Sojourner Truth's "Ain't I a Woman" speech and Hillary Clinton's remarks to the UN's 4th World Conference on Women. Examples of logical, ethical, and emotional appeals are identified in both speeches. The document aims to teach skills for evaluating rhetorical techniques in argumentative texts.
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Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
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Unit 3 Assignment 2 Interview Analysis For this As.docx
Unit 3 Assignment 2: Interview Analysis
For this Assignment, please interview at least two (or more) friends, relatives, colleagues, etc. to ascertain
answers to the following questions:
1. What impact did the events of 9/11 have on their sense of security/vulnerability?
2. Do they agree or disagree with the U.S. response to the attacks?
Which aspects of the U.S. response do they feel have been most successful and effective?
Which aspects of the U.S. response do they feel have been least effective or even counter-
productive?
Do they feel safer now than they did after 9/11? Why, or why not?
What areas of vulnerability do they think have not been addressed that should be?
3. The U.S. is a melting pot; do you believe interaction with people with different religious practices help
to enrich the cultural life of our country? Do you feel the events of 9/11 stimulated more interaction
with Muslims?
Be sure to ask detailed follow-up questions. Here are some suggestions to get you started.
Do they agree or disagree with the term “War on Terrorism”? Do they think the “war” will ever be
“won,” and all terrorist threats completely eliminated? If they disagree on the term, what would they
suggest as an alternative?
Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the
U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a
necessary step, even if not ideal? Do they agree with the government’s justifications for
wiretapping, etc.?
Do they agree with holding captured suspects indefinitely without charge? Or do they think suspects
should enjoy due process and be tried in civilian courts?
What are their thoughts on secret prisons, extraordinary rendition, and the enemy combatants at
Guantanamo Bay?
Do they agree with the rationale behind the invasion of either Afghanistan or Iraq or both?
Are citizens of other countries at all justified in their negative view of America’s stand in the world?
Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and
articulate the interviewee’s reasoning behind those answers.
Share your opinion on the same questions, and on the subjects’ answers. Did any of their answers
change your mind, or cause you to rethink your own opinion? If so, how? If not, why not?
As you analyze your responses to the same questions, think about how these feelings will impact your
current or future organization. How will your perspectives toward other cultures and diversity impact
your day-to-day actions with an organization?
Directions
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following
criteria:
• Include a cover page and references page in 10–12 point font (Arial, Courier, and Times New
Unit 3 [CJ355: Homeland Security]
Roman are acceptable)
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xxii • Preface containing useful thematic and biographical.docx
xxii • Preface
containing useful thematic and biographical information, as well as clues to writing
strategies. Each is followed by a series of review questions, "Thinking Critically,"
covering both thematic and rhetorical strategies as well as engaging writing assign-
ments and other exercises.
Visuals
Recognizing the importance of visual communication, the 13th edition of Explor-
ing Language includes updated visuals. In addition to the nine photographic chap-
ter openers , we have added cartoons, print ads , comic strips, posters, sign language
charts, photographs, and more. Following each visual are "Thinking Critically"
questions, directing students to analyze the "language" of the images-the messages
and commentary projected from the designs and layouts . Each chapter includes
an editorial cartoon designed to connect to a current issue as well as the chapter ' s
theme.
Instructor's Manual
The Instructor 's Manual, which is available to adopters, includes suggested responses
to selected questions in the text. The Instructor's Manual also identifies questions
that are particularly good for in-class discussion or collaborative student work and
provides recommendations for additional online research.
Acknowledgments
Many people behind the scenes are, at the very least, deserving of thanks and
acknowledgment for their help with this 13th edition. It is impossible to thank
all of them, but there are some for whose help I am particularly grateful. I would
like, first, to thank those instructors who answered lengthy questionnaires on the
effectiveness of the essays and supplied many helpful comments and sugges -
tions: Wendy Crawford, Camden County College; Miriam Gershow, University of
Oregon; Philip Hu, Cerritos College ; Martin W . Sharp, Rowan University ;
Judith Stanley, Alverno College; Lori White, Los Angeles Pierce College. To all the
instructors and students who have used Exploring Language over the past 12 edi-
tions, I am very grateful.
