CHAPTER 8: RECONSTRUCTION, Opening and Closing , 1865-1900
Contents
Introduction and Pre-Reading Questions: 1
Documents: 5
Document 1, Harper’s Weekly comments on the Freedman’s Bureau, 1868 (Harper's Weekly, 1868) 5
Document 2, Former slaves reflect on their happiness with freedom and the Thirteenth Amendment (Library of Congress, 1936-1938) 7
Document 3, Mississippi Black Codes, 1865 (America Past and Present Online, 1865) 13
Document 4, Reflections on the Lincoln Assassination (The New York Times, 1865) 15
Document 5, President Andrew Johnson orders the return of Field Order 15 land (Engine of Souls Forum, 1865) 18
Document 6, The 14th and 15th Amendments (The Charters of Freedom, 1866 (r. 1868); 1869 (r. 1870)) 19
Document 7, The Arkansas Gazette on Black Male Suffrage, 1890 (Perman, 2001) 20
Document 8, 1868 Ku Klux Klan Charter (albany.edu, 1868) 21
Post-Reading Exercises: 22
Works Cited 22
Introduction and Pre-Reading Questions: As you know, the North won the Civil War in 1865 under the presidential leadership of Abraham Lincoln. Well, Lincoln had his work cut out for him as president during this war, and, in particular, he had his work cut out for him in terms of figuring out what to do with the South once the war was over. It became clear by 1864, well before the Confederacy surrendered, that the Union was going to win the war. Looking back, it seems that perhaps Lincoln shouldn’t have let the war go on so much longer, since it was obvious—really to both sides—who the eventual victor would be. Indeed, some have argued that Lincoln should have negotiated with the South to try and end the war sooner. But Lincoln would have argued that he could never have negotiated with the South—he insisted that since the Confederacy was a rebellious bunch, since they had no legal right to exist, he couldn’t negotiate with them.
So Lincoln instead had to focus on what to do with the South once the war really did end. Lincoln did know one thing for sure—he knew he couldn’t just readmit the South and pretend that nothing had happened. Too much blood had been shed for that and he also didn’t want anyone to think that when they didn’t like a governmental policy, they could just secede from the Union with no consequences. This much was clear to Lincoln early on, but aside from this, he wasn’t too sure on how to proceed with the reunification or the reconstruction of the nation.
By the time the war did finally end in 1865, the South was in tatters, with homes and buildings destroyed, railroads and bridges completely gone, fields untended. The Emancipation Proclamation had stripped many Southerners of their slaves and many acutely felt new economic burdens, particularly because so many fathers and sons had been killed in the war. For these white Southerners, they hoped that the period of Reconstruction—the period of reunifying the nation—would consist of the federal government stepping out of southern affairs and they hoped to see African ...
Library of Congress The lower half of the city of Charlest.docxsmile790243
Library of Congress
The lower half of the city of Charleston, South Carolina, the seedbed of secession, lay in
ruin when most of the white population evacuated on February 18, 1865. A bombardment
by Union batteries and gunboats around Charleston harbor had already destroyed many of
the lovely, neoclassical townhomes of the low-country planters. Then, as the city was
abandoned, fires broke out everywhere, ignited in bales of cotton left in huge stockpiles in
public squares. To many observers, the flames were the funeral pyres of a dying civilization.
Among the first Union troops to enter Charleston was the Twenty-first U.S. Colored
Regiment, which received the surrender of the city from its mayor. For black Charlestonians,
most of whom were former slaves, this was a time of celebration. In symbolic ceremonies,
they proclaimed their freedom and announced their rebirth. Whatever the postwar order
would bring, the freedpeople of Charleston converted Confederate ruin into a vision of
Reconstruction based on Union victory and black liberation.
Still, in Charleston as elsewhere, death demanded attention. During the final year of the
war, the Confederates had converted the planters’ Race Course, a horse-racing track, and
its famed Washington Jockey Club, into a prison. Union soldiers were kept in terrible
conditions in the interior of the track, without shelter. The who died there of exposure
and disease were buried in a mass grave behind the grandstand. After the fall of the city,
Charleston’s blacks organized to create a proper burial ground for the Union dead. During
Page 1 of 4Print Preview
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Chapter 14: Reconstruction: An Unfinished Revolution, 1865–1877 Chapter Introduction
Book Title: A People & A Nation
Chapter Introduction
Photograph of the grandstand and clubhouse of the Washington Jockey Club and
Race Course, Charleston, SC, site of Confederate prison and burial ground of more
than 260 Union soldiers, as well as the first commemoration of Decoration Day,
May 1, 1865.
Mlr
r-LZ
4
* r .S.'
v
rvAV
257
1865
1866
1867
1868
1869
April, more than twenty black workmen reinterred the dead in marked graves and built a
high fence around the cemetery. On the archway over the cemetery’s entrance they painted
the inscription “Martyrs of the Race Course.”
And then they planned an extraordinary ceremony. On the morning of May 1, 1865, a
procession of ten thousand people marched around the planters’ Race Course, led by three
thousand children carrying armloads of roses and singing “John Brown’s Body.” The
children were followed by black women with baskets of flowers and wreaths, and then by
black men. The parade concluded with members of black and white Union regiments, along
with white missionaries and teachers led by James Redpath, the supervisor of freedmen’s
schools in the region. All wh ...
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
Library of Congress The lower half of the city of Charlest.docxsmile790243
Library of Congress
The lower half of the city of Charleston, South Carolina, the seedbed of secession, lay in
ruin when most of the white population evacuated on February 18, 1865. A bombardment
by Union batteries and gunboats around Charleston harbor had already destroyed many of
the lovely, neoclassical townhomes of the low-country planters. Then, as the city was
abandoned, fires broke out everywhere, ignited in bales of cotton left in huge stockpiles in
public squares. To many observers, the flames were the funeral pyres of a dying civilization.
Among the first Union troops to enter Charleston was the Twenty-first U.S. Colored
Regiment, which received the surrender of the city from its mayor. For black Charlestonians,
most of whom were former slaves, this was a time of celebration. In symbolic ceremonies,
they proclaimed their freedom and announced their rebirth. Whatever the postwar order
would bring, the freedpeople of Charleston converted Confederate ruin into a vision of
Reconstruction based on Union victory and black liberation.
Still, in Charleston as elsewhere, death demanded attention. During the final year of the
war, the Confederates had converted the planters’ Race Course, a horse-racing track, and
its famed Washington Jockey Club, into a prison. Union soldiers were kept in terrible
conditions in the interior of the track, without shelter. The who died there of exposure
and disease were buried in a mass grave behind the grandstand. After the fall of the city,
Charleston’s blacks organized to create a proper burial ground for the Union dead. During
Page 1 of 4Print Preview
1/20/2017http://ng.cengage.com/static/nbreader/ui/apps/nbreader/print_preview/print_preview.html
Chapter 14: Reconstruction: An Unfinished Revolution, 1865–1877 Chapter Introduction
Book Title: A People & A Nation
Chapter Introduction
Photograph of the grandstand and clubhouse of the Washington Jockey Club and
Race Course, Charleston, SC, site of Confederate prison and burial ground of more
than 260 Union soldiers, as well as the first commemoration of Decoration Day,
May 1, 1865.
