This assignment is important because it will allow you to think ab.docxmichelle1011
This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
Instructions
1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
· What problems does this ecosystem face?
3. Submit your assignment to the Module 4 Assignment: Organisms, Ecosystems, and Evolution
See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
Inventing the University E ducation may well be, as of rig.docxvrickens
Inventing the University
E ducation may well be, as of right, the instrument whereby
every individual, in a society like our own, can gain access to any
kind of discourse. But we well know that in its distribution, in what
it permits and in what it prevents, it follows the well-trodden
battle-lines of social conflict. Every educational system is a political
means of maintaining or of modifying the appropriation of dis-
course, with the knowledge and the powers i t carries with it.
- FOUCAULT, T H E D I S C O U R S E ON LANGUAGL
. . . the text is the form of the social relationshps made visible, pal-
pable, material.
- BERNSTEIN, COULS, MODALITIES A N D T H E PROCESS
or. CUI.TUKAL REPRODUCTION: A MODEL
Every time a student sits down to write for us, he has to invent the university
for the occasion - invent the university, that is, or a branch of it, like history
or anthropology or economics or English. The student has to learn to speak
our language, to speak as we do, to try on the peculiar ways of knowing,
selecting, evaluating, reporting, concluding, and arguing that define the dis-
course of our community. Or perhaps I should say the various discourses of
our conununity, since it is in the nature of a liberal arts education that a stu-
dent, after the first year or two, must learn to try on a variety of voices and
interpretive schemes - to write, for example, as a literary critic one day and
as an experimental psychologist the next; to work within fields where the
rules governing the presentation of examples or the development of an argu-
ment are both distinct and, even to a professional mysterious.
- - -- ~ ~~ . -
~ ~
From W h e n a W r i t e r Can't W r i t e : Studies i t ~ Writer's Block arrd Ot/rer Conrposing-Process
Problems, ed. Mike Rose (New York: Guilford P, 1985) 134-66. I
--- Invcnttng the U n ~ v m i t y - -- -
The student has to appropriate (or be appropriated by) a specialized dis-
course, and he has to do this as though he were easily and comfortably one
with his audience, as though he were amember of the academy or an historian
or an anthropologist or an economist; he has to invent the university by
assembling and mimicking its language while finding some compromise
between idiosyncracy, a personal history, on the one hand, and the require-
ments of convention, the history of a discipline, on the other. He must learn
to speak our language. Or he must dare to speak it or to carry off the bluff,
since speaking and writing will most certainly be required long before the
skill is "learned." And this, understandably, causes problems.
Let me look quickly at an example. Here is an essay written by a college
freshman. --
In the past time I thought that an incident was creative was when 1 had
to make a clay model of the earth, but not of the classical or your every-
day model of the earth which consists of the two cores, the mantle and
the crust. I thought of these t ...
(DOC) The world is too much with us- essay | ofir chernomorsky assa .... The World Is Too Much With Us; Late And Soon - The World Is Too Much .... The World is Too Much With Us- Summary & Stanza-wise Explanation. Custom Essay Order - literary analysis of the world is too much with us .... Poem Analysis “The World Is Too Much With Us”- William Wordsworth .... The World Is Too Much With Us Poem Summary and Analysis | LitCharts. Analysis of The World is Too Much With Us by William Wordsworth.
The article discusses Stanley Fish's theory of reader-response theory, which argues that meaning is created by readers based on their own experiences rather than being inherent in a text. It summarizes Fish's argument that the relationship between text and reader is intertwined rather than a binary, and that all meaning is situational and contextual. While the author believes in open interpretations, they also raise some critiques of Fish's theory, arguing that subjective interpretations could reinforce existing power structures if not examined critically.
Sophia Pathways for College Credit – English Composition II .docxwilliame8
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Sophia Pathways for College Credit – English Composition II .docxrosemariebrayshaw
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
This document introduces the concept of constructionism and its key facets. It discusses how constructionism views learning as "building knowledge structures" through consciously engaging in constructing a public entity. Two early influences on the development of constructionism are described: (1) observing students sculpting soap in an art class with more freedom and time than a math class; (2) different styles of programming among students, such as those who planned out their work versus those who took a more fluid, painterly approach. The document aims to provide a sense of the early evolution of constructionism as a concept still in development.
The document provides an overview of the course Lit 204: Criticism & Literary Theory. It lists core texts for the course and assessment requirements. It also discusses the concept of "common sense" and how it is an unreliable and ill-defined term. Theory challenges common sense by questioning naturalized assumptions and exploring how meanings are socially constructed.
This assignment is important because it will allow you to think ab.docxmichelle1011
This assignment is important because it will allow you to think about and focus on an unfamiliar ecosystem, identifying the components of living organisms. In your examination you will consider the success of the ecosystem and potential problems with the system (think man's influence, weather patterns, natural disasters).
You should spend approximately 2.5 hours on this assignment. This time includes the time to watch and review the content in the videos and complete the assignment.
Instructions
1. Using three or more of the videos you have just watched in the Exploration, choose an ecosystem and describe representatives from the following taxons:
· Microorganisms (bacteria as well as protist)
· Lower plants (e.g., fungi, moss) and higher plants (e.g., ferns, gymnosperms, angiosperms)
· Animals (lower and higher)
2. Then, in at least 250 words, respond to the following questions:
· How has this ecosystem evolved to be successful and maintain itself?
· What problems does this ecosystem face?
3. Submit your assignment to the Module 4 Assignment: Organisms, Ecosystems, and Evolution
See the Course Schedule and Course Rubrics sections in the Syllabus module for due dates and grading information.
David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby every in-
dividual, in a society like our own, can gain access to any kind of
discourse. But we well know that in its distribution, in what it permits
and in what it prevents, it follows the well-trodden battle-lines of social
conflict. Every educational system is a political means of maintaining
or of modifying the appropriation of discourse, with the knowledge and
the powers it carries with it.
Foucault , "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting, evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
psychologist the next, to work within fields where the rules
governing the presentation of examples or the development of
an argument are both distinct and, even to a professional, mys-
terious.
The students have to appropriate (or be appropriated by) a
specialized discourse, and they have to do this as though they
David Bartholomae is Associate Professor of English and Director of Composition
at the University of Pittsburgh. He has served on the executive committees of
CCCC , WPA , and the.
Inventing the University E ducation may well be, as of rig.docxvrickens
Inventing the University
E ducation may well be, as of right, the instrument whereby
every individual, in a society like our own, can gain access to any
kind of discourse. But we well know that in its distribution, in what
it permits and in what it prevents, it follows the well-trodden
battle-lines of social conflict. Every educational system is a political
means of maintaining or of modifying the appropriation of dis-
course, with the knowledge and the powers i t carries with it.