A very special thanks to Kathryn Goodfellow for her enormous assistance in
locating material, writing the apparatus, and putting together the Instructor's Man-
ual under tight deadlines. My thanks also to Amy Trumbull for her help in securing
permissions for the text. Finally to the people of Longman publishers, especially
my editor Suzanne Phelps Chambers and her assistant Laney Whitt, and my devel-
opmental editor Anne Leung , thank you for your continuing support, understand-
ing, and enthusiasm throughout the production process of this edition.
-Gary Goshgarian
Introduction:
Thinking and Reading Critically
What Is Critical Thinking?
Whenever you read a magazine article, newspaper editorial, or a piece of advertis-
ing and find yourself questioning the claims of the authors, you are exercising the
basics of critical thinking . Instead of taking what you read at face value, you look
beneath the surface of words and think about their meaning and significa.
Discussion Instructions· Due 114· Please make sure ALL quest.docx
This document provides instructions for 8 discussions on evaluating sources and reasoning. The initial posts must address specific questions and include citations from scholarly sources. For the first discussion, students choose a mural or monument that is controversial and analyze different viewpoints about how it should be handled. They are instructed to consider factors like the context of its creation and message. For the second, they research the Southern Poverty Law Center and evaluate a claim about it. Subsequent discussions involve distinguishing inductive and deductive arguments, examining opinion formation, comparing situations, and respectfully engaging with dissenting views.
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Choose a topic and then:
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4-7 pages (not including title page or references page)
1-inch margins
Double spaced.
Fritz Heider (1958) was the first to note the naïve scientist in.docx
Fritz Heider (1958) was the first to note the
naïve scientist
in humans—the part that seeks to understand and explain the actions of others, which is the basis of attribution theory. Central to attribution theory is the notion of
disposition
, understood as a stable individual quality. When people make attributions, they may differ to the extent that they believe a behavior is dispositional or situational (Fiske, 2014). For example, when a person is late to a meeting, is it (a) because he or she is a lazy person, (b) because he or she has a poor work ethic, or (c) because of an external event such as a traffic jam on the way to work?
For this Discussion, review this week’s media program,
Week 3: The Virtual Office
, and select an attribution theory. Consider how the theory explains the behavior of the person in the media program.
With these thoughts in mind:
Post by Day 3
a brief description of the attribution theory you selected. Then describe how the theory you selected explains the behavior of the person in the media. Finally, describe one limitation of the theory in explaining the behavior of the person you selected and explain why it is a limitation. Use the current literature to support your response.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues’ postings.
Respond by Day 5
to your colleagues who selected a different theory than you and discuss whether your theory or your colleague’s theory is more applicable in explaining the behavior of the person you selected. Support your responses with the Learning Resources and the current literature.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
References:
Fiske, S. T. (2014).
Social beings: Core motives in social psychology
(3rd ed.). Hoboken, NJ: Wiley.
Heider, F. (1958).
The psychology of interpersonal relations
. New York, NY: Wiley.
Return to top
Discussion 2: Heuristics
Fiske and Taylor (1984) referred to individuals as “cognitive misers” because of the mental short-cuts taken in an effort to understand people, their behavior, and social situations. These mental short-cuts or heuristics simplify understanding and save time and mental energy when making decisions. Although use of these heuristics may in fact save mental energy and help a person make a quick decision, they are not always helpful and can sometimes be inaccurate. For example, making educated guesses, using common sense, and using intuitive judgment are examples of heuristics. There are many types of heuristics, such as the
representativeness heuristic
, the
availability heuristic,
the
false consensus effect
, and the
anchoring
heuristic
.
For this Discussion, review this week’s Learning Resources and consider when you have used heuristics and under what circumstances you ...