Mlr
r-LZ
4
* r .S.'
v
rvAV
257
1865
1866
1867
1868
1869
April, more than twenty black workmen reinterred the dead in marked graves and built a
high fence around the cemetery. On the archway over the cemetery’s entrance they painted
the inscription “Martyrs of the Race Course.”
And then they planned an extraordinary ceremony. On the morning of May 1, 1865, a
procession of ten thousand people marched around the planters’ Race Course, led by three
thousand children carrying armloads of roses and singing “John Brown’s Body.” The
children were followed by black women with baskets of flowers and wreaths, and then by
black men. The parade concluded with members of black and white Union regiments, along
with white missionaries and teachers led by James Redpath, the supervisor of freedmen’s
schools in the region. All wh ...
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxchristinemaritza
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
ENG 115ASSIGNMENT 2 INFORMATIVE ESSAYDraft due Week 5 and.docxchristinemaritza
ENG 115
ASSIGNMENT 2: INFORMATIVE ESSAY
Draft due Week 5 and worth 50 points
Revision due Week 7 and worth 150 points
Have you ever needed just the facts?
At times a formal, objectively written approach is more appropriate or even critical for establishing credibility so that your
audience will listen and get informed! The key to informative writing is making the shift from personal opinion to objec-
tive facts. This assignment will provide you with the important opportunity to practice making this shift to a style that is
required in so many workplaces and throughout your academic program.
For this assignment, you will write an informative essay on the topic you have previously chosen. You will need to identify
a problem, need, or process related to your topic. Then you will inform your audience and provide supporting evidence
from a minimum of two credible sources that have been provided in the webtext. Keep in mind, you will continue to use
the standard essay format: Introduction paragraph with a thesis statement, body paragraphs that specifically support the
points in your thesis statement, and a conclusion paragraph.
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Do you sound impartial, informative/explanatory, and professional? How do you want your reader to feel?
(trust, smarter/informed)
c. Is the tone formal and factual?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does my introduction get the reader’s attention by using an intriguing statistic, quote, question, or scenario?
b. Does my introduction explain the context and state the importance of the problem/issue?
c. Does your thesis statement include three supporting reasons that can be debated from a different perspec-
tive?
d. Is your thesis statement clear and concise?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
b. Did you.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxchristinemaritza
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
ENG 115ASSIGNMENT 2 INFORMATIVE ESSAYDraft due Week 5 and.docxchristinemaritza
ENG 115
ASSIGNMENT 2: INFORMATIVE ESSAY
Draft due Week 5 and worth 50 points
Revision due Week 7 and worth 150 points
Have you ever needed just the facts?
At times a formal, objectively written approach is more appropriate or even critical for establishing credibility so that your
audience will listen and get informed! The key to informative writing is making the shift from personal opinion to objec-
tive facts. This assignment will provide you with the important opportunity to practice making this shift to a style that is
required in so many workplaces and throughout your academic program.
For this assignment, you will write an informative essay on the topic you have previously chosen. You will need to identify
a problem, need, or process related to your topic. Then you will inform your audience and provide supporting evidence
from a minimum of two credible sources that have been provided in the webtext. Keep in mind, you will continue to use
the standard essay format: Introduction paragraph with a thesis statement, body paragraphs that specifically support the
points in your thesis statement, and a conclusion paragraph.
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Do you sound impartial, informative/explanatory, and professional? How do you want your reader to feel?
(trust, smarter/informed)
c. Is the tone formal and factual?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does my introduction get the reader’s attention by using an intriguing statistic, quote, question, or scenario?
b. Does my introduction explain the context and state the importance of the problem/issue?
c. Does your thesis statement include three supporting reasons that can be debated from a different perspec-
tive?
d. Is your thesis statement clear and concise?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest-
ed that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
4. Write with logic and with transitions throughout your paper.
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
a. Did you paraphrase or restate the thesis in a new way?
b. Did you.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
CHAPTER 8 RECONSTRUCTION, Opening and Closing , 1865-1900Cont.docx
1. CHAPTER 8: RECONSTRUCTION, Opening and Closing ,
1865-1900
Contents
Introduction and Pre-Reading Questions: 1
Documents: 5
Document 1, Harper’s Weekly comments on the Freedman’s
Bureau, 1868 (Harper's Weekly, 1868) 5
Document 2, Former slaves reflect on their happiness with
freedom and the Thirteenth Amendment (Library of Congress,
1936-1938) 7
Document 3, Mississippi Black Codes, 1865 (America Past and
Present Online, 1865) 13
Document 4, Reflections on the Lincoln Assassination (The
New York Times, 1865) 15
Document 5, President Andrew Johnson orders the return of
Field Order 15 land (Engine of Souls Forum, 1865) 18
Document 6, The 14th and 15th Amendments (The Charters of
Freedom, 1866 (r. 1868); 1869 (r. 1870)) 19
Document 7, The Arkansas Gazette on Black Male Suffrage,
1890 (Perman, 2001) 20
Document 8, 1868 Ku Klux Klan Charter (albany.edu, 1868) 21
Post-Reading Exercises: 22
Works Cited 22
Introduction and Pre-Reading Questions: As you know, the
North won the Civil War in 1865 under the presidential
leadership of Abraham Lincoln. Well, Lincoln had his work cut
out for him as president during this war, and, in particular, he
had his work cut out for him in terms of figuring out what to do
with the South once the war was over. It became clear by 1864,
well before the Confederacy surrendered, that the Union was
2. going to win the war. Looking back, it seems that perhaps
Lincoln shouldn’t have let the war go on so much longer, since
it was obvious—really to both sides—who the eventual victor
would be. Indeed, some have argued that Lincoln should have
negotiated with the South to try and end the war sooner. But
Lincoln would have argued that he could never have negotiated
with the South—he insisted that since the Confederacy was a
rebellious bunch, since they had no legal right to exist, he
couldn’t negotiate with them.
So Lincoln instead had to focus on what to do with the
South once the war really did end. Lincoln did know one thing
for sure—he knew he couldn’t just readmit the South and
pretend that nothing had happened. Too much blood had been
shed for that and he also didn’t want anyone to think that when
they didn’t like a governmental policy, they could just secede
from the Union with no consequences. This much was clear to
Lincoln early on, but aside from this, he wasn’t too sure on how
to proceed with the reunification or the reconstruction of the
nation.