- FOUCAULT, T H E D I S C O U R S E ON LANGUAGL
. . . the text is the form of the social relationshps made visible, pal-
pable, material.
- BERNSTEIN, COULS, MODALITIES A N D T H E PROCESS
or. CUI.TUKAL REPRODUCTION: A MODEL
Every time a student sits down to write for us, he has to invent the university
for the occasion - invent the university, that is, or a branch of it, like history
or anthropology or economics or English. The student has to learn to speak
our language, to speak as we do, to try on the peculiar ways of knowing,
selecting, evaluating, reporting, concluding, and arguing that define the dis-
course of our community. Or perhaps I should say the various discourses of
our conununity, since it is in the nature of a liberal arts education that a stu-
dent, after the first year or two, must learn to try on a variety of voices and
interpretive schemes - to write, for example, as a literary critic one day and
as an experimental psychologist the next; to work within fields where the
rules governing the presentation of examples or the development of an argu-
ment are both distinct and, even to a professional mysterious.
- - -- ~ ~~ . -
~ ~
From W h e n a W r i t e r Can't W r i t e : Studies i t ~ Writer's Block arrd Ot/rer Conrposing-Process
Problems, ed. Mike Rose (New York: Guilford P, 1985) 134-66. I
--- Invcnttng the U n ~ v m i t y - -- -
The student has to appropriate (or be appropriated by) a specialized dis-
course, and he has to do this as though he were easily and comfortably one
with his audience, as though he were amember of the academy or an historian
or an anthropologist or an economist; he has to invent the university by
assembling and mimicking its language while finding some compromise
between idiosyncracy, a personal history, on the one hand, and the require-
ments of convention, the history of a discipline, on the other. He must learn
to speak our language. Or he must dare to speak it or to carry off the bluff,
since speaking and writing will most certainly be required long before the
skill is "learned." And this, understandably, causes problems.
Let me look quickly at an example. Here is an essay written by a college
freshman. --
In the past time I thought that an incident was creative was when 1 had
to make a clay model of the earth, but not of the classical or your every-
day model of the earth which consists of the two cores, the mantle and
the crust. I thought of these t ...
(DOC) The world is too much with us- essay | ofir chernomorsky assa .... The World Is Too Much With Us; Late And Soon - The World Is Too Much .... The World is Too Much With Us- Summary & Stanza-wise Explanation. Custom Essay Order - literary analysis of the world is too much with us .... Poem Analysis “The World Is Too Much With Us”- William Wordsworth .... The World Is Too Much With Us Poem Summary and Analysis | LitCharts. Analysis of The World is Too Much With Us by William Wordsworth.
The article discusses Stanley Fish's theory of reader-response theory, which argues that meaning is created by readers based on their own experiences rather than being inherent in a text. It summarizes Fish's argument that the relationship between text and reader is intertwined rather than a binary, and that all meaning is situational and contextual. While the author believes in open interpretations, they also raise some critiques of Fish's theory, arguing that subjective interpretations could reinforce existing power structures if not examined critically.
Sophia Pathways for College Credit – English Composition II .docxwilliame8
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Sophia Pathways for College Credit – English Composition II .docxrosemariebrayshaw
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
This document introduces the concept of constructionism and its key facets. It discusses how constructionism views learning as "building knowledge structures" through consciously engaging in constructing a public entity. Two early influences on the development of constructionism are described: (1) observing students sculpting soap in an art class with more freedom and time than a math class; (2) different styles of programming among students, such as those who planned out their work versus those who took a more fluid, painterly approach. The document aims to provide a sense of the early evolution of constructionism as a concept still in development.
The document provides an overview of the course Lit 204: Criticism & Literary Theory. It lists core texts for the course and assessment requirements. It also discusses the concept of "common sense" and how it is an unreliable and ill-defined term. Theory challenges common sense by questioning naturalized assumptions and exploring how meanings are socially constructed.
This document provides discussion questions and writing prompts for using the short story anthology "Fire & Water" in postsecondary creative writing and literature courses. It outlines general discussion exercises to kickstart conversation about the stories. For creative writing courses, it suggests discussing different approaches to climate change in the stories and exploring themes, audiences, and craft elements. Writing prompts include composing original climate fiction for the anthology or memorial plaques addressing present and future audiences.
This document provides an agenda for a class on rhetoric and rhetorical analysis. It introduces key concepts of rhetoric including purpose, audience, and context. It discusses Aristotle's definition of rhetoric. It provides examples and activities for students to analyze samples to identify the purpose, audience, and context, and how rhetorical strategies are used to accomplish the purpose. Students are instructed to read and analyze a sample student essay to identify these elements and provide evidence of rhetorical strategies used. The document concludes by noting upcoming assignments and deadlines.
Good Argument Essay Example. 009 How To Write Claim For An Argumentative Essa...Shannon Bennett
FREE 15+ Argumentative Essay Samples in PDF | MS Word. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com.
This syllabus outlines an English course titled "Studies in Shakespeare" that will examine Shakespeare's influence on contemporary culture. The class will be held on Mondays, Wednesdays, and Fridays from 2:30-3:20 am via Zoom. Students will read and analyze four of Shakespeare's plays and their modern adaptations in various media. Assessment will include response papers, online discussions of examples of Shakespeare in popular culture, a midterm analysis paper, a creative assignment, and a final portfolio reflecting on Shakespeare's ongoing cultural significance. The instructor emphasizes civil discourse, prohibits plagiarism, and provides information on disability accommodations.
The document discusses Shahid Mehmood's presentation on schema analysis. It defines schemas as patterns of thought or behavior that organize information. Schemas help interpret new situations based on prior experiences. The presentation covers the history of schema analysis, types of schemas, methods of studying schemas, and folk theories. Bartlett's work in the 1920s established that schemas influence how stories are remembered and retold over time.