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Man pursues success through courage which helps achieve personal success and triumph of the human spirit. This lesson challenges one to realize their dreams and those of others and their country. The document discusses Martin Luther King Jr.'s "I Have a Dream" speech and how it changed America by ending segregation. It encourages reading the speech and filling in a graphic organizer about King's dreams.
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THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HAVE DIFFERENT INSTRUCTIONS..
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
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The passage discusses the elements of horror in Bram Stoker's novel Dracula. It notes that horror comes from various sources such as how the story is approached, told, or shown. More than any other aspect, the passage suggests that what inspires fear most is the way a story portrays characters or events that are outside of what is seen as natural or normal by society. It will go on to provide examples from Dracula of how Stoker creates an atmosphere of horror through disturbing or unnatural characters and events.
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Kim, 2018.05.07
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Ss sbq formats
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Y 8 japan doc study feed back 2016
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Social Studies Skills And Methods
This document outlines skills and methods for evaluating the reliability and credibility of information sources in social studies. It discusses understanding propaganda and bias, analyzing source reliability, and determining credibility by considering the reputation of writers, agreement with other sources, recognition of stereotypes, accuracy and consistency, and circumstances of writing. Key factors for determining credibility include an author's qualifications, consistency with other sources, presence or absence of stereotyping, currency of information, and context surrounding the writing.
Week 1 LIB440 Rhetorical Appeals
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Pml 8
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docx
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
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This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
Unit 3 Assignment 2 Interview Analysis For this As.docx
Unit 3 Assignment 2: Interview Analysis
For this Assignment, please interview at least two (or more) friends, relatives, colleagues, etc. to ascertain
answers to the following questions:
1. What impact did the events of 9/11 have on their sense of security/vulnerability?
2. Do they agree or disagree with the U.S. response to the attacks?
Which aspects of the U.S. response do they feel have been most successful and effective?
Which aspects of the U.S. response do they feel have been least effective or even counter-
productive?
Do they feel safer now than they did after 9/11? Why, or why not?
What areas of vulnerability do they think have not been addressed that should be?
3. The U.S. is a melting pot; do you believe interaction with people with different religious practices help
to enrich the cultural life of our country? Do you feel the events of 9/11 stimulated more interaction
with Muslims?
Be sure to ask detailed follow-up questions. Here are some suggestions to get you started.
Do they agree or disagree with the term “War on Terrorism”? Do they think the “war” will ever be
“won,” and all terrorist threats completely eliminated? If they disagree on the term, what would they
suggest as an alternative?
Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the
U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a
necessary step, even if not ideal? Do they agree with the government’s justifications for
wiretapping, etc.?
Do they agree with holding captured suspects indefinitely without charge? Or do they think suspects
should enjoy due process and be tried in civilian courts?
What are their thoughts on secret prisons, extraordinary rendition, and the enemy combatants at
Guantanamo Bay?
Do they agree with the rationale behind the invasion of either Afghanistan or Iraq or both?
Are citizens of other countries at all justified in their negative view of America’s stand in the world?
Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and
articulate the interviewee’s reasoning behind those answers.
Share your opinion on the same questions, and on the subjects’ answers. Did any of their answers
change your mind, or cause you to rethink your own opinion? If so, how? If not, why not?
As you analyze your responses to the same questions, think about how these feelings will impact your
current or future organization. How will your perspectives toward other cultures and diversity impact
your day-to-day actions with an organization?
Directions
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following
criteria:
• Include a cover page and references page in 10–12 point font (Arial, Courier, and Times New
Unit 3 [CJ355: Homeland Security]
Roman are acceptable)
...
Zach adam course_design final pp
Power Point Presentation: A cross discipline Standards Based Course outline for English/American Literature and American / World History: Who Dreams the American Dream: Race, Politics and Culture in American Literature
xxii • Preface containing useful thematic and biographical.docx
xxii • Preface
containing useful thematic and biographical information, as well as clues to writing
strategies. Each is followed by a series of review questions, "Thinking Critically,"
covering both thematic and rhetorical strategies as well as engaging writing assign-
ments and other exercises.
