This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes:
- An agenda outlining a presentation on terms, a lecture covering counterarguments, conclusions, and MLA format/citations, and an in-class writing assignment.
- Definitions of terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism.
- An outline for essay #2 including an introduction with thesis, body paragraphs with reasons supporting the thesis and a counterargument section, and a conclusion.
- Guidance on writing conclusions, considering opposing arguments, and M
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
This document contains an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are provided for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. An outline is given for the in-class writing assignment, providing strategies for introducing a thesis, writing body paragraphs with supporting evidence, anticipating counterarguments, and concluding the essay.
The document provides an agenda and terms for a lecture. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are given for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are also provided for an outline for Essay #2, including considering opposing arguments. Formatting guidelines from MLA are discussed, including setting up quotes, citations, and works cited pages.
This document provides an agenda and terms for a lecture on inclusiveness and social justice. The agenda includes a presentation on key terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. The document then defines terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It concludes by outlining the structure for essay #2, including an introduction, thesis, body paragraphs, counterargument, and conclusion.
This document provides guidance on writing introductions, body paragraphs, and conclusions for academic papers. It discusses using attention-grabbing techniques like stories, questions, quotes, or statistics in introductions. The introduction should also provide background on the topic and present a clear thesis statement. Body paragraphs then each discuss a different aspect of the thesis in detail. Conclusions summarize the main points and restate the thesis without introducing new information. Checklists are provided to help ensure introductions, bodies, and conclusions contain the necessary elements.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
This document provides information about feature writing, including the key elements and styles of feature stories. It defines what a feature writer and feature story are, and discusses the main differences between features and standard news stories. The document also outlines the main components of a feature story, including the lead, body, and conclusion. It provides examples of different types of feature stories and offers tips on writing techniques, such as using descriptive language, quotes, anecdotes and other devices to engage readers. Additionally, it provides guidance on developing the structure, flow, and tone of a compelling feature story.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
This document provides an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. It includes an outline for an in-class writing assignment on Essay #2. Key points covered are counterarguments to anticipated reader objections, strategies for writing conclusions, guidelines for integrating quotations and citing sources in MLA format, and tips for formatting essays. Sample quotations, outlines, and strategies are provided to illustrate concepts.
This document contains an agenda and terms for a lecture on counterarguments, conclusions, and MLA citation format. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are provided for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. An outline is given for the in-class writing assignment, providing strategies for introducing a thesis, writing body paragraphs with supporting evidence, anticipating counterarguments, and concluding the essay.
The document provides an agenda and terms for a lecture. The agenda includes a presentation on terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. Definitions are given for terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are also provided for an outline for Essay #2, including considering opposing arguments. Formatting guidelines from MLA are discussed, including setting up quotes, citations, and works cited pages.
This document provides an agenda and terms for a lecture on inclusiveness and social justice. The agenda includes a presentation on key terms, a lecture covering counterarguments and conclusions, and an in-class writing assignment. The document then defines terms related to economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It concludes by outlining the structure for essay #2, including an introduction, thesis, body paragraphs, counterargument, and conclusion.
This document provides guidance on writing introductions, body paragraphs, and conclusions for academic papers. It discusses using attention-grabbing techniques like stories, questions, quotes, or statistics in introductions. The introduction should also provide background on the topic and present a clear thesis statement. Body paragraphs then each discuss a different aspect of the thesis in detail. Conclusions summarize the main points and restate the thesis without introducing new information. Checklists are provided to help ensure introductions, bodies, and conclusions contain the necessary elements.
Learning Object: Analysing the Short Stories of J G BallardMichelle Merritt
A Learning Object created in PPT where students can learn about the different texts (Subliminal Man, Chronopolis, Manhole 69 and Billenium) and how to write an analytical essay based on their understanding.
This document provides information about feature writing, including the key elements and styles of feature stories. It defines what a feature writer and feature story are, and discusses the main differences between features and standard news stories. The document also outlines the main components of a feature story, including the lead, body, and conclusion. It provides examples of different types of feature stories and offers tips on writing techniques, such as using descriptive language, quotes, anecdotes and other devices to engage readers. Additionally, it provides guidance on developing the structure, flow, and tone of a compelling feature story.
This document provides guidance on structuring a feature article. It discusses including a strong lead paragraph to hook the reader, followed by a "nut graph" that summarizes the main point. The body should alternate between quotes and observations to tell the story. It can have a chronological, narrative, or other structure. The ending should tie back to the beginning or leave things unresolved. Proper structure helps turn interviews and facts into an engaging narrative that readers will enjoy.
Feature writing course for Rethink (SRC)Naomi Lubick
The document provides guidance on writing feature articles. It discusses how to pitch a feature, structure a feature, and write in a way that engages readers. Key points include pitching a unique angle, using a narrative structure with an introduction, body, and conclusion, and employing techniques like metaphors, anecdotes, and quotes to make the writing appealing and understandable. The goal is to educate or entertain readers on a topic while arousing their emotions.
Photojournalism involves using photographs to tell a visual story or convey information to readers. It aims to capture viewers' attention through composed images and captions. A photojournalist is a storyteller who takes photos reflecting life, not art, working with editors to complete assignments. While travel and sharing work with large audiences are pros, photojournalists also face long hours, physical danger, and low initial pay. The purposes of photojournalism are to engage readers emotionally, serve as a watchdog on those in power, and provide a view of the world beyond most people's access. Effective photojournalists research topics, prepare equipment, build rapport with subjects, get close when photographing, and gather caption details.
This document provides guidance on writing feature stories in journalism. It discusses the differences between hard news, which reports events factually, and soft news or features, which aim to humanize stories and add context. It then outlines various types of features, such as personality profiles, human interest stories, backgrounders, and trend stories. The document also provides tips for planning, reporting, drafting, revising, and structuring effective feature stories.
This document provides an agenda and instructions for an English class. It includes an exam on literary terms, a presentation on how to write a response to literature, and an in-class writing assignment on writing a thesis, outline, topic sentences, and body paragraphs for an essay responding to the novel Stone Butch Blues. Students are given several potential essay prompts to choose from exploring themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document provides guidance on developing a thesis, selecting evidence, organizing a paper, and interpreting evidence to support an argument in a response to literature essay.