Good 5 Paragraph Essay Topics. Paragraph Writing Topics for Class 5 CBSE Form...Felicia Gonzales
How to Write a 5 Paragraph Essay: Guide for Students. Perfect 5 Paragraph Essay: Topics, Tips and Examples Paragraph essay .... writing help description. Tips for Teaching and Grading Five Paragraph Essays Teaching Writing .... Five Paragraph Essay Sample. Pin by EssaysLeader on EssaysLeader.com blog Paragraph essay, Essay .... 001 Essay Example Write Concluding Paragraph For Persuasive Step .... 5 Paragraph Essay: What Is It and How to Write It NerdyMates.com. Five paragraph essay, this is really helpful add a couple of extra .... Five paragraph essay example. Good 5 paragraph essay topics. 5 paragraph essay topic ideas ooowj.us. 5 Paragraph Essay Example On Quotes. QuotesGram. 008 5th Grade Essay Samples Net3 Thatsnotus. 007 Write Good Topic Sentence Step Version Essay Example One Paragraph .... 5 Paragraph Essay: Students Guide amp; Tips with Examples and Topics. Teaching the Five-Paragraph Essay with an Example. Topics to write a 5 paragraph essay about - How to Write a 5 Paragraph .... Paragraph Writing Topics Paragraph writing topics, Paragraph writing .... How to write a 5 paragraph essay in 5th grade - How to Write a 5 .... 009 Essay Example Good Persuasive Topics For Middle School As Well .... Paragraph Writing Topics for Class 5 CBSE Format, Samples, Examples .... How To Teach The Five Paragraph Essay? College essay examples, Essay .... Five Paragraph Essay Sample97. 5 Paragraph GED Essay Sample Outline of a Five Paragraph Essay THE .... Good Topics For A 5 Paragraph Essay. 5/5 Paragraph Essay Graphic Organizer Template Printable. 5-paragraph-essay - Mr. DwyerMr. Dwyer. Proper Five Paragraph Essay Format. five paragraph essay examples for high school. 010 Examples Of Introductory Paragraphs For Essays Five Paragraph Good .... Five-Paragraph Essays - Layers of Learning Teaching kids to write .... 015 Essay Example One Paragraph Topics 008038869 1 Thatsnotus. 009 Sentence Starters For Essays Good Starting Sentences An Essay How ... Good 5 Paragraph Essay Topics Good 5 Paragraph Essay Topics. Paragraph Writing Topics for Class 5 CBSE Format, Samples, Examples ...
Essay on The Art of Writing
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A Plea For Reflexivity The Writing Of A Doctoral Dissertation Biography (Dra...Karin Faust
This document discusses the writing of a "dissertation biography" by the author to account for and reflect on the process of writing their doctoral dissertation. Key points:
- A dissertation biography is a research diary that blends reflections on academic concerns related to dissertation writing with personal experiences of becoming a researcher.
- It provides a way to channel the "dialectical nature" of dissertation writing, which involves tensions between the product (dissertation) and process.
- The author describes how they came to the idea of writing their own dissertation biography, drawing on past interests in research processes and suggestions from literature and advisors.
- In addition to reflecting the dissertation writing process, a dissertation biography also documents one
6The Key to a Mental Map for Exploring the LiteratureKeyworomeliadoan
6
The Key to a Mental Map for Exploring the Literature
Keywords
assumptions; concepts; ideologies; mental map; metaphors; models; perspectives; theories
In
Part Two
, we further develop the ideas from
Part One
by demonstrating how to critically analyse texts in greater depth. As you embark on reading a range of literature using the Critical Synopsis Questions in
Part One
, you will probably identify a small number of texts as being particularly central for your topic. These are the texts with the greatest potential to inform your thinking and your subsequent writing. So it will be a good investment of time to scrutinize these texts in greater depth. Doing so successfully and efficiently requires a refined grasp of how academic enquiry works and a more extensive array of questions to guide your critical engagement.
To help you sharpen your in-depth critical analysis skills, we show you how to develop a
mental map
that can guide your thinking as you explore the social world. The map will enable you to find patterns in the ways that authors discuss their topics and in how they develop their argument in trying to convince their target audience. For many of our illustrations, we draw on the abridged version of the journal article by Wallace (2001) in
Appendix 2
.
The present chapter introduces the mental map, which consists of a key and four components, by exploring the key in detail.
Chapter 7
discusses the first component: the detailed warranting of arguments. We pay special attention to checking how well the claims made in the conclusion of an argument are matched by the warranting employed to try and make them convincing.
Chapter 8
sets out the three other components in turn: the main kinds of knowledge that authors may claim to have, the types of literature they produce and their ‘intellectual projects’ or reasons for studying the social world. We show how, in principle, they can be used to inform an analysis. Then, in
Chapter 9
, the mental map is put to work on a real example. We use it in demonstrating a structured approach to the Critical Analysis of Wallace’s article, inviting you to try it out for yourself. In
Chapter 10
, we provide our own completed Critical Analysis of this article as an illustration. It includes an accompanying commentary explaining our reasons for each step we have taken. Finally, in
Chapter 11
, we begin by exploring how a Critical Analysis of this kind can be used as the platform for writing a Critical Review of a particular text. By way of illustration, we offer our own Critical Review of Wallace’s article, drawing on the earlier Critical Analysis. Thus, we mirror, with an in-depth analysis, the procedures we illustrated in
Part One
using the five Critical Synopsis Questions to create a less-detailed Critical Summary. As in
Part One
, the approach that we first describe and illustrate for one text can be expanded to cover multiple texts. We end the chapter with structured advice on how to ...
The Academic Discourse Community Rolf Norgaard The fol.docxtodd801
The Academic Discourse Community
Rolf Norgaard
The following is excerpted from various sections of Composing Knowledge: Readings for College Writers
Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a
heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had
already begun long before any of them got there, so no one present is qualified to retrace all the steps that had gone before. You
listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers;
you answer him; another comes to your defense;; another aligns himself against you.…However, the discussion is interminable.
The hour grows later, you must depart. And you do depart, with the discussion still vigorously in progress.
Kenneth Burke, The Philosophy of Literary Form
Entering the Conversation
When you enter the university, or enter advanced course work in your major, you are entering the sort of parlor that Kenneth
Burke describes. While the conversation can certainly be engaging, and the ideas stimulating, the experience of entering a new
setting can be quite unsettling. Who are these folks who are deep in conversation, and what are they getting so worked up
about? On what basis are they taking sides? What does it take to join the conversation and become one of “them”? And what are
the “moves” involved in having a voice in the conversation and in having that voice heard? We would do well to think of the
university as a kind of Burkean parlor or rather a set of overlapping parlors, for no one parlor could ever be sufficient to capture
all of the conversations that go on in various disciplines or on campus.
Although we may think of a college or university as a collection of buildings, or our own education as a list of courses
completed or of expertise gained, the conversational metaphor is actually quite apt. The university is a house of argument. The
university represents an ongoing conversation about questions that are genuinely at issue. An essential part of your college
education is not just learning facts but also learning how to make sense of and join that conversation—a conversation that is not
limited to classrooms but also extends to larger civic spaces.