Visuals
Recognizing the importance of visual communication, the 13th edition of Explor-
ing Language includes updated visuals. In addition to the nine photographic chap-
ter openers , we have added cartoons, print ads , comic strips, posters, sign language
charts, photographs, and more. Following each visual are "Thinking Critically"
questions, directing students to analyze the "language" of the images-the messages
and commentary projected from the designs and layouts . Each chapter includes
an editorial cartoon designed to connect to a current issue as well as the chapter ' s
theme.
Instructor's Manual
The Instructor 's Manual, which is available to adopters, includes suggested responses
to selected questions in the text. The Instructor's Manual also identifies questions
that are particularly good for in-class discussion or collaborative student work and
provides recommendations for additional online research.
Acknowledgments
Many people behind the scenes are, at the very least, deserving of thanks and
acknowledgment for their help with this 13th edition. It is impossible to thank
all of them, but there are some for whose help I am particularly grateful. I would
like, first, to thank those instructors who answered lengthy questionnaires on the
effectiveness of the essays and supplied many helpful comments and sugges -
tions: Wendy Crawford, Camden County College; Miriam Gershow, University of
Oregon; Philip Hu, Cerritos College ; Martin W . Sharp, Rowan University ;
Judith Stanley, Alverno College; Lori White, Los Angeles Pierce College. To all the
instructors and students who have used Exploring Language over the past 12 edi-
tions, I am very grateful.
A very special thanks to Kathryn Goodfellow for her enormous assistance in
locating material, writing the apparatus, and putting together the Instructor's Man-
ual under tight deadlines. My thanks also to Amy Trumbull for her help in securing
permissions for the text. Finally to the people of Longman publishers, especially
my editor Suzanne Phelps Chambers and her assistant Laney Whitt, and my devel-
opmental editor Anne Leung , thank you for your continuing support, understand-
ing, and enthusiasm throughout the production process of this edition.
-Gary Goshgarian
Introduction:
Thinking and Reading Critically
What Is Critical Thinking?
Whenever you read a magazine article, newspaper editorial, or a piece of advertis-
ing and find yourself questioning the claims of the authors, you are exercising the
basics of critical thinking . Instead of taking what you read at face value, you look
beneath the surface of words and think about their meaning and significa.
Discussion Instructions· Due 114· Please make sure ALL quest.docx
This document provides instructions for 8 discussions on evaluating sources and reasoning. The initial posts must address specific questions and include citations from scholarly sources. For the first discussion, students choose a mural or monument that is controversial and analyze different viewpoints about how it should be handled. They are instructed to consider factors like the context of its creation and message. For the second, they research the Southern Poverty Law Center and evaluate a claim about it. Subsequent discussions involve distinguishing inductive and deductive arguments, examining opinion formation, comparing situations, and respectfully engaging with dissenting views.
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Choose a topic and then:
Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long standing debate (that is your topic chosen in the week three assignment).
Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.
Include the following:
Publication details
Annotation (a detailed reading of the source)
Each annotation section should include the following:
Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
Describe the controversies or "problems" raised by the articles.
State whether you agree or disagree and give reasons.
Locate one or two quotations to be used in the final research project.
Evaluate the ways in which this article is important and has helped you focus your understanding.
Use the following as a model:
APA Reference
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education
,
1
(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on the other hand, refers to understanding created over time between individuals in what Mezirow calls "critical-dialectical-discourse," (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is "transformative learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that "hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse" (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don't think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence--like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we'd see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
Length: 4-7 pages (not including title page or references page)
1-inch margins
Double spaced.