How to Write Effective Feature ArticlesJerry Noveno
This personal experience feature tells the story of the author's childhood memories sitting on her grandmother's lap on rainy days, listening to stories of her grandmother's struggles raising six children with little education after her husband died. The grandmother persevered in financing all the children's education despite neighbors mocking the effort. All six children succeeded in obtaining college degrees, with three becoming teachers, one a journalist and author, one an accountant, and one an engineer. The author takes pride in continuing the family tradition of academic excellence.
Top tips for "how to" write a Feature ArticleLeonie Krieger
A feature story differs from straight news in its intent. While a news story provides information about an event, a feature story adds depth by interpreting news or entertaining readers. It may instruct or entertain readers beyond just providing facts about what happened. The feature aims to add context and perspective to the news in a way that engages readers.
1) Features are longer form articles that provide context and humanize news stories by adding color, educating readers, and entertaining. They often recap major news from a previous news cycle.
2) Common types of features include personality profiles, human interest stories, trend stories, in-depth analyses, and backgrounders.
3) Feature writers use narrative storytelling techniques like chronology, first-person perspectives, and ending where the lead began to engage readers. Thorough research and a clear focus or theme are important for effective feature writing.
The document provides an overview of feature stories and their characteristics. It defines a feature story as an in-depth article that explores issues behind news stories by focusing on background events, people, or circumstances rather than breaking news. It describes various types of feature stories and their key characteristics, such as variety in subject matter and tone, and being more descriptive and entertaining than news articles. The document also outlines best practices for writing feature stories, such as choosing interesting topics, using vivid language and quotes, and ensuring the conclusion ties together the full story.
This document provides guidelines for writing news articles, outlining the typical structure and key elements. It explains that every article should answer the five W's - who, what, when, where, why. There are typically four parts: the lead paragraph to engage the reader, the nut graf that establishes the main theme and why it's important, the story body with evidence and quotes from multiple sources, and a conclusion that ties everything together. Reporters are advised to follow this format to produce well-structured, informative articles.
Journalism 2: Feature Writing – Story StructureEsther Leong
This document provides guidance on constructing effective narrative stories, from developing an arresting lead to crafting a powerful ending. It discusses key elements of the narrative structure like the lead, body, and ending. For the lead, it emphasizes establishing a connection with the reader and posing questions to engage them. The body should develop characters and relationships in a coherent organic way. Effective endings prepare the reader in the descent and aim to leave a lasting impression, using techniques like circular references to tie back to the beginning. Proper outlining and management of narrative energy throughout are also discussed.
The document provides guidance on writing compelling feature stories. It discusses focusing stories on individual people through their eyes or on specific incidents or settings to grab readers. It offers tips like using startling statements or dialogue in leads. Sample high school writing is critiqued and improved versions shown focusing more on people and anecdotes. The document also outlines the typical structure of feature stories, beginning with a lead paragraph to engage readers followed by a "billboard" to explain the topic.
This document provides information and guidelines for writing a personal essay. It explains that a personal essay is autobiographical and focuses on a personal experience, opinion, or incident from the author's life. It can be a personal narrative about a meaningful experience or a discussion of a topic through the lens of one's own perspective and experiences. The document outlines the key elements of a personal narrative essay such as using the first person, dramatizing a real experience, and drawing meaning or lessons from it. It also provides suggestions for choosing an engaging topic to write about and structuring the essay.
This document discusses the key characteristics and components of feature articles. It notes that feature articles aim to entertain while potentially instructing or advising readers. They can vary in length and may or may not be timely. Feature articles typically begin with a novelty lead and use descriptive writing styles and quotes to engage readers. The document provides examples of opening and closing techniques for feature articles and lists qualities of effective feature writers such as being keen observers and having the ability to find interesting angles in everyday events.
This document discusses the key characteristics and components of a feature story. It defines a feature story as an in-depth look at current issues and events that aims to explain why and how trends are occurring. The dominant purpose is to entertain readers. Good feature stories exhibit creativity, human interest, factual content, entertainment value, timelessness, and variety in tone and style. They are structured with an attention-grabbing lead, coherent body paragraphs, and impactful conclusion. Common types of feature stories include informative, human interest, trend, how-to, personality profiles, personal experiences, humorous, interpretive, seasonal, and travelogue stories.
This document provides guidance on writing feature stories. It discusses that feature stories focus on people, places, events or subjects in an elaborate way. It notes that feature stories can cover a variety of topics and tones and should be well-organized, engaging and use techniques like quotes, anecdotes and descriptions. The document also outlines the stages of writing a feature story, including pre-writing, writing and post-writing, and provides tips for crafting introductions, bodies, conclusions and titles for feature stories.
Hello feature writers! This powerpoint presentation will give us an overview about feature writing. Included also here are the topics that you may use in creating your own feature article.
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
This document provides an overview of an EWRT 1A hybrid class. It outlines the course description, syllabus, assignments, and policies. The class meets weekly in-person and requires additional online work to be completed independently. Students must establish WordPress and Gmail accounts to participate. The first assignment is to write an outline and thesis for an argumentative essay about essential survival supplies and post it online. Students will take an in-class essay exam on this topic during the next live meeting.
This document provides an agenda for a class that includes a library workshop, discussing a research opportunity, and assigning homework of finding articles to support Essay #4 and posting a preliminary works cited page. Students are also encouraged to share article citations and brief descriptions to help their classmates.
This document provides guidance on structuring a feature article. It discusses including a strong lead paragraph to hook the reader, followed by a "nut graph" that summarizes the main point. The body should alternate between quotes and observations to tell the story. It can have a chronological, narrative, or other structure. The ending should tie back to the beginning or leave things unresolved. Proper structure helps turn interviews and facts into an engaging narrative that readers will enjoy.
Feature writing course for Rethink (SRC)Naomi Lubick
The document provides guidance on writing feature articles. It discusses how to pitch a feature, structure a feature, and write in a way that engages readers. Key points include pitching a unique angle, using a narrative structure with an introduction, body, and conclusion, and employing techniques like metaphors, anecdotes, and quotes to make the writing appealing and understandable. The goal is to educate or entertain readers on a topic while arousing their emotions.