To enter and take an active role in Burke’s parlor, or in the conversations on your campus and in your disciplines, you’ll need to
figure out the implicit, unstated rules for how people go about talking and arguing. In college, as in the professional world,
much of this conversation occurs in and through written texts. Although there are surely general patterns or guidelines to
academic conversations, you’ll need to alert yourself to the subtle but telling differences between how conversation partners
handle themselves in different conte.
This document discusses the importance of teaching non-fiction writing genres in schools. It notes that non-fiction writing has traditionally been neglected compared to fictional writing. The document advocates using a "genre theory" approach where teachers explicitly teach common non-fiction genres like reports, explanations, procedures, etc. and their defining structural elements. The purpose of a text helps determine its generic structure. The document provides the example of instruction texts typically having the structure of stating the goal, listing materials, and providing steps. It encourages teachers to help students understand these common non-fiction genres and scaffold their writing within these established structures.
The document discusses elements of story writing and evaluation. It notes that stories can be built around any subject or topic by following five elements - earth, water, fire, air, and space. It also lists the 10 Ps that define every story: plot, personalities, place, philosophy, phrases, pertinent theme/topic, projection of symbol, predominant genre, providing imagination, and positioning of power. Evaluation is discussed as being impacted by perception, proper evaluation, and projection of pertinent data. The traps of mutilating, analyzing with bias, generalizing/particularizing incorrectly, uncritical approaches, and justifications are mentioned regarding evaluating facts.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
This document provides discussion questions and writing prompts for using the short story anthology "Fire & Water" in postsecondary creative writing and literature courses. It outlines general discussion exercises to kickstart conversation about the stories. For creative writing courses, it suggests discussing different approaches to climate change in the stories and exploring themes, audiences, and craft elements. Writing prompts include composing original climate fiction for the anthology or memorial plaques addressing present and future audiences.
This document provides an agenda for a class on rhetoric and rhetorical analysis. It introduces key concepts of rhetoric including purpose, audience, and context. It discusses Aristotle's definition of rhetoric. It provides examples and activities for students to analyze samples to identify the purpose, audience, and context, and how rhetorical strategies are used to accomplish the purpose. Students are instructed to read and analyze a sample student essay to identify these elements and provide evidence of rhetorical strategies used. The document concludes by noting upcoming assignments and deadlines.
Good Argument Essay Example. 009 How To Write Claim For An Argumentative Essa...Shannon Bennett
FREE 15+ Argumentative Essay Samples in PDF | MS Word. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com.
This syllabus outlines an English course titled "Studies in Shakespeare" that will examine Shakespeare's influence on contemporary culture. The class will be held on Mondays, Wednesdays, and Fridays from 2:30-3:20 am via Zoom. Students will read and analyze four of Shakespeare's plays and their modern adaptations in various media. Assessment will include response papers, online discussions of examples of Shakespeare in popular culture, a midterm analysis paper, a creative assignment, and a final portfolio reflecting on Shakespeare's ongoing cultural significance. The instructor emphasizes civil discourse, prohibits plagiarism, and provides information on disability accommodations.
The document discusses Shahid Mehmood's presentation on schema analysis. It defines schemas as patterns of thought or behavior that organize information. Schemas help interpret new situations based on prior experiences. The presentation covers the history of schema analysis, types of schemas, methods of studying schemas, and folk theories. Bartlett's work in the 1920s established that schemas influence how stories are remembered and retold over time.
Good 5 Paragraph Essay Topics. Paragraph Writing Topics for Class 5 CBSE Form...Felicia Gonzales
How to Write a 5 Paragraph Essay: Guide for Students. Perfect 5 Paragraph Essay: Topics, Tips and Examples Paragraph essay .... writing help description. Tips for Teaching and Grading Five Paragraph Essays Teaching Writing .... Five Paragraph Essay Sample. Pin by EssaysLeader on EssaysLeader.com blog Paragraph essay, Essay .... 001 Essay Example Write Concluding Paragraph For Persuasive Step .... 5 Paragraph Essay: What Is It and How to Write It NerdyMates.com. Five paragraph essay, this is really helpful add a couple of extra .... Five paragraph essay example. Good 5 paragraph essay topics. 5 paragraph essay topic ideas ooowj.us. 5 Paragraph Essay Example On Quotes. QuotesGram. 008 5th Grade Essay Samples Net3 Thatsnotus. 007 Write Good Topic Sentence Step Version Essay Example One Paragraph .... 5 Paragraph Essay: Students Guide amp; Tips with Examples and Topics. Teaching the Five-Paragraph Essay with an Example. Topics to write a 5 paragraph essay about - How to Write a 5 Paragraph .... Paragraph Writing Topics Paragraph writing topics, Paragraph writing .... How to write a 5 paragraph essay in 5th grade - How to Write a 5 .... 009 Essay Example Good Persuasive Topics For Middle School As Well .... Paragraph Writing Topics for Class 5 CBSE Format, Samples, Examples .... How To Teach The Five Paragraph Essay? College essay examples, Essay .... Five Paragraph Essay Sample97. 5 Paragraph GED Essay Sample Outline of a Five Paragraph Essay THE .... Good Topics For A 5 Paragraph Essay. 5/5 Paragraph Essay Graphic Organizer Template Printable. 5-paragraph-essay - Mr. DwyerMr. Dwyer. Proper Five Paragraph Essay Format. five paragraph essay examples for high school. 010 Examples Of Introductory Paragraphs For Essays Five Paragraph Good .... Five-Paragraph Essays - Layers of Learning Teaching kids to write .... 015 Essay Example One Paragraph Topics 008038869 1 Thatsnotus. 009 Sentence Starters For Essays Good Starting Sentences An Essay How ... Good 5 Paragraph Essay Topics Good 5 Paragraph Essay Topics. Paragraph Writing Topics for Class 5 CBSE Format, Samples, Examples ...
Essay on The Art of Writing
Inductive Bible Study Essay
Illustration Paragraph
Surrealism Essay
Essay on Intrinsic motivation
Picture Book Analysis Essay
Language Acquisition Essay
Motivation in the Classroom Essay
Introspection Essay
A Plea For Reflexivity The Writing Of A Doctoral Dissertation Biography (Dra...Karin Faust
This document discusses the writing of a "dissertation biography" by the author to account for and reflect on the process of writing their doctoral dissertation. Key points:
- A dissertation biography is a research diary that blends reflections on academic concerns related to dissertation writing with personal experiences of becoming a researcher.