Fritz Heider (1958) was the first to note the naïve scientist in.docx
Fritz Heider (1958) was the first to note the
naïve scientist
in humans—the part that seeks to understand and explain the actions of others, which is the basis of attribution theory. Central to attribution theory is the notion of
disposition
, understood as a stable individual quality. When people make attributions, they may differ to the extent that they believe a behavior is dispositional or situational (Fiske, 2014). For example, when a person is late to a meeting, is it (a) because he or she is a lazy person, (b) because he or she has a poor work ethic, or (c) because of an external event such as a traffic jam on the way to work?
For this Discussion, review this week’s media program,
Week 3: The Virtual Office
, and select an attribution theory. Consider how the theory explains the behavior of the person in the media program.
With these thoughts in mind:
Post by Day 3
a brief description of the attribution theory you selected. Then describe how the theory you selected explains the behavior of the person in the media. Finally, describe one limitation of the theory in explaining the behavior of the person you selected and explain why it is a limitation. Use the current literature to support your response.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read
a selection of your colleagues’ postings.
Respond by Day 5
to your colleagues who selected a different theory than you and discuss whether your theory or your colleague’s theory is more applicable in explaining the behavior of the person you selected. Support your responses with the Learning Resources and the current literature.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
References:
Fiske, S. T. (2014).
Social beings: Core motives in social psychology
(3rd ed.). Hoboken, NJ: Wiley.
Heider, F. (1958).
The psychology of interpersonal relations
. New York, NY: Wiley.
Return to top
Discussion 2: Heuristics
Fiske and Taylor (1984) referred to individuals as “cognitive misers” because of the mental short-cuts taken in an effort to understand people, their behavior, and social situations. These mental short-cuts or heuristics simplify understanding and save time and mental energy when making decisions. Although use of these heuristics may in fact save mental energy and help a person make a quick decision, they are not always helpful and can sometimes be inaccurate. For example, making educated guesses, using common sense, and using intuitive judgment are examples of heuristics. There are many types of heuristics, such as the
representativeness heuristic
, the
availability heuristic,
the
false consensus effect
, and the
anchoring
heuristic
.
For this Discussion, review this week’s Learning Resources and consider when you have used heuristics and under what circumstances you ...
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Man pursues success through courage which helps achieve personal success and triumph of the human spirit. This lesson challenges one to realize their dreams and those of others and their country. The document discusses Martin Luther King Jr.'s "I Have a Dream" speech and how it changed America by ending segregation. It encourages reading the speech and filling in a graphic organizer about King's dreams.
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Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
Gondek- Curriculum Map-extended
The curriculum map summarizes Ms. Gondek's 11th grade Humanities Writing class for the 2011-2012 school year. It is divided into 6 units covering various topics related to social justice such as racism, sexism, and human trafficking. Each unit outlines the essential questions, content, skills, and assessments. Students will analyze texts including music, photographs, films and complete essays, presentations, and exams to explore how institutions maintain oppression and how people work for social change. The culminating project challenges students to address whether forms of oppression like lynching and trafficking are human rights violations.
Disciplinary literacy, deep conversations about hard topics
A Look into teaching students generalizable skills and strategies while also engaging them in disciplinary literacy and shared inquiry. Using Ashley Bryan's book "Freedom OVer Me", this presentation takes a look at slavery--past, present, and future.
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The passage discusses the elements of horror in Bram Stoker's novel Dracula. It notes that horror comes from various sources such as how the story is approached, told, or shown. More than any other aspect, the passage suggests that what inspires fear most is the way a story portrays characters or events that are outside of what is seen as natural or normal by society. It will go on to provide examples from Dracula of how Stoker creates an atmosphere of horror through disturbing or unnatural characters and events.
Path to democracy part 2 by dean berry (1)
This document provides information about collaboration, brainstorming, and developing a plan to outline how Americans can influence or change their government without violence. It includes instructions for students to research this topic, develop an outline and five paragraph essay, and present their ideas to a small group. The small groups will then compile the best ideas and present their group's position to the whole class.