Photojournalism involves using photographs to tell a visual story or convey information to readers. It aims to capture viewers' attention through composed images and captions. A photojournalist is a storyteller who takes photos reflecting life, not art, working with editors to complete assignments. While travel and sharing work with large audiences are pros, photojournalists also face long hours, physical danger, and low initial pay. The purposes of photojournalism are to engage readers emotionally, serve as a watchdog on those in power, and provide a view of the world beyond most people's access. Effective photojournalists research topics, prepare equipment, build rapport with subjects, get close when photographing, and gather caption details.
This document provides guidance on writing feature stories in journalism. It discusses the differences between hard news, which reports events factually, and soft news or features, which aim to humanize stories and add context. It then outlines various types of features, such as personality profiles, human interest stories, backgrounders, and trend stories. The document also provides tips for planning, reporting, drafting, revising, and structuring effective feature stories.
This document provides an agenda and instructions for an English class. It includes an exam on literary terms, a presentation on how to write a response to literature, and an in-class writing assignment on writing a thesis, outline, topic sentences, and body paragraphs for an essay responding to the novel Stone Butch Blues. Students are given several potential essay prompts to choose from exploring themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document provides guidance on developing a thesis, selecting evidence, organizing a paper, and interpreting evidence to support an argument in a response to literature essay.
How to Write Effective Feature ArticlesJerry Noveno
This personal experience feature tells the story of the author's childhood memories sitting on her grandmother's lap on rainy days, listening to stories of her grandmother's struggles raising six children with little education after her husband died. The grandmother persevered in financing all the children's education despite neighbors mocking the effort. All six children succeeded in obtaining college degrees, with three becoming teachers, one a journalist and author, one an accountant, and one an engineer. The author takes pride in continuing the family tradition of academic excellence.
Top tips for "how to" write a Feature ArticleLeonie Krieger
A feature story differs from straight news in its intent. While a news story provides information about an event, a feature story adds depth by interpreting news or entertaining readers. It may instruct or entertain readers beyond just providing facts about what happened. The feature aims to add context and perspective to the news in a way that engages readers.
1) Features are longer form articles that provide context and humanize news stories by adding color, educating readers, and entertaining. They often recap major news from a previous news cycle.
2) Common types of features include personality profiles, human interest stories, trend stories, in-depth analyses, and backgrounders.
3) Feature writers use narrative storytelling techniques like chronology, first-person perspectives, and ending where the lead began to engage readers. Thorough research and a clear focus or theme are important for effective feature writing.
The document provides an overview of feature stories and their characteristics. It defines a feature story as an in-depth article that explores issues behind news stories by focusing on background events, people, or circumstances rather than breaking news. It describes various types of feature stories and their key characteristics, such as variety in subject matter and tone, and being more descriptive and entertaining than news articles. The document also outlines best practices for writing feature stories, such as choosing interesting topics, using vivid language and quotes, and ensuring the conclusion ties together the full story.
This document provides guidelines for writing news articles, outlining the typical structure and key elements. It explains that every article should answer the five W's - who, what, when, where, why. There are typically four parts: the lead paragraph to engage the reader, the nut graf that establishes the main theme and why it's important, the story body with evidence and quotes from multiple sources, and a conclusion that ties everything together. Reporters are advised to follow this format to produce well-structured, informative articles.
Journalism 2: Feature Writing – Story StructureEsther Leong
This document provides guidance on constructing effective narrative stories, from developing an arresting lead to crafting a powerful ending. It discusses key elements of the narrative structure like the lead, body, and ending. For the lead, it emphasizes establishing a connection with the reader and posing questions to engage them. The body should develop characters and relationships in a coherent organic way. Effective endings prepare the reader in the descent and aim to leave a lasting impression, using techniques like circular references to tie back to the beginning. Proper outlining and management of narrative energy throughout are also discussed.
The document provides guidance on writing compelling feature stories. It discusses focusing stories on individual people through their eyes or on specific incidents or settings to grab readers. It offers tips like using startling statements or dialogue in leads. Sample high school writing is critiqued and improved versions shown focusing more on people and anecdotes. The document also outlines the typical structure of feature stories, beginning with a lead paragraph to engage readers followed by a "billboard" to explain the topic.
This document provides information and guidelines for writing a personal essay. It explains that a personal essay is autobiographical and focuses on a personal experience, opinion, or incident from the author's life. It can be a personal narrative about a meaningful experience or a discussion of a topic through the lens of one's own perspective and experiences. The document outlines the key elements of a personal narrative essay such as using the first person, dramatizing a real experience, and drawing meaning or lessons from it. It also provides suggestions for choosing an engaging topic to write about and structuring the essay.
This document discusses the key characteristics and components of feature articles. It notes that feature articles aim to entertain while potentially instructing or advising readers. They can vary in length and may or may not be timely. Feature articles typically begin with a novelty lead and use descriptive writing styles and quotes to engage readers. The document provides examples of opening and closing techniques for feature articles and lists qualities of effective feature writers such as being keen observers and having the ability to find interesting angles in everyday events.
This document discusses the key characteristics and components of a feature story. It defines a feature story as an in-depth look at current issues and events that aims to explain why and how trends are occurring. The dominant purpose is to entertain readers. Good feature stories exhibit creativity, human interest, factual content, entertainment value, timelessness, and variety in tone and style. They are structured with an attention-grabbing lead, coherent body paragraphs, and impactful conclusion. Common types of feature stories include informative, human interest, trend, how-to, personality profiles, personal experiences, humorous, interpretive, seasonal, and travelogue stories.
This document provides guidance on writing feature stories. It discusses that feature stories focus on people, places, events or subjects in an elaborate way. It notes that feature stories can cover a variety of topics and tones and should be well-organized, engaging and use techniques like quotes, anecdotes and descriptions. The document also outlines the stages of writing a feature story, including pre-writing, writing and post-writing, and provides tips for crafting introductions, bodies, conclusions and titles for feature stories.
Hello feature writers! This powerpoint presentation will give us an overview about feature writing. Included also here are the topics that you may use in creating your own feature article.