By the time the war did finally end in 1865, the South was
in tatters, with homes and buildings destroyed, railroads and
bridges completely gone, fields untended. The Emancipation
Proclamation had stripped many Southerners of their slaves and
many acutely felt new economic burdens, particularly because
so many fathers and sons had been killed in the war. For these
white Southerners, they hoped that the period of
Reconstruction—the period of reunifying the nation—would
consist of the federal government stepping out of southern
affairs and they hoped to see African Americans denied the
rights of citizenship. Some even hoped that in the places where
the Emancipation Proclamation hadn’t touched slavery, the
institution would continue.
For Southern blacks, whose situation was also incredibly
difficult in the aftermath of the war, Reconstruction held some
opposite hopes. Over 4 million men and women—former slaves
all of them—were freed in the months following the surrender
3. of the South in April 1865 with the passage and eventual
ratification of the 13th Amendment to the Constitution, and
though they found hope in their ability to leave the plantation
system, they also found that freedom in the South wasn’t as
easy as they had hoped. Many found they had nowhere to go,
nothing to feed or clothe them, and no work to do. So African-
Americans hoped that the program of Reconstruction would be
able to help them secure the real freedom they hoped for:
political and economic rights, as well as a legal declaration of
equality of all the races.
While the specific programs for Reconstruction were being
worked out, in the months following the Civil War, Congress
stationed federal troops throughout the South to preserve order
and protect former slaves, and established the Freedmen’s
Bureau, a government agency that was designed primarily to
help the former slaves by providing food and education to them
(Document 1). The Bureau also worked to help both former
slaves and poor whites find their own land. But the Freedmen’s
Bureau only had a charter for one year (and no support from
President Lincoln), so many former slaves hoped that the
program of Reconstruction would extend the charter or design
something equally useful to help them continue the transition
into free life. What were some of the positives of the
Freedmen’s Bureau? Some of the problems?
Despite the lack of a more permanent federal plan for former
slaves, these former slaves took quick action, celebrating their
freedom, moving away from the plantations, and exercising
some of the new rights being afforded them, which you’ll read
about in Document 2. As Document 3 shows, however,
Southerners did not take too kindly to the end of the war or the
new rights slaves now had; the Mississippi Black Codes
demonstrate some of the ways southern whites attempted to put
blacks back into a position of inferiority. Looking at these
three documents together, what was life like for blacks and
whites at the conclusion of the war?
Southerners also showed their displeasure with the post-Civil
4. War world by fighting vehemently against President Lincoln’s
Reconstruction plans and, ultimately and tragically, against
President Lincoln himself. Lincoln was assassinated in April
1865, just days after the official surrender of the Confederacy
(Document 4) and he was unable to see any of his plans for
Reconstruction come to life. Instead, his successor, Andrew
Johnson, took the reins of Reconstruction. In Document 5,
Johnson returns land that had been seized from Confederates
during the war and given to former slaves to get their new lives
started—this was obviously a tremendous blow to many former
slaves. Seeing this, what do you think Johnson’s goals for
Reconstruction were?
Despite Johnson’s sometimes wishy-washy stance on the status
of former slaves and former Confederates, a radical Republican
Congress pushed forward a lengthy Reconstruction plan in 1865
that demanded voting rights be taken away from former
Confederate officials, required southerners to pledge an oath of
loyalty to the Union before their state would be allowed back
into the Union, and promised new rights for African Americans,
including the rights of citizenship and the right to vote for black
men. These two laws, the 14th and 15th Amendments to the
Constitution (Document 6), were difficult to get passed and
ratified, but ultimately paved the way for some tremendous
changes for African Americans and for whites. As Documents
7-8 show, southern whites continued to struggle mightily with
the new roles that African Americans were playing. What
problems do you think these struggles would pose for blacks in
the post-Reconstruction era?
Overall, Reconstruction was both a series of positives and
negatives. The negatives were that racism was not properly
discussed or dealt with and that meant it would never go away
in the South or the North. However, it’s successes were that it
allowed blacks a measure of dignity and equality that they had
not had under slavery; it provided economic opportunity,
including the possibility of owning land, and, most importantly,
it allowed blacks to create their own culture within the
5. American south, through churches, schools and meeting groups,
that would allow them to feel a true sense of freedom. The
Fourteenth and Fifteenth Amendments would prove to be
invaluable laws for the Civil Rights movement that was to occur
a century later.
Documents:
Document 1, Harper’s Weekly comments on the Freedman’s
Bureau, 1868 (Harper's Weekly, 1868)[footnoteRef:1] [1:
Alfred R. Waud, “The Freedmen’s Bureau,” July 25, 1868,
Harper’s Weekly. HarpWeek.com Explanation written by
Robert C. Kennedy,
http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.as
p?Month=July&Date=25 ]
Explanation (Secondary Source) from HarpWeek.com: In July
1868, Congress essentially ended the existence of the
Freedmen's Bureau, a temporary federal agency established to
provide basic relief to emancipated slaves. Cartoonist A. R.
Waud honors its three years of service by portraying it as the
necessary line of defense protecting black Southerners from
their hostile white neighbors.
In February 1862, George William Curtis, an abolitionist and
columnist for Harper's Weekly, wrote Treasury Secretary
Salmon Chase suggesting the creation of a federal agency to
assist the former slaves crossing into Union territory. It was an
idea already eagerly discussed among abolitionists, and Curtis
publicly promoted it in his “Lounger” column in the March 1,
1862 issue of Harper's Weekly. He placed such importance on
the issue that he addressed it again in the first issue of the
newspaper in which he assumed responsibility as editorial
writer, December 26, 1863. Curtis and his father-in-law,
Francis Shaw, president of the philanthropic Freedmen’s Relief
6. Association, helped Senator Charles Sumner of Massachusetts
draft the Freedmen’s Bill to establish the Freedmen’s Bureau.
Radical Republicans like Curtis wanted the agency in the
Treasury Department under the abolitionist Chase. Others
wanted it positioned within the War Department, so passage of
the legislation was delayed until after Chase resigned in 1864.
In March 3, 1865, Congress created the Bureau of Refugees,
Freedmen, and Abandoned Lands, commonly known as the
Freedmen’s Bureau. The final version of the bill established a
temporary agency within the War Department, under the
direction of General Oliver Otis Howard.
The law granted relief to black and white persons displaced by
the Civil War, but was aimed at assisting the freed slaves in
their transition from enslavement to liberty. The freed slaves
were provided basic shelter and medical care, assistance in
labor-contract negotiation and the establishment of schools, and
similar services. The Freedmen's Bureau was the first federal
agency dedicated to social welfare.
In February 1866, Congress passed a second Freedmen’s Bureau
Act, which extended the temporary agency’s life for two years
and gave the United States Army the responsibility of protecting
the civil rights of black Americans in the former Confederate
states. President Andrew Johnson, however, vetoed the bill.
Although Congress had rejected Johnson's own Reconstruction
program in 1865 as too lenient, many Republicans were
surprised by the president's veto. It was the beginning, though,
of an increasingly acrimonious relationship between the
Democratic president and the Republican Congress over the
shape and control of Reconstruction in the postwar South.