- It provides a way to channel the "dialectical nature" of dissertation writing, which involves tensions between the product (dissertation) and process.
- The author describes how they came to the idea of writing their own dissertation biography, drawing on past interests in research processes and suggestions from literature and advisors.
- In addition to reflecting the dissertation writing process, a dissertation biography also documents one
6The Key to a Mental Map for Exploring the LiteratureKeyworomeliadoan
6
The Key to a Mental Map for Exploring the Literature
Keywords
assumptions; concepts; ideologies; mental map; metaphors; models; perspectives; theories
In
Part Two
, we further develop the ideas from
Part One
by demonstrating how to critically analyse texts in greater depth. As you embark on reading a range of literature using the Critical Synopsis Questions in
Part One
, you will probably identify a small number of texts as being particularly central for your topic. These are the texts with the greatest potential to inform your thinking and your subsequent writing. So it will be a good investment of time to scrutinize these texts in greater depth. Doing so successfully and efficiently requires a refined grasp of how academic enquiry works and a more extensive array of questions to guide your critical engagement.
To help you sharpen your in-depth critical analysis skills, we show you how to develop a
mental map
that can guide your thinking as you explore the social world. The map will enable you to find patterns in the ways that authors discuss their topics and in how they develop their argument in trying to convince their target audience. For many of our illustrations, we draw on the abridged version of the journal article by Wallace (2001) in
Appendix 2
.
The present chapter introduces the mental map, which consists of a key and four components, by exploring the key in detail.
Chapter 7
discusses the first component: the detailed warranting of arguments. We pay special attention to checking how well the claims made in the conclusion of an argument are matched by the warranting employed to try and make them convincing.
Chapter 8
sets out the three other components in turn: the main kinds of knowledge that authors may claim to have, the types of literature they produce and their ‘intellectual projects’ or reasons for studying the social world. We show how, in principle, they can be used to inform an analysis. Then, in
Chapter 9
, the mental map is put to work on a real example. We use it in demonstrating a structured approach to the Critical Analysis of Wallace’s article, inviting you to try it out for yourself. In
Chapter 10
, we provide our own completed Critical Analysis of this article as an illustration. It includes an accompanying commentary explaining our reasons for each step we have taken. Finally, in
Chapter 11
, we begin by exploring how a Critical Analysis of this kind can be used as the platform for writing a Critical Review of a particular text. By way of illustration, we offer our own Critical Review of Wallace’s article, drawing on the earlier Critical Analysis. Thus, we mirror, with an in-depth analysis, the procedures we illustrated in
Part One
using the five Critical Synopsis Questions to create a less-detailed Critical Summary. As in
Part One
, the approach that we first describe and illustrate for one text can be expanded to cover multiple texts. We end the chapter with structured advice on how to ...
The Academic Discourse Community Rolf Norgaard The fol.docxtodd801
The Academic Discourse Community
Rolf Norgaard
The following is excerpted from various sections of Composing Knowledge: Readings for College Writers
Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a
heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had
already begun long before any of them got there, so no one present is qualified to retrace all the steps that had gone before. You
listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers;
you answer him; another comes to your defense;; another aligns himself against you.…However, the discussion is interminable.
The hour grows later, you must depart. And you do depart, with the discussion still vigorously in progress.
Kenneth Burke, The Philosophy of Literary Form
Entering the Conversation
When you enter the university, or enter advanced course work in your major, you are entering the sort of parlor that Kenneth
Burke describes. While the conversation can certainly be engaging, and the ideas stimulating, the experience of entering a new
setting can be quite unsettling. Who are these folks who are deep in conversation, and what are they getting so worked up
about? On what basis are they taking sides? What does it take to join the conversation and become one of “them”? And what are
the “moves” involved in having a voice in the conversation and in having that voice heard? We would do well to think of the
university as a kind of Burkean parlor or rather a set of overlapping parlors, for no one parlor could ever be sufficient to capture
all of the conversations that go on in various disciplines or on campus.
Although we may think of a college or university as a collection of buildings, or our own education as a list of courses
completed or of expertise gained, the conversational metaphor is actually quite apt. The university is a house of argument. The
university represents an ongoing conversation about questions that are genuinely at issue. An essential part of your college
education is not just learning facts but also learning how to make sense of and join that conversation—a conversation that is not
limited to classrooms but also extends to larger civic spaces.
To enter and take an active role in Burke’s parlor, or in the conversations on your campus and in your disciplines, you’ll need to
figure out the implicit, unstated rules for how people go about talking and arguing. In college, as in the professional world,
much of this conversation occurs in and through written texts. Although there are surely general patterns or guidelines to
academic conversations, you’ll need to alert yourself to the subtle but telling differences between how conversation partners
handle themselves in different conte.
This document discusses the importance of teaching non-fiction writing genres in schools. It notes that non-fiction writing has traditionally been neglected compared to fictional writing. The document advocates using a "genre theory" approach where teachers explicitly teach common non-fiction genres like reports, explanations, procedures, etc. and their defining structural elements. The purpose of a text helps determine its generic structure. The document provides the example of instruction texts typically having the structure of stating the goal, listing materials, and providing steps. It encourages teachers to help students understand these common non-fiction genres and scaffold their writing within these established structures.
The document discusses elements of story writing and evaluation. It notes that stories can be built around any subject or topic by following five elements - earth, water, fire, air, and space. It also lists the 10 Ps that define every story: plot, personalities, place, philosophy, phrases, pertinent theme/topic, projection of symbol, predominant genre, providing imagination, and positioning of power. Evaluation is discussed as being impacted by perception, proper evaluation, and projection of pertinent data. The traps of mutilating, analyzing with bias, generalizing/particularizing incorrectly, uncritical approaches, and justifications are mentioned regarding evaluating facts.
Similar to David Bartholomae INVENTING THE UNIVERSITY1 Education .docx (14)
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
David Bartholomae INVENTING THE UNIVERSITY1 Education .docx
1. David Bartholomae
INVENTING THE UNIVERSITY1
Education may well be, as of right, the instrument whereby
every in-
dividual, in a society like our own, can gain access to any kind
of
discourse. But we well know that in its distribution, in what it
permits
and in what it prevents, it follows the well-trodden battle-lines
of social
conflict. Every educational system is a political means of
maintaining
or of modifying the appropriation of discourse, with the
knowledge and
the powers it carries with it.