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
This document provides an overview of an EWRT 1A hybrid class. It outlines the course description, syllabus, assignments, and policies. The class meets weekly in-person and requires additional online work to be completed independently. Students must establish WordPress and Gmail accounts to participate. The first assignment is to write an outline and thesis for an argumentative essay about essential survival supplies and post it online. Students will take an in-class essay exam on this topic during the next live meeting.
This document provides an agenda for a class that includes a library workshop, discussing a research opportunity, and assigning homework of finding articles to support Essay #4 and posting a preliminary works cited page. Students are also encouraged to share article citations and brief descriptions to help their classmates.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students will read an excerpt of the book, write haiku responses, and complete a vocabulary quiz. They will analyze characters and discuss different sides of issues. Week 2 continues with vocabulary, using dialogue for explanation, and writing question-hypothesis-question responses. Students will outline their character analysis essay in week 3, defining their chosen character through examples and explanations. Homework includes continued reading, writing exercises, and vocabulary study.
This document provides an agenda and homework assignments for a writing class. The agenda instructs students to partner up, read each other's essays aloud, and answer review questions on separate sheets of paper to provide feedback. For homework, students are asked to post a revised draft of their essay incorporating the feedback, read assigned chapters, and bring materials to the next class.
- The document provides tips for creating effective PowerPoint slides, including using outlines, proper slide structure, fonts, colors, backgrounds, graphs, and spelling and grammar.
- Key recommendations include using 18pt font or larger, point form with 4-5 points per slide, consistent backgrounds, readable colors, properly formatted graphs, and proofreading.
- The document cautions against overly long text, small or decorative fonts, distracting animations or backgrounds, and issues that make slides hard to read or understand.
This document provides guidance for writing a 3-5 page character analysis essay about a character from A Game of Thrones. Students must choose a character and analyze traits like social, behavioral, physical, and emotional qualities by examining actions, words, thoughts, and reactions. The document provides 5 potential topics for analysis and discusses requirements like using quotes, having a thesis, and including a works cited page with at least one primary and secondary source.
This document provides instructions for Class #4 of an EWRT 1A course. Students are instructed to:
1. Complete homework from the previous class, which includes reading a chapter and answering analysis questions.
2. The class will focus on the basic features of narrative essays, formatting dialogue, and practicing writing dialogue through two exercises.
3. Students are given directions on how to format dialogue properly in their own writing and provided an example.
4. Homework includes continuing to read the assigned text, posting the two dialogue exercises completed in class, and bringing required materials to the next class.
This document provides an agenda and terms for a class on writing. The agenda includes a presentation on terms, a lecture on counterarguments and conclusions, and an in-class writing assignment. Several terms are then defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. The document concludes by noting the continuation of the essay assignment.
This document provides an agenda and terms for a lecture on counterarguments and conclusions in academic writing. It outlines presenting terms, a lecture on counterarguments and conclusions, discussing MLA citation format, and an in-class writing assignment on Essay #2. Key terms are defined, including economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. Guidelines are provided for writing an outline, developing counterarguments, and strategies for writing a conclusion.
The document provides an agenda and terms for a lecture on economic class, ethnocentrism, gender, gender expression, inclusiveness, internalized oppression, queer, resistance, and sexism. It then gives an outline for a review essay assignment, including introducing the topic, developing a thesis, writing body paragraphs with evidence, anticipating and addressing counterarguments, and concluding. Strategies are provided for different types of conclusions, such as answering "so what?", synthesizing information, challenging the reader, creating new meaning, proposing further action or study, and echoing the introduction. Finally, guidelines are given for integrating quotations into an essay using MLA style through different signaling phrases.
This document provides an agenda and terms for a class on writing essays. The agenda includes presentations on counterarguments, conclusions, and MLA citation format. It will conclude with an in-class writing of Essay #2. Key terms are defined, such as economic class, ethnocentrism, gender, and queer. Guidelines are provided for writing a working outline, developing counterarguments, and strategies for effective conclusions. The document offers examples of integrating quotations using MLA style and signals to introduce quoted material.
This document provides guidance on effective brainstorming, outlining, and structuring papers. It discusses various brainstorming tactics such as listing, clustering, and freewriting to help organize ideas. Outlines should include claims supported by evidence and warrants. Body paragraphs are structured using the Toulmin method of presenting a claim, evidence, and warrant. Introductions include a hook, thesis, and roadmap. Conclusions summarize main points without repetition and leave the reader with questions for further discussion. Reverse outlining allows writers to evaluate a paper's logical flow and progression of ideas.
The document provides information on different types of essays:
- Argumentative essays show that an opinion is more truthful than others' by using reasoning, inferences, and addressing potential objections.
- Narrative essays tell a story from a point of view using sensory details and advancing the plot.
- Descriptive essays vividly portray a person, place, memory, or experience using details that engage the five senses.
This document provides guidance on writing a definition essay. It defines what a definition essay is and explains that the goal is to clearly define a term and how it differs from related terms. It recommends choosing a term that has a complex meaning that could be interpreted differently by different people. The document outlines a three step process for an effective definition: stating the term, providing clear basic information, and using examples. It also provides tips for developing a thesis statement, pre-writing techniques like making a group list, and choosing an organizational style like comparison.
An effective presentation for those seeking to master essay writing, creative writing, APA referencing style and to map the writing process through actionable steps, yielding successful outcomes. Kemal Brown, Digital Consultant.
Here are some tips for solving issues of mismatch between a literature review matrix and introduction:
1. Ensure the key topics, themes and gaps identified in the literature review matrix are reflected in the introduction. The introduction should foreshadow the content and focus of the literature review.
2. Introduce the scope and purpose of the literature review upfront in the introduction to set reader expectations. Clearly link the purpose to the research problem/question.
3. If additional context is needed, weave 1-2 relevant but brief summaries of seminal studies into the introduction for background. Do not go into depth at this stage.
4. Use the literature review matrix to help structure the introduction in a logical flow, such as from
This Module in Advanced Research intends to assist undergraduate students in editing their first part of their Research in journal type and narrow down a broad topic of their discussion. The lesson is good for 1 hour and 30 minutes with inclusion of objectives and assignment for the next lesson.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
Essay Revision and Editing Checklist for Academic Essays U.docxdebishakespeare
Essay Revision and Editing Checklist for Academic Essays
Use this checklist to ensure that the revision and editing work you have completed in the writing process has helped you
to meet the goals of an assignment.