That spring, President Johnson sent Generals John Steedman
and Joseph Fullerton on a tour of the South to gather
information in an effort to discredit the Freedmen’s Bureau.
7. Southern blacks, however, expressed strong support for the
continued presence of the Freemen’s Bureau in the South,
believing that it gave them necessary aid and, especially,
protection. In one case, when General Steedman offered a
crowd of 800 blacks a hypothetical choice between the
Freedmen’s Bureau and the United States Army, the audience
overwhelmingly chose the Bureau. In July 1866, Congress
passed the Freedmen’s Bureau Act a second time. President
Johnson vetoed it again, but Congress was able to override his
veto and it became law.
The Freedmen's Bureau helped Southern blacks build schools
and churches, enforced civil rights and due process, facilitated
the reunion of families separated by slavery, and allocated basic
necessities of food and shelter until recipients could provide for
themselves. Yet, for all the good that it did, the agency's
effectiveness was hampered by several obstacles. During most
of its three years of existence, it never had sufficient funding or
personnel (at its peak, it only had 900 agents throughout the
South). It also faced opposition from segments of the Southern
white population and their political representatives at the local,
state, and federal level. Furthermore, many whites in the North
and their congressmen became increasingly uneasy about
Reconstruction, and in this case over a federal social program
targeting one specific group of Americans.
On July 6, 1868, Congress passed a law that essentially
instructed the Freedmen's Bureau to close up shop. The federal
legislation extended the agency's life to the end of the year, but
discontinued it in the former Confederate states that were
reconstructed (all but three). On January 1, 1869, General
Howard brought most of the agency's activities to a halt.
In an editorial appearing in the same issue as this cartoon,
George William Curtis reflected on the vital role the Freedmen's
Bureau had played. "No institution was ever more imperatively
8. necessary, and none has been more useful." The Harper's
Weekly editor agreed with cartoonist Waud's perspective that
the Freedmen's Bureau had prevented a "war of races" in the
postwar South. The Civil War ended with the slaves freed, but
left them without resources and hated in the land they knew.
"The Freedmen's Bureau was the conscience and common-sense
of the country stepping between the hostile parties and saying to
them, with irresistible authority, 'Peace!'" The agency "stood
between the freedmen and starvation and cruel laws, meanwhile
giving them arms and schools and civil and political equality,
that they might start fair in the common race."
Document 2, Former slaves reflect on their happiness with
freedom and the Thirteenth Amendment (Library of Congress,
1936-1938)[footnoteRef:2] [2: ”Aunt” Rhody Holsell, “Slaves
Happy to be Free,” Frederickstown, MO, from Born in Slavery:
Slave Narratives from the Federal Writers’ Project, 1936-1938,
Missouri Narratives, Volume X, pages 191-192; Henry Johnson,
Slave Narrative, St. Louis, MO, from Born in Slavery: Slave
Narratives from the Federal Writers’ Project, 1936-1938,
Missouri Narratives, Volume X, pages 210-212.]
Document 3, Mississippi Black Codes, 1865 (America Past and
Present Online, 1865)[footnoteRef:3] [3: “Mississippi Black
Codes,” Approved November 25, 1865.]
Section 1. Be it enacted by the legislature of the State of
Mississippi, That all freedmen, free Negroes, and mulattoes may
sue and be sued, implead and be impleaded in all the courts of
9. law and equity of this state, and may acquire personal property
and choses in action, by descent or purchase, any may dispose
of the same, in the same manner, and to the same extent that
white persons may: Provided that the provisions of this section
shall not be so construed as to allow any freedman, free Negro,
or mulatto to rent or lease any lands or tenements, except in
incorporated town or cities in which places the corporate
authorities shall control the same.
Sec. 2. Be it further enacted, That all freedmen, free Negroes,
and mulattoes may intermarry with each other, in the same
manner and under the same regulations that are provided by law
for white persons: Provided, that the clerk of probate shall keep
separate records of the same.
Sec. 3. Be it further enacted, That all freedmen, free Negroes,
and mulattoes, who do now and have heretofore lived and
cohabited together as husband and wife shall be taken and held
in law as legally married, and the issue shall be taken and held
as legitimate for all purposes. That it shall not be lawful for any
freedman, free Negro, or mulatto to intermarry with any white
person; nor for any white person to intermarry with any
freedman, free Negro, or mulatto; any person who shall so
intermarry shall be deemed guilty of felony and, on conviction
thereof, shall be confined in the state penitentiary for life; and
those shall be deemed freedmen, free Negroes, and mulattoes
who are of pure Negro blood, and those descended from a Negro
to the third generation inclusive, though one ancestor of each
generation may have been a white person.
Sec. 4. Be it further enacted, That in addition to cases in which
freedmen, free Negroes, and mulattoes are now by law
competent witnesses, freedmen, free Negroes, or mulattoes shall
be competent in civil cases when a party or parties to the suit,
either plaintiff or plaintiffs, defendant or defendants, also in
cases where freedmen, free Negroes, and mulattoes is or are
10. either plaintiff or plaintiffs, defendant or defendants, and a
white person or white persons is or are the opposing party or
parties, plaintiff or plaintiffs, defendant or defendants. They
shall also be competent witnesses in all criminal prosecutions
where the crime charged is alleged to have been committed by a
white person upon or against the person or property of a
freedman, free Negro, or mulatto: Provided that in all cases said
witnesses shall be examined in open court on the stand, except,
however, they may be examined before the grand jury, and shall
in all cases be subject to the rules and tests of the common law
as to competency and credibility.
Sec. 5. Be it further enacted, That every freedman, free Negro,
and mulatto shall, on the second Monday of January, one
thousand eight hundred and sixty-six, and annually thereafter,
have a lawful home or employment. . . .
Sec. 6. Be it further enacted, That all contracts for labor made
with freedmen, free Negroes, and mulattoes for a longer period
than one month shall be in writing and in duplicate, attested and
read to said freedman, free Negro, or mulatto, by a beat, city or
county officers, or two disinterested white persons of the
country in which the labor is to be performed, of which each
party shall have one; and said contracts shall be taken and held
as entire contracts, and if the laborer shall quit the service of
the employer, before expiration of his term of service, without
good cause, he shall forfeit his wages for that year, up to the
time of quitting.
Sec. 7. Be it further enacted, That every civil officer shall, and
every person may, arrest and carry back to his or her legal
employer any freedman, free Negro, or mulatto who shall have
quit the service of his or her employer before the expiration of
his or her term of service without good cause, and said officer
and person shall be entitled to receive for arresting and carrying
back every deserting employee aforesaid, the sum of five
11. dollars, and ten cents per mile from the place of arrest to the
place of delivery, and the same shall be paid by the employer,
and held as a set-off for so much against the wages of said
deserting employee.