Kinds of Reading
The document discusses what reading is and the different types of reading skills. It defines reading as a complex activity involving perception and thought, consisting of word recognition and comprehension. Readers use background knowledge and strategies to understand text. The types of reading covered are skimming, scanning, and close reading. Skimming familiarizes the reader quickly with material, scanning reads quickly for specific information, and close reading pays close attention to language and nuances. The document also discusses how to answer reading comprehension questions by identifying the main idea, supporting details, making inferences, determining point of view, and determining tone.
McQueary critical thinking workshop
This document discusses critical thinking skills and how to apply them when reading texts. It defines critical thinking as seeing multiple sides of an issue, requiring claims to be backed by evidence, and problem solving. The presentation outlines six critical thinking skills: interpretation, analysis, inference, evaluation, explanation, and self-regulation. It provides guidelines for critically reading texts, such as assessing the author's qualifications and looking at what assumptions or contradictions are present. The overall message is that developing critical thinking abilities is important for academic success and life.
Ewrt 1 a class 4
This document provides an agenda and discussion notes for an EWRT 1A class. The agenda includes a quiz, discussions on marginalization essays and students' essay assignments, and a review of the features of an argument essay including developing reasons, support, and counterarguments. Students are asked to choose a character from Harry Potter and the Chamber of Secrets who is marginalized, explain how they are marginalized with examples, discuss how they respond productively or not, and compare their marginalization to contemporary examples. Discussion topics include analyzing sample student essays, developing arguments and counterarguments for their own essays, and collecting evidence from assigned readings to support their positions.
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This document provides guidelines and a rubric for a final project in a cross-cultural psychology course. Students are instructed to write an analysis paper examining a non-Western culture from the perspective of a cross-cultural psychologist. The paper must address at least 5 areas of analysis and integrate concepts from the course. It will be graded based on depth of reflection, inclusion of required components, evidence and application of psychological concepts, writing quality, and use of APA style.
Write a five-page examination of the role of the frontier in Ame.docx
Write a five-page examination of the role of the frontier in American life.
This assessment allows you to show your understanding of a key concept in American culture.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Discuss the role of frontier in American culture.
. Discuss the concept of manifest destiny.
. Describe the role that the frontier played in U.S. cultures.
. Examine the concept of the pioneer spirit in U.S. culture from the past to present.
. Describe the importance of oil both at home and abroad in American politics.
. Discuss the future of the frontier spirit.
· Competency 6: Communicate effectively in a variety of formats.
Context:
In the nineteenth century, historian Frederick Jackson Turner theorized that the idea of a boundless frontier was at the center of distinctly American culture and character. The assessment 2 context document provides a brief overview of Turner's thesis. Take time to review this document for important concepts and ideas.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
· Was the Civil War actually an inevitable consequence of the two decades that preceded it?
· Would America have survived as a nation if the South had won the Civil War? Was this really a case of an industrial North swallowing an agrarian South?
Instructions:
Examine the role of the frontier in the shaping of America in a five-page paper. Address the following in your examination:
· Discuss the concept of manifest destiny and Americans as a people on the move.
· What role has the frontier played in U.S. culture?
· Examine the concept of the pioneer spirit in U.S. culture from the past to present.
· Describe the importance of oil both at home and abroad in American politics.
· Discuss the status of the American space program and its implications for future politics and economics in America.
Additional Requirements
· Written communication: Written communication is free of errors that detract from the overall message.
· APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
· Number of resources: Minimum of one peer-reviewed resource.
· Length of paper: Five typed, double-spaced pages.
· Font and font size: Times New Roman, 12 point.
Free of plagiarism please, this work will be submitted to Turnitin.
Organizational Behavioral
Discussion 1
Discussion Overview
You looked at motivation theories in the Learning Activities. Now you will practice applying these theories to real life.
Based on your review of the Learning Activities address the topic questions:
Topic: Motivation
· What are your motivators to work?
· If you had to list your motivators in order, what would this look like? Explain.
· Do you think that your famil.