Foucault, "The Discourse on Language" (227)
Every time a student sits down to write for us, he has to invent
the university for the occasion-invent the university, that is, or
a branch of it, like History or Anthropology or Economics or
English. He has to learn to speak our language, to speak as we
do, to try on the peculiar ways of knowing, selecting,
evaluating,
reporting, concluding, and arguing that define the discourse of
our community. Or perhaps I should say the various discourses
of our community, since it is in the nature of a liberal arts
education that a student, after the first year or two, must learn
to try on a variety of voices and interpretive schemes-to write,
for example, as a literary critic one day and an experimental
3. In the past time I thought that an incident was creative was
when I had to make a clay model of the earth, but not of
the classical or your everyday model of the earth which
consists of the two cores, the mantle and the crust. I thought
of these things in a dimension of which it would be unique,
but easy to comprehend. Of course, your materials to work
with were basic and limited at the same time, but thought
help to put this limit into a right attitude or frame of mind
to work with the clay.
In the beginning of the clay model, I had to research and
learn the different dimensions of the earth (in magnitude,
quantity, state of matter, etc.) After this, I learned how to
put this into the clay and come up with something different
than any other person in my class at the time. In my opinion,
color coordination and shape was the key to my creativity
of the clay model of the earth.
Creativity is the venture of the mind at work with the
mechanics relay to the limbs from the cranium, which stores
and triggers this action. It can be a burst of energy released
at a precise time a thought is being transmitted. This can
cause a frenzy of the human body, but it depends of the
characteristics of the individual and how they can relay the
message clearly enough through mechanics of the body to us
as an observer. Then we must determine if it is creative or
a learned process varied by the individuals thought process.
Creativity is indeed a tool which has to exist, or our world
will not succeed into the future and progress like it should.
am continually impressed by the patience and good will of
our students. This student was writing a placement essay during
freshman orientation. (The problem set to him was, "Describe a
5
4. time when you did something you felt to be creative. Then, on
the basis of the incident you have described, go on to draw
some
general conclusions about 'creativity'.") He knew that university
faculty would be reading and evaluating his essay, and so he
wrote for them.
In some ways it is a remarkable performance. He is trying on
the discourse even though he doesn't have the knowledge that
makes the discourse more than a routine, a set of conventional
rituals and gestures. And he does this, I think, even though he
knows he doesn't have the knowledge that makes the discourse
more than a routine. He defines himself as a researcher,
working
systematically, and not as a kid in a high school class: "I
thought
of these things in a dimension of ... "; "had to research and
learn the different dimensions of the earth (in magnitude,
quantity,
state of matter, etc.)." He moves quickly into a specialized lan-
guage (his approximation of our jargon) and draws both a
general,
textbook-like conclusion ("Creativity is the venture of the mind
at work . .. ")and a resounding peroration ("Creativity is indeed
a tool which has to exist, or our world will not succeed into the
future and progress like it should.") The writer has even, with
that "indeed" and with the qualifications and the parenthetical
expressions of the opening paragraphs, picked up the rhythm of
our prose. And through it all he speaks with an impressive air
of authority.
There is an elaborate but, I will argue, a necessary and enabling
fiction at work here as the student dramatizes his experience in
5. a "setting" -the setting required by the discourse-where he can
speak to us as a companion, a fellow researcher. As I read the
essay, there is only one moment when the fiction is broken,
when
we are addressed differently. The student says, "Of course, your
materials to work with were basic and limited at the same time,
but thought help to put this limit into a right attitude or frame
of mind to work with the clay." At this point, I think, we
become
students and he the teacher, giving us a lesson (as in, "You take
your pencil in your right hand and put your paper in front of
you."). This is, however, one of the most characteristic slips of
basic writers. It is very hard for them to take on the role-the
voice, the person-of an authority whose authority is rooted in
scholarship, analysis, or research. They slip, then, into the more
immediately available and realizable voice of authority, the
voice
of a teacher giving a lesson or the voice of a parent lecturing at
the dinner table. They offer advice or homilies rather than "ac-
ademic" conclusions. There is a similar break in the final par-
agraph, where the conclusion that pushes for a definition
("Crea-
6
tivity is the venture of the mind at work with the mechanics
relay to the limbs from the cranium ... ") is replaced by a
conclusion which speaks in the voice of an Elder ("Creativity is
indeed a tool which has to exist, or our world will not succeed
into the future and progress like it should.").
It is not uncommon, then, to find such breaks in the concluding
sections of essays written by basic writers. Here is the
concluding
6. section of an essay written by a student about his work as a
mechanic. He had been asked to generalize about "work" after
reviewing an on-the-job experience or incident that "stuck in his
mind" as somehow significant.
How could two repairmen miss a leak? Lack of pride? No
incentive? Lazy? I don't know.
At this point the writer is in a perfect position to speculate, to
move from the problem to an analysis of the problem. Here is
how the paragraph continues however (and notice the change in
pronoun reference):
From this point on, I take my time, do it right, and don't let
customers get under your skin. If they have a complaint, tell
them to call your boss and he'll be more than glad to handle
it. Most important, worry about yourself, and keep a clear
eye on everyone, for there's always someone trying to take
advantage of you, anytime and anyplace.
We get neither a technical discussion nor an "academic" dis-
cussion but a Lesson on Life. 2 This is the language he uses to
address the general question, "How could two repairmen miss a
leak?" The other brand of conclusion, the more academic one,
would have required him to speak of his experience in our
terms;
it would, that is, have required a special vocabulary, a special
system of presentation, and an interpretive scheme (or a set of
commonplaces) he could use to identify and talk about the
mystery
of human error. The writer certainly had access to the range of
acceptable commonplaces for such an explanation: "lack of
pride,"
"no incentive," "lazy." Each would dictate its own set of
phrases,
examples, and conclusions, and we, his teachers, would know
7. how to write out each argument, just as we would know how to
write out more specialized arguments of our own. A "common-
place," then, is a culturally or institutionally authorized concept
or statement that carries with it its own necessary elaboration.
We all use commonplaces to orient ourselves in the world; they
provide a point of reference and a set of "prearticulated" expla-
nations that are readily available to organize and interpret ex-
7
perience. The phrase "lack of pride" carries with it its own
account for the repairman's error just as, at another point in
time,
a reference to "original sin" would provide an explanation, or
just as, in a certain university classroom, a reference to "alien-
ation" would enable a writer to continue and complete the dis-
cussion. While there is a way in which these terms are inter-
changeable, they are not all permissible. A student in a
composition
class would most likely be turned away from a discussion of
original sin. Commonplaces are the "controlling ideas" of our
composition textbooks, textbooks that not only insist upon a set
form for expository writing but a set view of public life. 3
When the student above says, "I don't know," he is not saying,
then, that he has nothing to say. He is saying that he is not in
a position to carry on this discussion. And so we are addressed
as apprentices rather than as teachers or scholars. To speak to
us as a person of status or privilege, the writer can either speak
to us in our terms-in the privileged language of university
discourse-or, in default (or in defiance), he can speak to us as
though we were children, offering us the wisdom of experience.