Sec. 8. Be it further enacted, That upon affidavit made by the
employer of any freedman, free Negro, or mulatto, or other
credible person, before any justice of the peace or member of
the board of police, that any freedman, free Negro, or mulatto,
legally employed by said employer, has illegally deserted said
employment, such justice of the peace or member of the board
of police shall issue his warrant or warrants, returnable before
himself, or other such officer, directed to any sheriff, constable,
or special deputy, commanding him to arrest said deserter and
return him or her to said employer, and the like proceedings
shall be had as provided in the preceding section. . . .
Sec. 9. Be it further enacted, That if any person shall persuade
or attempt to persuade, entice, or cause any freedman, free
Negro, or mulatto to desert from the legal employment of any
person, before the expiration of his or her term of service, or
shall knowingly employ any such deserting freedman, free
Negro, or mulatto, or shall knowingly give or sell to any such
deserting freedman, free Negro, or mulatto, any food, raiment,
or other thing, he or she shall be guilty of a misdemeanor and,
upon conviction, shall be fined not less than twenty-five dollars
and not more then two hundred dollars and the costs, and, if
said fine and costs shall not be immediately paid, the court shall
sentence said convict to not exceeding two months'
imprisonment in the county jail, and he or she shall moreover be
liable to the party injured in damages: . . . .
Sec. 10. Be it further enacted, That it shall be lawful for any
freedman, free Negro, or mulatto to charge any white person,
freedman, free Negro, or mulatto, by affidavit, with any
criminal offense against his or her person or property and upon
12. such affidavit the proper process shall be issued and executed as
if said affidavit was made by a white person, and it shall be
lawful for any freedman, free Negro, or mulatto, in any action,
suit, or controversy pending, or about to be instituted, in any
court of law or equity of this state, to make all needful and
lawful affidavits, as shall be necessary for the institution,
prosecution, or defense of such suit or controversy.
Sec. 11. Be it further enacted, That the penal laws of this state,
in all cases not otherwise specially provided for, shall apply and
extend to all freedmen, free Negroes, and mulattoes. . . .
Approved November 25, 1865
Document 4, Reflections on the Lincoln Assassination (The
New York Times, 1865)[footnoteRef:4] [4: N.a., “President
Lincoln Shot by an Assassin,” New York: New York Times,
April 15, 1865, pp. 1.]
Awful Event
President Lincoln Shot by an Assassin
The Deed Done at Ford's Theatre Last Night
THE ACT OF A DESPERATE REBEL
The President Still Alive at Last Accounts.
No Hopes Entertained of His Recovery.
Attempted Assassination of Secretary Seward.
DETAILS OF THE DREADFUL TRAGEDY.
Official
War Department, Washington April 15, 1:30 A.M. - Maj. Gen.
Dis.: This evening at about 9:30 P.M. at Ford's Theatre, the
President, while sitting in his private box with Mrs. Lincoln,
Mr. Harris, and Major Rathburn, was shot by an assassin, who
suddenly entered the box and appeared behind the President.
13. The assassin then leaped upon the stage, brandishing a large
dagger or knife, and made his escape in the rear of the theatre.
The pistol ball entered the back of the President's head and
penetrated nearly through the head. The wound is mortal. The
President has been insensible ever since it was inflicted, and is
now dying.
About the same hour an assassin, whether the same or not,
entered Mr. Sewards' apartments, and under the pretence of
having a prescription, was shown to the Secretary's sick
chamber. The assassin immediately rushed to the bed, and
inflicted two or three stabs on the throat and two on the face. It
is hoped the wounds may not be mortal. My apprehension is that
they will prove fatal.
The nurse alarmed Mr. Frederick Seward, who was in an
adjoining room, and hastened to the door of his father's room,
when he met the assassin, who inflicted upon him one or more
dangerous wounds. The recovery of Frederick Seward is
doubtful.
It is not probable that the President will live throughout the
night.
Gen. Grant and wife were advertised to be at the theatre this
evening, but he started to Burlington at 6 o'clock this evening.
At a Cabinet meeting at which Gen. Grant was present, the
subject of the state of the country and the prospect of a speedy
peace was discussed. The President was very cheerful and
hopeful, and spoke very kindly of Gen. Lee and others of the
Confederacy, and of the establishment of government in
Virginia.
All the members of the Cabinet except Mr. Seward are now in
14. attendance upon the President.
I have seen Mr. Seward, but he and Frederick were both
unconscious.
Edwin M. Stanton, Secretary of War.
Detail of the Occurrence
Washington, Friday, April 14, 12:30 A.M. - The President was
shot in a theatre tonight, and is perhaps mortally wounded.
Secretary Seward was also assassinated.
Second Dispatch.
Washington, Friday, April 14 - President Lincoln and wife, with
other friends, this evening visited Ford's Theatre for the purpose
of witnessing the performance of the "American Cousin."
It was announced in the papers that Gen. Grant would also be
present, but he took the late train of cars for New-Jersey.
The theatre was densely crowded, and everybody seemed
delighted with the scene before them. During the third act, and
while there was a temporary pause for one of the actors to enter,
a sharp report of a pistol was heard, which merely attracted
attention, but suggesting nothing serious, until a man rushed to
the front of the President's box, waving a long dagger in his
right hand, and exclaiming "Sic semper tyrannis," and
immediately leaped from the box, which was in the second tier,
to the opposite side, making his escape amid the bewilderment
of the audience from the rear of the theatre, and mounting a
horse, fled.
The screams of Mrs. Lincoln first disclosed the fact to the
audience that the President had been shot, when all present rose
to their feet, rushing toward the stage, many exclaiming "Hang
15. him! Hang him!"
The excitement was of the wildest possible description, and of
course there was an abrupt termination of the theatrical
performance.
There was a rush toward the President's box, when cries were
heard: "Stand back and give him air." "Has any one stimulants."
On a hasty examination, it was found that the President had
been shot through the head, above and back of the temporal
bone, and that some of the brain was oozing out. He was
removed to a private house opposite to the theatre, and the
Surgeon-General of the army and other surgeons sent for to
attend to his condition.
On an examination of the private box blood was discovered on
the back of the cushioned rocking chair on which the President
had been sitting, also on the partition and on the floor. A
common single-barreled pocket pistol was found on the carpet.
A military guard was placed in front of the private residence to
which the President had been conveyed. An immense crowd was
in front of it, all deeply anxious to learn the condition of the
President. It had been previously announced that the wound was
mortal but all hoped otherwise. The shock to the community
was terrible.
The President was in a state of syncope, totally insensible, and
breathing slowly. The blood oozed from the wound at the back
of his head. The surgeons exhausted every effort of medical
skill, but all hope was gone. The parting of his family with the
dying President is too sad for description.