Keep in mind, each assignment may have ADDITIONAL goals and conventions appropriate to established discipline and
conventions.
If you look at this list and do not understand how to complete these tasks or why to complete these tasks, avail yourself
of resources posted for your class or do a web search of your own. The Purdue OWL (Online Writing Lab) is an excellent
starting place.
________________________________________
Ideas/Content
☐ I used brainstorming and a concept map or outline to create and organize my ideas.
☐ My thesis is clear, meaningful, and worthwhile.
☐ My essay relates to my thesis, exploring it with depth and meaning.
☐ My ideas relate to one another.
☐ I have no stray ideas out of place in my writing.
☐ My writing makes complete sense.
________________________________________
Organization
☐ My title is thoughtful.
☐ Ideas are organized in a meaningful way.
☐ The sequence of ideas is logical and intentional.
☐ I have an interesting introduction that effectively leads the reader to the thesis and creates interest.
☐ My ideas flow from one to another.
☐ Each paragraph has a strong, clear topic sentence. Each topic sentence is like a mini-thesis for the paragraph.
☐ I used helpful transitions between main points, (e.g., "First of all," or "Similarly").
☐ The body paragraphs are in logical order, and each paragraph has its own development and relationship with
the thesis.
☐ I have a satisfying conclusion.
Voice & Style
☐ Point of view is consistent and appropriate for the context of the assignment.
☐ The pronoun “you” and any form of 2nd person point of view are avoided (you, your, you’re, yourself). I am not
assuming what the reader thinks, and I am not telling the reader what to think.
https://owl.english.purdue.edu/owl/
☐ The tone and level or writing are appropriate to college-level writing. My writing sounds as intelligent and
educated as I am.
☐ The tone, style, and content are appropriate for my audience of intelligent, educated readers.
__________________________________
Conventions
☐ Each of my paragraphs has one main idea.
☐ I have used correct grammar.
☐ I have used correct punctuation.
☐ I have checked my spelling.
☐ The tone and voice of the essay are appropriate to formal, academic writing.
☐ My final draft contains no typographical errors.
________________________________________
Fluency & Correctness—needed for clarity
☐ My sentences build logically upon the one(s) before.
☐ My sentences are different lengths.
☐ My sentences start in different ways.
☐ The meaning of each of my sentences is clear.
☐ My sentences flow easily from one to another.
☐ I have scrutinized my .
The document provides strategies for writing effective conclusions, noting that a conclusion should restate the main idea and thesis statement, summarize the main subpoints, and leave the reader with a final impression. It recommends telling the reader what will be discussed in the introduction and body, then telling them what was discussed in the conclusion. The document also describes common mistakes to avoid in conclusions such as introducing new ideas or restating the thesis without changes.
Writing the Rough DraftThe purpose of this assignment is three-f.docxambersalomon88660
Writing the Rough Draft
The purpose of this assignment is three-fold.
1. First, almost every piece of writing that you complete at the college level will involve arguing for a specific viewpoint. Even essays that simply are informative are trying to convince the reader of the validity of the information. This essay will allow you to demonstrate that you understand how to compose an effective piece of persuasive writing.
2. Second, you will be required to write many research papers as you complete your academic career. This essay allows you to demonstrate that you understand how to effectively cite the information you gather from completing the research assignments that led up to writing this essay.
3. Finally, this essay gives you the chance to discuss something you feel is important, either for your own information or for the general population, and you get a guaranteed audience.
General Guidelines for Writing the Essay & Tips for Putting it Together
· Write a 6-8 page essay that discusses your research topic. Begin with a catchy first sentence and interesting first paragraph that explains why you chose this topic and why someone should read about this topic. If you wrote a good story for your Research Proposal, that story can become the introduction for your research essay.
· The first paragraph or two should discuss the issue, problem, or topic that you researched. It should provide any background information that is necessary for the reader to understand the essay, and it should define any unfamiliar terms. Once you introduce the topic and provide background information, then you should state your thesis and the main reasons for your thesis. You will continually refer back to the thesis statement throughout the paper, AND everything in the paper will be connected to the thesis statement. This will help you keep your focus and go deep rather than broad into the information you gathered.
· After you have introduced your topic and stated the thesis, explain your first sub-claim (a sub-claim is a claim that supports the main idea or thesis). Remember this is an essay so you should have one main point that you are trying to communicate. You may have found out many, many things that you cannot include. What is the most important information? What's the best way to get that across to your readers?
· Each paragraph is also like a mini-essay. Each paragraph will have one main point or idea that you are developing. Then you will explain the main idea and give examples.
· Use transitions between paragraphs and ideas so that the essay flows.
· Be sure to introduce your quotes and paraphrased ideas. You might want to review the lesson from the Summary folder that discusses paraphrasing, summarizing, and quoting. Do NOT just drop a quote into your paper without an introduction and discussion.
· Be sure to use ethos, pathos, and logos to strengthen your argument and appeal to your audience. Follow this link for a discussion of the rhetorical appeals an.
This document provides an overview of the academic writing process. It discusses various stages of writing such as prewriting (selecting a topic, gathering ideas), determining a thesis, knowing the audience, choosing an organizational structure, and avoiding plagiarism. It also covers different types of essays like descriptive, illustrative, research papers, and their key components. The document aims to guide writers on how to plan, structure and write various academic papers.
This document discusses the key elements of a strong thesis statement. It explains that a thesis should be a clear, narrow assertion that can be supported over the course of a paper. It provides examples of both strong and weak thesis statements and analyzes why some statements are more effective than others. The document also covers where a thesis should typically be placed and offers guidance on developing and refining a thesis as a paper is written.
Introductions and conclusions are important parts of academic papers. The introduction should hook the reader into the topic and provide context for what will be discussed. Similarly, the conclusion should wrap up the main points and arguments and bring the reader back from the topic. Effective introductions can start broadly and then focus in, while conclusions should not just restate but synthesize the key ideas and insights. It is important for both introductions and conclusions to be engaging for the reader.