I think it is possible to say that the language of the "Clay
8. Model" paper has come through the writer and not from the
writer. The writer has located himself (he has located the self
that is represented by the I on the page) in a context that is,
finally, beyond him, not his own and not available to his im-
mediate procedures for inventing and arranging text. I would
not,
that is, call this essay an example of "writer-based" prose. I
would
not say that it is egocentric or that it represents the "interior
monologue of a writer thinking and talking to himself" (Flower
63). It is, rather, the record of a writer who has lost himself in
the discourse of his readers. There is a context beyond the
reader
that is not the world but a way of talking about the world, a
way of talking that determines the use of examples, the possible
conclusions, the acceptable commonplaces, and the key words
of
an essay on the construction of a clay model of the earth. This
writer has entered the discourse without successfully approxi-
mating it.
Linda Flower has argued that the difficulty inexperienced writ-
ers have with writing can be understood as a difficulty in ne-
gotiating the transition between writer-based and reader-based
prose. Expert writers, in other words, can better imagine how a
reader will respond to a text and can transform or restructure
what they have to say around a goal shared with a reader.
Teaching students to revise for readers, then, will better prepare
them to write initially with a reader in mind. The success of this
8
pedagogy depends upon the degree to which a writer can
imagine
9. and conform to a reader's goals. The difficulty of this act of
imagination, and the burden of such conformity, are so much at
the heart of the problem that a teacher must pause and take
stock before offering revision as a solution. Students like the
student who wrote the "Clay Model" paper are not so much
trapped in a private language as they are shut out from one of
the privileged languages of public life, a language they are
aware
of but cannot control.
Our students, I've said, have to appropriate (or be appropriated
by) a specialized discourse, and they have to do this as though
they were easily or comfortably one with their audience. If you
look at the situation this way, suddenly the problem of audience
awareness becomes enormously complicated. One of the
common
assumptions of both composition research and composition
teach-
ing is that at some "stage" in the process of composing an essay
a writer's ideas or his motives must be tailored to the needs and
expectations of his audience. A writer has to "build bridges"
between his point of view and his readers. He has to anticipate
and acknowledge his readers' assumptions and biases. He must
begin with "common points of departure" before introducing
new
or controversial arguments. There is a version of the pastoral at
work here. It is assumed that a person of low status (like a
shepherd) can speak to a person of power (like a courtier), but
only (at least so far as the language is concerned) if he is not a
shepherd at all, but actually a member of the court out in the
fields in disguise.
Writers who can successfully manipulate an audience (or, to
use a less pointed language, writers who can accommodate their
motives to their readers' expectations) are writers who can both
imagine and write from a position of privilege. They must, that
10. is, see themselves within a privleged discourse, one that already
includes and excludes groups of readers. They must be either
equal to or more powerful than those they would address. The
writing, then, must somehow transform the political and social
relationships between basic writing students and their teachers.
If my students are going to write for me by knowing who I
am-and if this means more than knowing my prejudices, psych-
ing me out-it means knowing what I know; it means having
the knowledge of a professor of English. They have, then, to
know what I know and how I know what I know (the
interpretive
schemes that define the way I would work out the problems I
set for them); they have to learn to write what I would write,
or to offer up some approximation of that discourse. The
problem
9
of audience awareness, then, is a problem of power and finesse.
It cannot be addressed, as it is in most classroom exercises, by
giving students privilege and denying the situation of the class-
room, by having students write to an outsider, someone
excluded
from their privileged circle: "Write about 'To His Coy Mistress,'
not for your teacher, but for the students in your class":
"Describe
Pittsburgh to someone who has never been there"; "Explain to
a high school senior how best to prepare for college"; "Describe
baseball to a Martian."
Exercises such as these allow students to imagine the needs
and goals of a reader and they bring those needs and goals
forward
11. as a dominant constraint in the construction of an essay. And
they argue, implicity, what is generally true about writing-that
it is an act of aggression disguised as an act of charity. What
they fail to address is- the central problem of academic writing,
where students must assume the right of speaking to someone
who knows Pittsburgh or "To His Coy Mistress" better than they
do, a reader for whom the general commonplaces and the
readily
available utterances about a subject are inadequate. It should be
clear that when I say that I know Pittsburgh better than my
basic
writing students I am talking about a way of knowing that is
also
a way of writing. There may be much that they know that I don't
know, but in the setting of the university classroom I have a
way
of talking about the town that is "better" (and for arbitrary
reasons) than theirs.
I think that all writers, in order to write, must imagine for
themselves the privilege of being "insiders" -that is, of being
both inside an established and powerful discourse, and of being
granted a special right to speak. And I think that right to speak
is seldom conferred upon us-upon any of us, teachers or stu-
dents-by virtue of the fact that we have invented or discovered
an original idea. Leading students to believe that they are re-
sponsible for something new or original, unless they understand
what those words mean with regard to writing, is a dangerous
and counterproductive practice. We do have the right to expect
students to be active and engaged, but that is more a matter of
being continually and stylistically working against the
inevitable
presence of conventional language; it is not a matter of
inventing
a language that is new.
12. When students are writing for a teacher, writing becomes more
problematic than it is for the students who are describing
baseball
to a Martian. The students, in effect, have to assume privilege
without having any. And since students assume privilege by
10
locating themselves within the discourse of a particular com-
munity-within a set of specifically acceptable gestures and com-
monplaces-learning, at least as it is defined in the liberal arts
curriculum, becomes more a matter of imitation or parody than
a matter of invention and discovery.
What our beginning students need to learn is to extend them-
selves into the commonplaces, set phrases, rituals, gestures,
habits
of mind, tricks of persuasion, obligatory conclusions, and nec-
essary connections that determine the "what might be said" and
constitute knowledge within the various branches of our
academic
community. The course of instruction that would make this pos-
sible would be based on a sequence of illustrated assignments
and would allow for successive approximations of academic or
"disciplinary" discourse. Students will not take on our peculiar
ways of reading, writing, speaking, and thinking all at once.
Nor
will the command of a subject like sociology, at least as that
command is represented by the successful completion of a mul-
tiple choice exam, enable students to write sociology. Our
colleges
and universities, by and large, have failed to involve basic
writing
students in scholarly projects, projects that would allow them to
13. act as though they were colleagues in an academic enterprise.