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The document outlines an agenda for the day that includes three parts: 1) Correcting a worksheet for Lesson 17.1, 2) Beginning Lesson 3 on growing wealth by watching videos and taking notes in chunks, and 3) Having time to work on completing Lesson 2 and its worksheet, which are both due on Tuesday.
20191127a
Students are instructed to finish their textbook reading for section 19.5 of the class, which focuses on how the rise of strong governments led to increased trade, banking, and business, influencing architecture and education. They will also analyze the relationship between conformity and the Inquisition. The agenda for the day includes completing a worksheet for section 19.4 due on December 2nd, watching a Charlie Brown Thanksgiving, and checking grades and catching up on missing assignments. The schedule lists the times for the students' six class periods.
20191121b
First, students will continue independent research on their Flip or Flop project roles as they prepare to collaborate in groups next week, with packets due December 5th and final projects due December 13th. Second, the class will watch an episode of Flip or Flop to see home renovations. Third, students will check on their stock portfolios for the Investopedia Stock Market Challenge.
20191122b
This document provides instructions for a class on the last day of a video series on macroeconomics. Students are told to get their Chromebooks ready to take notes on the final video of the series. After the video, they will take a five question comprehension quiz in Skyward. If there is extra time, students should continue working on their Flip or Flop research and project.
20191122a
The document provides an agenda for a history class on November 22nd, 2019. The class will finish the section on Joan of Arc, the Hundred Years War, and the Reconquista by looking at videos and completing a worksheet on the topics. The worksheet is due on Monday. The class will meet during periods 1st through 6th to cover the material and complete the assignment.
20191125
Strong central governments in Medieval Europe led to growth in trade, banking, and business, which supported new buildings and learning. Students have a history and computer book test on Monday and will analyze how the Inquisition enforced religious conformity. Their agenda for the day includes a lesson on culture and the church with note-taking and discussion, followed by working on a worksheet due on December 2nd.
20191118
The document announces that the class will finish discussing the Magna Carta and then discuss the Crusades. It provides the daily schedule, noting that the class will analyze why the Magna Carta was needed and explain the causes and effects of the Crusades. It also states that students have a worksheet due on November 20th to work on in class.
20191113
The document outlines the day's lesson plan which includes examining the Magna Carta and King John's role in establishing universal rights. Students will watch videos, take notes during a lecture, and complete a bubble map about King John and an acrostic poem about the Magna Carta. The lesson focuses on analyzing why the Magna Carta was needed and the significance of King John in necessitating it, as well as the universal rights it codified.
20191112b
The document outlines the schedule for a class which includes a boardroom simulation, turning in and working on assignments from chapter 19, discussing progress in a stock market challenge, and having a test on chapter 19 on Friday. Students are asked to finish assignment 19.4 which is due on Thursday and study for the chapter 19 test.
20191108b
The document outlines tasks for a class, including continuing research for an upcoming Netflix boardroom simulation, working on 19.3 and 19.4 packets, and discussing progress in a stock market challenge. Students' 19.3 and 19.4 worksheets are due on Tuesday and Thursday. The schedule provides times for class periods and lists using the work time to finish Netflix boardroom research and the 19.3 and 19.4 assignments.
20191108a
Students will participate in a gallery walk of their classmates' Islamic project presentations to observe, appreciate, and learn new ideas about the Prophet Muhammad, the spread of Islam, and the Golden Age of Islamic civilization. They are assigned to finish worksheets on learning targets 19.1 and 19.2 which are due on Tuesday and Wednesday. The schedule for the school day is provided, with the highlight being an Islamic project gallery walk where students can observe and record what they see and learn.
20191112
Students will finish sharing their Islam projects, then be introduced to an assignment on feudal hierarchy where they will create analogies to demonstrate their understanding of the social classes in feudalism and how they worked together. They will have class time to work on these analogies which are due on Friday.