At midnight, the Cabinet, with Messrs. Sumner, Colfax and
Farnsworth, Judge Curtis, Gov. Oglesby, Gen. Meigs, Col. Hay,
and a few personal friends, with Surgeon-General Barnes and
16. his immediate assistants, were around his bedside.
The President and Mrs. Lincoln did not start for the theatre until
fifteen minutes after eight o'clock. Speaker Colfax was at the
White House at the time, and the President stated to him that he
was going, although Mrs. Lincoln had not been well, because,
the papers had announced that Gen. Grant and they were to be
present, and, as Gen. Grant had gone North, he did not wish the
audience to be disappointed.
He went with apparent reluctance and urged Mr. Colfax to go
with him; but that gentleman had made other engagements, and
with Mr. Ashman, of Massachusetts, bid him good bye.
When the excitement at the theatre was at its wildest height,
reports were circulated that Secretary Seward had also been
assassinated.
On reaching this gentleman's residence a crowd and a military
guard were found at the door, and on entering it was ascertained
that the reports were based on truth.
Everybody there was so excited that scarcely an intelligible
word could be gathered, but the facts are substantially as
follows:
About 10 o'clock a man rang the bell, and the call having been
answered by a colored servant, he said he had come from Dr.
Verdi, Secretary Seward's family physician, with a prescription,
at the same time holding in his hand a small piece of folded
paper, and saying in answer to a refusal that he must see the
Secretary, making the same representation which he did to the
servant. What further passed in the way of colloquy is not
known, but the man struck him on the head with a "billy,"
severely injuring the skull and felling him almost senseless. The
assassin then rushed into the chamber and attacked Major
17. Seward, Paymaster of the United States army and Mr. Hansell, a
messenger of the State Department and two male nurses,
disabling them all, he then rushed upon the Secretary, who was
lying in bed in the same room, and inflicted three stabs in the
neck, but severing, it is thought and hoped, no arteries, though
he bled profusely.
The assassin then rushed down stairs, mounted his horse at the
door, and rode off before an alarm could be sounded, and in the
same manner as the assassin of the President.
It is believed that the injuries of the Secretary are not fatal, nor
those of either of the others, although the Secretary and the
Assistant Secretary are very seriously injured.
Secretaries Stanton and Welles, and other prominent officers of
the government, called at Secretary Seward's home to inquire
into his condition, and there heard of the assassination of the
President.
They the proceeded to the house where he was lying, exhibiting
of course intense anxiety and solicitude. An immense crowd was
gathered in front of the President's house, and a strong guard
was also stationed there, many persons evidently supposing he
would be brought to his home.
The entire city to-night presents a scene of wild excitement,
accompanied by violent expressions of indignation, and the
profoundest sorrow; many shed tears. The military authorities
have dispatched mounted patrols in every direction, in order, if
possible, to arrest the assassins. The whole metropolitan police
are likewise vigilant for the same purpose.
The attacks both at the theatre and at Secretary Seward's house,
took place at about the same hour- 10 o'clock- thus showing a
preconcerted plan to assassinate those gentlemen. Some
18. evidences of the guilt of the party who attacked the President
are in the possession of the police.
Vice-President Johnson is in the city, and his headquarters are
guarded by troops.
Document 5, President Andrew Johnson orders the return of
Field Order 15 land (Engine of Souls Forum,
1865)[footnoteRef:5] [5: N.a., “Legal Form for the Restoration
of Confiscated Property Held by the Freedmens Bureau,” 1865,
From South Carolina Freedmens Bureau Records, Box 483; in
Martin Abbott, Freedmens Bureau in South Carolina (Chapel
Hill, NC: 1967), pp. 137-138.]
Richard H. Jenkins, an applicant for the restoration of his
plantation on Wadmalaw Island, S. C., called Rackett Hall, the
same having been unoccupied during the past year and up to the
1st of Jan. 1866, except by one freedman who planted no crop,
and being held by the Bureau of Refugees, Freedmen and
Abandoned Lands, having conformed to the requirements of
Circular No. 15 of said Bureau, dated Washington, D. C., Sept.
12, 1865, the aforesaid property is hereby restored to his
possession.
The above instrument to be considered null and void unless the
obligation herewith attached and subscribed to by said Richard
H. Jenkins be faithfully and fully complied with.
All differences arising under this instrument and obligation are
to be adjusted by the Board of Supervisors constituted by order
of the Commissioner of the Bureau of Refugees, Freedmen and
Abandoned Lands, dated Charleston, November 14, 1865.
. . . . . .
19. The Undersigned, Richard H. Jenkins, does hereby solemnly
promise and engage, that he will secure to the Refugees and
Freedmen now resident on his Wadmalaw Island Estate, the
crops of the past year, harvested or unharvested; also, that the
said Refugees and Freedmen shall be allowed to remain at their
present houses or other homes on the island, so long as the
responsible Refugees and Freedmen (embracing parents,
guardians, and other natural protectors) shall enter into
contracts, by leases or for wages, in terms satisfactory to the
Supervising Board.
Also, that the undersigned will take the proper steps to enter
into contracts with the above described responsible Refugees
and Freedmen, the latter being required on their part to enter
into said contracts on or before the 15th day of February, 1866,
or surrender their right to remain on the said estate, it being
understood that if they are unwilling to contract after the
expiration of said period, the Supervising Board is to aid in
getting them homes and employment elsewhere.
Also, that the undersigned will take the proper steps to enter to
schools sanctioned by the Supervising Board, or by the Bureau
of Refugees, Freedmen and Abandoned Lands.
But nothing in this instrument shall be so construed as to
relieve the above mentioned persons from the ordinary judicial
consequences of crime and misdemeanor.
Neither the land owners nor the Refugees and Freedmen will be
obligated by this instrument beyond one year from this date
unless the instrument is renewed.
Document 6, The 14th and 15th Amendments (The Charters of
Freedom, 1866 (r. 1868); 1869 (r. 1870))[footnoteRef:6] [6:
Amendment XIV, passed by Congress June 13, 1866, ratified
July 9, 1868. Amendment XV, passed by Congress February 26,
1869, ratified February 3, 1870.]
20. AMENDMENT XIV
Passed by Congress June 13, 1866. Ratified July 9, 1868.
Section 1.
All persons born or naturalized in the United States, and subject
to the jurisdiction thereof, are citizens of the United States and
of the State wherein they reside. No State shall make or enforce
any law which shall abridge the privileges or immunities of
citizens of the United States; nor shall any State deprive any
person of life, liberty, or property, without due process of law;
nor deny to any person within its jurisdiction the equal
protection of the laws.
Section 2.
Representatives shall be apportioned among the several States
according to their respective numbers, counting the whole
number of persons in each State, excluding Indians not taxed.