This document provides guidance on writing an effective argumentative essay. It begins by defining key terms like bias, fact, opinion, visual, reason, argument, structure, and transition. It then discusses the objectives and structure of an argumentative essay, including introducing a thesis, acknowledging opposing views, using strong evidence, and employing an appropriate style and tone. The document provides a sample essay and analyzes its structure and language features. It also discusses developing sound arguments, distinguishing facts from opinions, and using visual elements to strengthen persuasive appeals. In the end, it offers tips for choosing a topic, outlining an essay, and writing an engaging conclusion.
This document provides tips for improving scientific writing skills. It recommends analyzing papers from the reader's perspective to understand why the research is important and how it benefits other work. It also suggests reviewing one's own writing as a reviewer would to identify weaknesses and make revisions. Considering the needs of the target journal and audience is important to produce high quality papers that will be accepted for publication.
Resume personal statementWe must improve conditions for specia.docxaudeleypearl
Resume personal statement
We must improve conditions for special needs students in Saudi Arabia. I hope to be able to bridge the gap between the traditional Saudi method of education, and the progressive skills and strategies I have learned during my study.
work and experience
· Work at Aljouf University from 2010 until present as a faculty member
qualifications and certificates
· Health awareness program (program on first aid) 2009
· Certificate of attendance and well behaviour from King Faisal University
· Computer course in the office works for three months 2009
· Certificate of attendance and discussion in the seminar for the National Research center for giftedness and creativity
· Certificate of attendance the training course entitled enter Pattern to identify the gifted students in the early years
· Certificate of merit for critical thinking From ELS 2012
· Certificate of appreciation and valuable support to the international women's day of the Saudi student club March 2015
· Certificate of appreciation and valuable support to the Light the night of the of the Saudi student club February 2015
· Certificate of attendance the Understanding the Importance of Collaboration When Building Quality Alliances September of 2016
· Certificate of attendance the Thompson Centre Autism Conference September 2016
· Certificate for attendance the Understanding Cognitive Flexibility October of 2016
· Certificate of attendance the Who, What, When of Leadership November of 2016
· Certificate of attendance the Andragogy in the Classroom December of 2016
· Certificate of attendance the Understanding Today's Modern World: The Effects on Leadership February of 2017
· Certificate of attendance the Art of Leadership: Problem Solving & Decision-Making Skills April of 2017
· Certificate of attendance the When "Things" Go Wrong in Leadership August of 2017
· “Concept Mapping and the Research Process” Scholarship of Teaching and Learning Symposium (SOTL) Symposium, (Davis, D.J., Aljafari, R., Alqahtani, A., Alroeshedy, W., Alwazzan, A., Cao, Y., Marshall, L.H., Luebbert, C., Wang, Z., & Fricke, V.), Paul C. Reinert, S.J. Center for Transformative Teaching and Learning, St. Louis University, St. Louis, MO
· Certificate of attendance the Development & Engagement of Integrated Strategies December of 2017
· Certificate of attendance the Advanced Collective Leadership: How to Develop Innovative Plans of Action February of 2018
· Certificate of attendance he CEC 2018 Annual Convention & Expo
· Certificate of attendance the Developing quality Training Programs May of 2018
· “The Experiences of Saudi Students at SLU” (Almalki, S., Alnoim, M., Aljafari, R., & Alwazzan, A.) Atlas Week Annual 17th Conference, Saint Louis University St. Louis, MO, United States of America 04/2018
· Certificate of attendance the Wrights Special Education Law and Advocacy Seminareducation
· Bachelor's degree from King Faisal University 2009 in special education with GPA 4.5 out ...
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
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The Book of Ruth is included in the third division, or the Writings, of the Hebrew Bible. In most Christian canons it is treated as one of the historical books and placed between Judges and 1 Samuel.
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It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
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The forces involved in this witchcraft spell will re-establish the loving bond between you and help to build a strong, loving relationship from which to start anew. Despite any previous hardships or problems, the spell work will re-establish the strong bonds of friendship and love upon which the marriage and relationship originated. Have faith, these stop divorce and stop separation spells are extremely powerful and will reconnect you and your partner in a strong and harmonious relationship.
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The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
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3. TERMS
• Economic class: Power and position related to economic level. Can
be associated with related cultural norms and values, education,
occupation, life-style and where one lives.
• Ethnocentrism: Assumptions that key cultural aspects of one’s
culture are/should be universal, with devaluing of those discrepant
from these. May include a belief in the superiority of one’s own ethnic
group.
• Gender: A cultural notion of what it is to be a woman or a man. A
construct based on the social shaping of femininity and masculinity. It
usually includes identification with males as a class or with females
as a class. Gender includes subjective concepts about character
traits and expected behaviors that vary from place to place and
person to person.
4. • Gender Expression: Refers to the ways in which people
externally communicate their gender identity to others through
behavior, clothing, hairstyle, voice and emphasizing, de-
emphasizing, or changing their body’s characteristics. Gender
expression is not necessarily an indication of sexual
orientation.
• Inclusiveness: To include everyone in a community rather
than attempt to treat them all equally, when equality may not
be as effective.
• Internalized Oppression: The process by which a member of
an oppressed group comes to accept and live out the
inaccurate myths and stereotypes applied to the group.
5. • Queer: Used as an umbrella identity term encompassing
lesbian, questioning people, gay men, bisexuals, non-labeling
people, transgender folks, and anyone else who does not strictly identity
as heterosexual. “Queer” originated as a derogatory word, but is being
reclaimed and used as a statement of empowerment. Some people
identify as “queer” to distance themselves from the rigid categorization of
“straight” and “gay.” Some transgender, lesbian, gay, questioning, non-
labeling, and bisexual people, however, reject the use of this term due to
its connotations of deviance and its tendency to gloss over and
sometimes deny the differences between these groups.
• Resistance: The action of opposing something that you disapprove or
disagree with, possibly group action in opposition to those in power.
• Sexism: Discrimination based on gender or sex, especially
discrimination against women.
6.
7. ESSAY #2: WORKING OUTLINE
Introduction: Choose your strategy
Thesis: This will likely be near the end of your introduction. This is your
response to the question and the map to your essay.