20191106
The document outlines the agenda for a World History class. Students will watch a video on the Franks from Clovis to Charlemagne, do a quick write on Charlemagne, and take notes while reading about the feudal system. They will also work on projects about the spread of Islam that are due the following day. The feudal system developed in Europe after Charlemagne's empire fell, with nobles governing territories and protecting people in exchange for service.
20191029b
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- 1. Just the Right Rhetoric: Logical Appeals Activity 2.14
- 2. Learning Targets ● Identify a writer’s use of rhetorical appeals and analyze their effectiveness.
- 5. Before Reading #1) What do you know about the abolitionist movement or women’s suffrage in the United States?
- 6. Before Reading #2) Skim and scan the following speeches - what can you predict the speeches will be about?
- 7. During Reading #3) Mark the text to identify the elements of argumentation: claim, reasons and evidence, and opposing arguments or counterclaims. Read a second time to mark the text for examples of logos , when you see a statistic, fact or example.
- 8. Reading Ain't I A Woman? by Remarks to the UN 4th World Conference on Women
- 9. After Reading #4) Revisit your prediction. What can you now determine about the purpose and audience for each speech?
- 10. After Reading #4) Revisit your prediction. What can you now determine about the purpose and audience for each speech? Truth’s purpose is to refute arguments against the rights of women to vote. Clinton’s purpose is to rally women from all over the world to speak for the dignity and importance of women’s roles in the world.
- 11. After Reading #5) Scan both speeches to find an example of logos in each. Discuss the effectiveness of each example for the purpose and audience of the speech.
- 12. After Reading #5) Scan both speeches to find an example of logos in each. Discuss the effectiveness of each example for the purpose and audience of the speech. All of Truth’s reasons are based on logic and are valid for the argument. Clinton’s points are evidenced by the statement, “If women are healthy and educated, their families will flourish.”
- 13. After Reading -- Discuss #6) Reread Sojourner Truth’s speech and carefully evaluate the speaker’s argument and claim. Identify the reasoning and evaluate its soundness. Is the evidence sufficient to support the claim? Answer, then share your responses in a quick discussion.
- 14. Language and Writer’s Craft: Using Rhetorical Devices Authors of argumentative texts use rhetorical devices to create their appeals. Three commonly used rhetorical devices used in argumentation are the rhetorical question, parallel structure, and repetition. ● A rhetorical question is one for which the writer expects no reply, or the writer clearly directs the reader to one desired reply. Use rhetorical questions to emphasize an idea or to draw a conclusion for the facts. A rhetorical question may help remind your reader of a main point. Example: Is that truly what we want for the environment? How can these facts lie?
- 15. Language and Writer’s Craft: Using Rhetorical Devices Authors of argumentative texts use rhetorical devices to create their appeals. Three commonly used rhetorical devices used in argumentation are the rhetorical question, parallel structure, and repetition. ● Parallel structure is using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. Example: “He had cooked dinner and eaten, boiled water for the next day’s canteen, pulled his packs up in a tree, set up the tent and arranged his sleeping bag and weapons.” (from Brian’s Return by Gary Paulsen)
- 16. Language and Writer’s Craft: Using Rhetorical Devices Authors of argumentative texts use rhetorical devices to create their appeals. Three commonly used rhetorical devices used in argumentation are the rhetorical question, parallel structure, and repetition. ● Repetition is when key words or phrases are repeated for emphasis or deliberate effect. Example: “I have a dream that one day this nation will rise up and live out the true meaning of its creed … I have a dream that one day on the red hills of Georgia … I have a dream that one day even the state of Mississippi …” (Martin Luther King, Jr.)
- 17. Analysis of Speeches (Worksheet) ● # 7) Reread Sojourner Truth’s speech and record your findings in the graphic organizer on the next page. What rhetorical question(s) and devices does she use? What is the purpose? ● # 8) Reread Clinton’s speech for rhetorical devices, and record your findings in the graphic organizer on the next page. What rhetorical device stands out to you the most? Why?
- 18. Analysis of Speeches (Worksheet)