But when the right to vote at any election for the choice of
electors for President and Vice-President of the United States,
Representatives in Congress, the Executive and Judicial officers
of a State, or the members of the Legislature thereof, is denied
to any of the male inhabitants of such State, being twenty-one
years of age,* and citizens of the United States, or in any way
abridged, except for participation in rebellion, or other crime,
the basis of representation therein shall be reduced in the
proportion which the number of such male citizens shall bear to
the whole number of male citizens twenty-one years of age in
such State.
Section 3.
No person shall be a Senator or Representative in Congress, or
elector of President and Vice-President, or hold any office, civil
or military, under the United States, or under any State, who,
having previously taken an oath, as a member of Congress, or as
21. an officer of the United States, or as a member of any State
legislature, or as an executive or judicial officer of any State, to
support the Constitution of the United States, shall have
engaged in insurrection or rebellion against the same, or given
aid or comfort to the enemies thereof. But Congress may by a
vote of two-thirds of each House, remove such disability.
Section 4.
The validity of the public debt of the United States, authorized
by law, including debts incurred for payment of pensions and
bounties for services in suppressing insurrection or rebellion,
shall not be questioned. But neither the United States nor any
State shall assume or pay any debt or obligation incurred in aid
of insurrection or rebellion against the United States, or any
claim for the loss or emancipation of any slave; but all such
debts, obligations and claims shall be held illegal and void.
Section 5.
The Congress shall have the power to enforce, by appropriate
legislation, the provisions of this article.
AMENDMENT XV
Passed by Congress February 26, 1869. Ratified February 3,
1870.
Section 1.
The right of citizens of the United States to vote shall not be
denied or abridged by the United States or by any State on
account of race, color, or previous condition of servitude--
Section 2.
The Congress shall have the power to enforce this article by
appropriate legislation.
Document 7, The Arkansas Gazette on Black Male Suffrage,
22. 1890 (Perman, 2001)[footnoteRef:7] [7: Michael Perman,
Struggle for Mastery: Disenfranchisement in the South, 1888-
1908 (North Carolina: UNC Press, 2001), 61.]
The negro must retire as a competitive factor in politics, in
order to ensure peace and harmony between the races. The
rugged issue cannot be dodged. It is a struggle for mastery, in
which the strongest arm must win.
Document 8, 1868 Ku Klux Klan Charter (albany.edu,
1868)[footnoteRef:8] [8: N.a., “Organization and Principles of
the Ku Klux Klan,” 1868.]
Appellation
This organization shall be styled and denominated the Order of
the---
We, the Order of the ---, reverentially acknowledge the majesty
and supremacy of the Divine Being and recognize the goodness
and providence of the same. And we recognize our relation to
the United States government, the supremacy of the
Constitution, the constitutional laws thereof, and the Union of
states thereunder.
Character and Objects of the Order
This is an institution of chivalry, humanity, mercy, and
patriotism; embodying in its genius and its principles all that is
chivalric in conduct, noble in sentiment, generous in manhood,
and patriotic in purpose; its peculiar objects being:
First, to protect the weak, the innocent, and the defenseless
from the indignities, wrongs, and outrages of the lawless, the
violent, and the brutal; to relieve the injured and oppressed; to
succor the suffering and unfortunate, and especially the widows
and orphans of Confederate soldiers.
Second, to protect and defend the Constitution of the United
States, and all laws passed in conformity thereto, and to protect
23. the states and the people thereof from all invasion from any
source whatever.
Third, to aid and assist in the execution of all constitutional
laws, and to protect the people from unlawful seizure and from
trial, except by their peers in conformity to the laws of the land.
Titles
Section 1. The officers of this Order shall consist of a Grand
Wizard of the Empire and his ten Genii; a Grand Dragon of the
Realm and his eight Hydras; a Grand Titan of the Dominion and
his six Furies; a Grand Giant of the Province and his four
Goblins; a Grand Cyclops of the Den and his two Night Hawks;
a Grand Magi, a Grand Monk, a Grand Scribe, a Grand
Exchequer, a Grand Turk, and a Grand Sentinel.
Section 2. The body politic of this Order shall be known and
designated as "Ghouls."
Territory and Its Divisions
Section 1. The territory embraced within the jurisdiction of this
Order shall be coterminous with the states of Maryland,
Virginia, North Carolina, South Carolina, Georgia, Florida,
Alabama, Mississippi, Louisiana, Texas, Arkansas, Missouri,
Kentucky, and Tennessee; all combined constituting the Empire.
Section 2. The Empire shall be divided into four departments,
the first to be styled the Realm and coterminous with the
boundaries of the several states; the second to be styled the
Dominion and to be coterminous with such counties as the
Grand Dragons of the several Realms may assign to the charge
of the Grand Titan. The third to be styled the Province and to be
coterminous with the several counties; provided, the Grand
Titan may, when he deems it necessary, assign two Grand
Giants to one Province, prescribing, at the same time, the
jurisdiction of each. The fourth department to be styled the Den,
and shall embrace such part of a Province as the Grand Giant
shall assign to the charge of a Grand Cyclops.
24. Questions To Be Asked Candidates
1. Have you ever been rejected, upon application for
membership in the ---, or have you ever been expelled from the
same?
2. Are you now, or have you ever been a member of the Radical
Republican Party, or either of the organizations known as the
"Loyal League" and the "Grand Army of the Republic"?
3. Are you opposed to the principles and policy of the Radical
Party, and to the Loyal League, and the Grand Army of the
Republic, so far as you are informed of the character and
purposes of those organizations?
4. Did you belong to the Federal Army during the late war, and
fight against the South during the existence of the same?
5. Are you opposed to Negro equality both social and political?
6. Are you in favor of a white man's government in this
country?
7. Are you in favor of constitutional liberty, and a government
of equitable laws instead of a government of violence and
oppression?
8. Are you in favor of maintaining the constitutional rights of
the South?
9. Are you in favor of the reenfranchisement and emancipation
of the white men of the South, and the restitution of the
Southern people to all their rights, alike proprietary, civil, and
political?
10. Do you believe in the inalienable right of self-preservation
of the people against the exercise of arbitrary and unlicensed
power?
Post-Reading Exercises:
1. According to the documents in this chapter, what were some
of the positive changes made for blacks in the United States
during Reconstruction? What were some of the problems that
Reconstruction posed for blacks?
2. Pretend you are a former slave who was freed by the 13th
25. Amendment. Using specific examples and quotes from the
primary source documents in this chapter, write a letter to a
friend or family member (also a former slave who was freed by
the 13th Amendment) about your hopes, happiness, fears, and
doubts about your future.
3. JOURNAL OPTION: For this chapter of OB, instead of
answering Question 1 or 2, you may instead choose to turn in a
2-4 page typed document (double-spaced) with brief notes on
each document in the chapter, as well as 5 questions about the
chapter’s material. Please see the handout under Files titled
“Journal Notes/Questions Guide” for more specific instructions
on how to do this properly.