Body
Body Paragraph 1: First reason supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Body Paragraph 2: Second reason supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Body Paragraph 3, 4, 5: Reasons supporting the thesis. Topic sentence;
explanation; example; explanation; analysis; conclusion/transition.
Counter Argument: Anticipate your readers questions or doubts:
Acknowledge, Accommodate, or Refute
Conclusion: Wrap it up: Choose your strategy
8.
9.
10.
11.
12. A Sentence Strategy: Concession Followed by
Refutation
As you draft, you will need to move back and forth smoothly between arguments
for your position and counterarguments against your readers’ likely objections and
preferred positions. One useful strategy for making this move is to concede the value
of a likely criticism and then to refute it immediately, either in the same sentence or in
the next one.
The following sentences from Jessica Statsky’s essay illustrate several ways to make
this move (the concessions are in italics, the refutations in bold):
The primary goal of a professional athlete—winning—is not appropriate for children.
Their goals should be having fun, learning, and being with friends. Although winning
does add to the fun, too many adults lose sight of what matters and
make winning the most important goal. (par. 5)
And it is perfectly obvious how important competitive skills are in finding a job. Yet the
ability to cooperate is also important for success in life. (par. 10)
13.
14. CONSIDERING THE OPPOSING ARGUMENT
Think about the reasons someone might doubt
your conclusions and respond to each of them.
Remember, you did some of this work when you
filled out your FREECASH chart.
15. YOUR COUNTERARGUMENT: ANTICIPATE OBJECTIONS USING
ACKNOWLEDGMENT, ACCOMMODATION, OR REFUTATION
First anticipated objection:
_____________________________________________________________________________
_____________________________________________________________________________
__
Acknowledgement, Accommodation, or Refutation?
_____________________________________________________________________________
_____________________________________________________________________________
__
Second anticipated objection:
_____________________________________________________________________________
_____________________________________________________________________________
__
Acknowledgement, Accommodation, or Refutation?
_____________________________________________________________________________
_
16.
17. STRATEGIES FOR WRITING A CONCLUSION
Conclusions are often the most difficult part of an essay to
write, and many writers feel that they have nothing left to say
after having written the paper. A writer needs to keep in mind
that the conclusion is often what a reader remembers best.
Your conclusion should be the best part of your paper.
A conclusion should
• stress the importance of the thesis statement,
• give the essay a sense of completeness, and
• leave a final impression on the reader.
18. SUGGESTIONS
ANSWER THE SYNTHESIZE, DON'T
QUESTION "SO SUMMARIZE
W H AT ? "
Show your readers why Don't simply repeat
this paper was information from your
important. Show them paper. They have read it.
that your paper was Show them how the points
meaningful and useful. you made and the support
and examples you used
were not random, but fit
together.
19. CONCLUSIONS SUGGESTIONS
CHALLENGE THE C R E AT E A N E W
READER MEANING
By issuing a challenge to You don't have to give
your readers, you are new information to
create a new meaning.
helping them to redirect By demonstrating how
the information in the your ideas work together,
paper, and they may you can create a new
apply it to their own picture. Often the sum of
lives. the paper is worth more
than its parts.
20. PROPOSE A COURSE ECHO THE
OF ACTION, A INTRODUCTION:
SOLUTION TO AN FRAMING
ISSUE, OR QUESTIONS
F O R F U R T H E R S T U D Y.
This can redirect your Echoing your introduction
reader's thought can be a good strategy if
it is meant to bring the
process and help her to
reader full-circle. If you
apply your info and begin by describing a
ideas to her own life or scenario, you can end
to see the broader with the same scenario as
implications. proof that your essay was
helpful in creating a new
understanding.
21. CONCLUSIONS TO AVOID
1. The "That's My Story and I'm Sticking to It” conclusion. This conclusion just restates
the thesis and is usually painfully short. It does not push the ideas forward. People
write this kind of conclusion when they can't think of anything else to say.
2. The "Sherlock Holmes" Conclusion. Sometimes writers will state the thesis for the
very first time in the conclusion. You might be tempted to use this strategy if you don't
want to give everything away too early in your paper. You may think it would be more
dramatic to keep the reader in the dark until the end and then "wow" him with your
main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a
mystery, but an analytical discussion of your topic in an academic style, with the main
argument (thesis) stated up front.
3. The "America the Beautiful"/"I Am Woman"/"We Shall Overcome" Conclusion. This
kind of conclusion usually draws on excessive emotion to make its appeal, but while
this emotion and even sentimentality may be very heartfelt, it is usually out of
character with the rest of an analytical paper. A more sophisticated
commentary, rather than emotional praise, would be a more fitting tribute to the topic.
4. The "Grab Bag" Conclusion. This kind of conclusion includes extra information that
the writer found or thought of but couldn't integrate into the main paper. You may find
it hard to leave out details, but adding random facts and bits of evidence at the end of
an otherwise-well-organized essay can just create confusion.
22. LET’S TRY A COUPLE OF CONCLUSIONS
1. Answer the question "So What?”: Show your readers why this paper was
important.
2. Synthesize information: Show how the points you made and the support and
examples you used fit together.
3. Challenge the reader: Help readers redirect the information in the paper, so
they may apply it to their own lives.
4. Create a new meaning: demonstrating how your ideas work together can create
a new picture. Often the sum of the paper is worth more than its parts.
5. Propose a course of action, a solution to an issue, or questions for further
study: Redirect your reader's thought process and help him or her to apply your
info and ideas to her own life or to see the broader implications.
6. Echo the introduction: If you begin by describing a scenario, you can end with
the same scenario as proof that your essay was helpful in creating a new
understanding.
23.
24. MLA FORMAT: ON OUR WEBSITE: “MLA
GUIDELINES” DOWNLOAD “HAPI TOBIA STUDENT”
MLA (Modern Language Association) style is most commonly used to
write papers and cite sources within the liberal arts and humanities.
MLA style specifies guidelines for formatting manuscripts and using the
English language in writing. MLA style also provides writers with a
system for referencing their sources through parenthetical citation in
their essays and Works Cited pages.