Works Cited
Document 8: albany.edu. (1868). albany.edu. Retrieved July 10,
2012, from Organization and Principles of the Ku Klux Klan:
http://www.albany.edu/history/history316/kkk.html
Document 3: America Past and Present Online. (1865). America
Past and Present Online. Retrieved July 10, 2012, from
Mississippi Black Codes:
http://occawlonline.pearsoned.com/bookbind/pubbooks/divine5e
/medialib/timeline/docs/sources/theme_primarysources_Civil_R
ights_1.html
Document 5: Engine of Souls Forum. (1865). Engine of Souls
Forum. Retrieved July 10, 2012, from Restoration of
Confiscated Property:
http://www.activeboard.com/forum.spark?forumID=110976&p=
3&topicID=14448331
Document 1: Harper's Weekly. (1868, July 25). Harper's
Weekly. Retrieved July 10, 2012, from Cartoon of the Day,
"The Freedmen's Bureau":
http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.as
p?Month=July&Date=25
Document 2: Library of Congress. (1936-1938). Library of
Congress. Retrieved July 10, 2012, from Born in Slavery: Slave
26. Narratives from the Federal Writers' Project, 1936-1938:
http://memory.loc.gov/cgi-
bin/ampage?collId=mesn&fileName=100/mesn100.db&recNum=
195&itemLink=D?mesnbib:1:./temp/~ammem_P0aU
Document 7: Perman, M. (2001). Struggle for Mastery:
Disenfranchisement in the South, 1888-1908. North Carolina:
UNC Press.
Document 6: The Charters of Freedom. (1866 (r. 1868); 1869 (r.
1870)). The Charters of Freedom. Retrieved July 10, 2012, from
Constitution of the United States, Amendments 11-27:
http://www.archives.gov/exhibits/charters/constitution_amendm
ents_11-27.html
Document 4: The New York Times. (1865, April 15). The New
York Times. Retrieved July 10, 2012, from On This Day,
President Lincoln Shot by an Assassin:
http://www.nytimes.com/learning/general/onthisday/big/0414.ht
ml
20
Hello Everyone!
I would like to provide some basic APA information for
assistance with your writing.
The use of in-text citations and the full source reference at the
end complement each other.
Why use in-text citations?
We use brief in-text citations to indicate to the reader who said
it and when they said.
The year is important because it serves 2 purposes. It provides
a context. What was said in 1974 may be different in 2015.
The author may also have more than one source. The year
27. often helps to distinguish between the works by the same
author.
We also want to keep the in-text citation very brief. We do not
want to disrupt the reading. As such, just the last name and
year is usually all that is needed.
We do not use initials.
But providing just the last names and the year, the reader should
be able to match the in-text citation to the full source reference
at the end. Below are a few variations of the basic format.
Blah blah blah (Champion, Merlo, & Benekos, 2013).
"Blah blah blah" (Champion, Merlo, & Benekos, 2013, p. #).
According to Siegel and Welsh (2015), blah blah blah.
Siegel and Welsh (2015) argued that "blah blah blah" (p. #).
In the above, notice the placement of the commas. Also, notice
that the year always goes with the name.
When quoting, the page or paragraph number is required.
"Blah blah blah" (Champion, Merlo, & Benekos, 2013, p. #).
Siegel and Welsh (2015) argued that "blah blah blah" (p. #).
If the author is not known, we use an abbreviated title. The
title is abbreviated because we want to keep the citation short.
We only need part of the title to match it up with the full source
28. reference on a reference page. Just use 2 – 3 words of the title.
Notice that there are quotation marks around the abbreviated
title. The comma also goes inside the last quotation mark.
Blah blah blah ("Abbreviated title," year).
If the year is not known, use n.d. for the year.
Blah blah blah (Last name, n.d.).
Full source references:
Champion, D. J., Merlo, A. V., & Benekos, P. J. (2013). The
juvenile justice system: Delinquency,
Processing, and the Law (7th ed.). Upper Saddle River,
NJ: Pearson Education, Inc.
Siegel, L. J. & Welsh, B. C. (2015). Juvenile Delinquency: The
core (5th ed.). Belmont, CA:
Wadsworth – Cengage Learning.
NOTE: You do not need to cite your work in the participation
posts. However, I strongly encourage students to cite when
possible. This is a "best practice" and a great habit to
develop...........
You will need to use APA in the assignments where appropriate.
So why not practice in the participation posts?
Also, remember that the writing center is available to help you
with writing style and APA.
Also, visit the following web site for help with APA:
https://owl.english.purdue.edu/owl/resource/560/01/
I encourage you to copy and paste my example above and use
them when creating your own in-text citations. By learning a
few simple rules and understanding "why" everything is the way
29. it is, you should have no problem with APA.
Hello Everyone!
I would like to give you some assistance with writing papers.
Structure:
It is best to have a structure (introduction, body, conclusion).
Introduce the main points that will be covered. Let the reader
know where the essay is going (but do not use "I will" or "The
paper will"). Put the focus on the points rather than you or the
reader.
For example, rather than saying:
I will discuss the 3 components of the criminal justice system.
Put the focus on the actual point.
The three components of the criminal justice system will be
discussed.
The following is an example of a good introduction. I like to
begin with 1 – 2 general sentences about the topic just to get the
ball rolling so to speak. Then I focus on the main points and
use action words to provide direction: I use the main points as
the subject of the sentences.
Blah blah blah. Blah blah blah. In the following paragraphs,
_____ will be discussed. In addition, _____ will be examined
from the context of _______. Lastly, ______ will be evaluated.
After introducing the main points that will be covered, cover the
main points with details and examples where appropriate.
After the introduction and the body, provide a conclusion. A
conclusion should summarize some of the main points that were
covered.
30. Remember that the last point of the assignment is not the
conclusion. The conclusion should focus on the overall, entire
essay or paper.
But the conclusion is not just a restatement of the introduction.
It only focuses on the most important main points that were
covered. Add a few very important details from the body so
that the conclusion is more substantive.
Use sectional headings as you move from topic to topic. Think
about the main points and modify them into a short, informative
heading. Then place this bold heading before the paragraph
discussing this point or topic. Using headings will help with
structure and flow.
General writing tips:
1. Write in past tense if the sources are from the past. You do
not know if the authors still feel this way.
2. Do not use the words "we," "us," or "our." You do not know
who the reader is.
3. Do not use the words "I," "me," or "my." Only use these
words if you are asked to give your opinion. But even a good
writer can provide their opinions without using these words.
Do not use these words in an introduction or in a conclusion.
4. Double space everything.
5. Write in a clear and concise manner. Use short sentences.
And put the focus on the action verbs.
6. If the information is not common knowledge, you need to
cite it using in-text citations (refer to my previous message or
announcement about help with APA).
31. 7. In the narrative put the punctuation inside the quotation
marks (see my examples in # 2 and #3 above). The dog was
"lazy" and "slow."
Mechanics:
1. Proof read
2. Spell check
3. Remove excessive wording
I hope this helps.