Writers who properly use MLA also build their credibility by
demonstrating accountability to their source material. Most importantly,
the use of MLA style can protect writers from accusations of plagiarism,
which is the purposeful or accidental uncredited use of source material
by other writers.
http://owl.english.purdue.edu/owl/resource/747/01/
26. MARGINS AND
F O R M AT T I N G HEADER: LAST NAME 1
1” all around Double Click in Header
Go to “Layout” and Area
adjust margins or use Type your last name
custom settings Justify right
Times New Roman 12 Go to “insert” and click
Indent body paragraphs on “page number”
½ inch from the margin
27. HEADING: DOUBLE
S PAC E D TITLE
Your Name Original Title (not the title
Dr. Kim Palmore of the essay we read)
EWRT 1B No
3 May 2012 italics, bold, underline, or
quotation marks
Centered on the page
No extra spaces (just
double spaced after your
heading and before the
body of your text)
28.
29. SHORT QUOTATIONS
To indicate short quotations (fewer than four typed lines of prose or three
lines of verse) in your text, enclose the quotation within double
quotation marks. Provide the author and specific page citation (in the
case of verse, provide line numbers) in the text, and include a complete
reference on the Works Cited page. Punctuation marks such as periods,
commas, and semicolons should appear after the parenthetical citation.
Question marks and exclamation points should appear within the
quotation marks if they are a part of the quoted passage but after the
parenthetical citation if they are a part of your text.
30. For example, when quoting short passages of prose,
use the following examples:
According to some, dreams express "profound
aspects of personality" (Foulkes 184), though others
disagree.
According to Foulkes's study, dreams may express
"profound aspects of personality" (184).
Is it possible that dreams may express "profound
aspects of personality" (Foulkes 184)?
When short (fewer than three lines of verse) quotations
from poetry, mark breaks in short quotations of verse
with a slash, /, at the end of each line of verse (a space
should precede and follow the slash).
Cullen concludes, "Of all the things that happened there
/ That's all I remember" (11-12).
31. LONG QUOTATIONS
For quotations that extend to more than four lines of verse or prose, place
quotations in a free-standing block of text and omit quotation marks.
Start the quotation on a new line, with the entire quote indented one
inch (10 spaces) from the left margin; maintain double-spacing. Only
indent the first line of the quotation by an additional quarter inch if you
are citing multiple paragraphs. Your parenthetical citation should come
after the closing punctuation mark. When quoting verse, maintain
original line breaks. (You should maintain double-spacing throughout
your essay.)
32.
33. MLA STYLE: INTEGRATING QUOTATIONS
According to the St. Martin's Guide, there are You can, however, build your own signal
three main ways to set up a signaling phrases by mixing these three basic styles
phrase:
with verbs that describe your source's
1. With a complete sentence followed by a attitude towards the subject of the quote.
colon. Here is a list of such verbs, as well as other
The effects of Auld's prohibition against phrases you can use:
teaching Douglass to read were quite
profound for Douglass: "It was a new and
special revelation" (29).
2. With an incomplete sentence, followed by a admits agrees argues asserts b
comma. elieves
Douglass argues that Auld's prohibition against claims compares confirms contends
literacy for him was a profound experience, declares denies
saying, "It was a new and special emphasizes insists notes observes
revelation" (29). points
3. With a statement that ends in that. out reasons refutes rejects reports
The importance of Auld's prohibition to
responds replies suggests thinks
Douglass is clear when he states that "It writes
was a new and special revelation" (29).
In _____'s words
According to ____'s
(notes, study, narrative, novel, etc.)
34. USING THE SOURCE'S NAME
Generally, the first time we use a source in a paper, whether it be through a paraphrase or
a quote, it's a good idea to use the author(s) full name(s) and the title of the source we
are using in the actual sentence so that readers feel that we have introduced the
source to them. After we have introduced the source, it's perfectly acceptable to refer
to the author by his or her last name or even to leave the name out of the body of our
text and simply include it in the citation.
First use:
In his Narrative of the Life of Frederick Douglass, An American Slave, Written by
Himself, Frederick Douglass argues that "Slavery proved as injurious [to slave holders]
as it did to me" (31).
Second use:
Douglass earlier argues that slavery was "a fatal poison of irresponsible power" to slave
holders (29).
Third use:
The use of the word "hypocrites!" suggests that even the religious faith of the slave
holders was tainted by their ownership of other humans (Douglass 77).
35. PUNCTUATING QUOTES CAN BE FRUSTRATING BECAUSE WE OFTEN GET CONFUSED ABOUT
WHERE TO PUT PUNCTUATION. THE FOLLOWING CHART OFFERS A STRAIGHTFORWARD VIEW
ON HOW TO PUNCTUATE THE END OF A QUOTE:
QUESTION MARKS
& E X C L A M AT I O N
PERIODS & COMMAS
POINTS
If the original quote ends with an exclamation mark or a question mark, we must
They go inside the quotation marks include it inside the quotation marks.
even if there is no period or comma ORIGINAL TEXT:
Will not a righteous God visit for these things?
at the end of the quoted material in
QUOTED TEXT:
the original text. When Douglass asks, "Will not a righteous God visit for these things?" he
raises the question of doubt about the future salvation of the "Christian"
Exception: If there is a parenthetical slaveholders.
citation immediately after the Notice that we don't put a comma after the question mark, even though normally
quote, the period or comma goes we would if there was not a question mark. We omit the comma to avoid
double punctuation.
after the parenthetical citation.
If we want to use a quoted statement in a question or exclamation we create,
COLONS & SEMI-COLONS then the question mark or the exclamation mark goes outside the
quotation marks.
Colons and semi-colons always go ORIGINAL TEXT:
outside the quotation, even if the The grave is at the door. (FD 38)
original quoted material ends with QUOTED TEXT:
either form of punctuation. How can we take Douglass seriously when he indulges in excessively
romanticized language such as "The grave is at the door"?
36. Note that the works cited page is in alpha order and that there are no
numbers next to the entries. You may underline or italicize your titles,
but pick one and be consistent. This, like all of your papers should be
done in Times New Roman 12.
37. HOMEWORK
Reading: Stone Butch Blues (50-150)
Writing: Finish and post complete draft.
Bring: three complete, clean copies to our next
meeting.
Studying: Vocab/Terms