Much of the written work students do is test-taking, report or
summary, work that places them outside the working discourse
of the academic community, where they are expected to admire
and report on what we do, rather than inside that discourse,
where they can do its work and participate in a common enter-
prise.4 This is a failure of teachers and curriculum designers
who,
even if they speak of writing as a mode of learning, all too often
represent writing as a "tool" to be used by an (hopefully)
educated
mind.
Pat Bizzell is one of the most important scholars writing now
on basic writers and on the special requirements of academic
discourse.5 In a recent essay, "Cognition, Convention and Cer-
tainty: What We Need to Know About Writing," she argues that
the problems of basic writers might be
better understood in terms of their unfamiliarly with the
academic discourse community, combined, perhaps, with such
limited experience outside their native discourse communi-
ties that they are unaware that there is such a thing as a
discourse community with conventions to be mastered. What
is underdeveloped is their knowledge both of the ways ex-
perience is constituted and interpreted in the academic dis-
11
course community and of the fact that all discourse com-
munities constitute and interpret experience. (230)
One response to the problems of basic writers, then, would be
to determine just what the community's conventions are, so that
14. those conventions can be written out, "demystified," and taught
in our classrooms. Teachers, as a result, could be more precise
and helpful when they ask students to "think," "argue," "de-
scribe," or "define." Another response would be to examine the
essays written by basic writers-their approximations of
academic
discourse-to determine more clearly where the problems lie. If
we look at their writing, and if we look at it in the context of
other student writing, we can better see the points of discord
when students try to write their way into the university.
The purpose of the remainder of this paper will be to examine
some of the most striking and characteristic problems as they
are
presented in the expository essays of basic writers. I will be
concerned, then, with university discourse in its most
generalized
form-that is, as represented by introductory courses-and not
with the special conventions required by advanced work in the
various disciplines. And I will be concerned with the difficult,
and often violent, accommodations that occur when students
locate themselves in a discourse that is not "naturally" or im-
mediately theirs.
I have reviewed 500 essays written in response to the "crea-
tivity" question used during one of our placement exams. (The
essay cited at the opening of this paper was one of that group.)
Some of the essays were written by basic writers (or, more
properly, those essays led readers to identify the writers as
"basic
writers"); some were written by students who "passed" (who
were granted immediate access to the community of writers at
the university). As I read these essays, I was looking to
determine
the stylistic resources that enabled writers to locate themselves
within an "academic" discourse. My bias as a reader should be
15. clear by now. I was not looking to see how the writer might
represent the skills demanded by a neutral language (a language
whose key features were paragraphs, topic sentences,
transitions,
and the like-features of a clear and orderly mind). I was looking
to see what happened when a writer entered into a language to
locate himself (a textual self) and his subject, and I was looking
to see how, once entered, that language made or unmade a
writer.
Here is one essay. Its writer was classified as a basic writer.
Since the essay is relatively free of sentence level errors, that
12
decision must have been rooted in some perceived failure of the
discourse itself.
I am very interested in music, and I try to be creative in my
interpretation of music. While in high school, I was a member
of a jazz ensemble. The members of the ensemble were given
chances to improvise and be creative in various songs. I feel
that this was a great experience for me, as well as the other
members. I was proud to know that I could use my imagi-
nation and feelings to create music other than what was
written.
Creativity to me, means being free to express yourself in a
way that is unique to you, not having to conform to certain
rules and guidelines. Music is only one of the many areas
in which people are given opportunities to show their crea-
tivity. Sculpting, carving, building, art, and acting are just a
few more areas where people can show their creativity.
16. Through my music I conveyed feelings and thoughts which
were important to me. Music was my means of showing
creativity. In whatever form creativity takes, whether it be
music, art, or science, it is an important aspect of our lives
because it enables us to be individuals.
Notice, in this essay, the key gesture, one that appears in all
but a few of the essays I read. The student defines as his own
that which is a commonplace. "Creativity, to me, means being
free to express yourself in a way that is unique to you, not
having
to conform to certain rules and guidelines." This act of appro-
priation constitutes his authority; it constitutes his authority as
a writer and not just as a musician (that is, as someone with a
story to tell). There were many essays in the set that told only
a story, where the writer's established presence was as a
musician
or a skier or someone who painted designs on a van, but not as
a person removed from that experience interpreting it, treating
it as a metaphor for something else (creativity). Unless those
stories were long, detailed, and very well told (unless the writer
was doing more than saying, "I am a skier or a musician or a
van-painter"), those writers were all given low ratings.
Notice also that the writer of the jazz paper locates himself
and his experience in relation to the commonplace (creativity is
unique expression; it is not having to conform to rules or guide-
lines) regardless of whether it is true or not. Anyone who im-
provises "knows" that improvisation follows rules and
guidelines.
13
It is the power of the commonplace (its truth as a recognizable
17. and, the writer believes, as a final statement) that justifies the
example and completes the essay. The example, in other words,
has value because it stands within the field of the commonplace.
It is not the occasion for what one might call an "objective"
analysis or a "close" reading. It could also be said that the essay
stops with the articulation of the commonplace. The following
sections speak only to the power of that statement. The
reference
to "sculpting, carving, building, art, and acting" attest to the
universality of the commonplace (and it attests to the writer's
nervousness with the status he has appropriated for himself-he
is saying, "Now, I'm not the only one here who's done
something
unique."). The commonplace stands by itself. For this writer, it
does not need to be elaborated. By virtue of having written it,
he has completed the essay and established the contract by
which
we may be spoken to as equals: "In whatever form creativity
takes, whether it be music, art, or science, it is an important
aspect of our lives because it enables us to be individuals." (For
me to break that contract, to argue that my life is not
represented
in that essay, is one way for me to begin as a teacher with that
student in that essay.)
I said that the writer of the jazz paper offered up a
commonplace
regardless of whether it was "true" or not, and this, I said, was
an example of the power of a commonplace to determine the
meaning of an example. A commonplace determines a system of
interpretation that can be used to "place" an example within a
standard system of belief. You can see a similar process at work
in this essay.
During the football season, the team was supposed to wear
the same type of cleats and the same type socks, I figured
18. that I would change this a little by wearing my white shoes
instead of black and to cover up the team socks with a pair
of my own white ones. I thought that this looked better than
what we were wearing, and I told a few of the other people
on the team to change too. They agreed that it did look better
and they changed there combination to go along with mine.
After the game people came up to us and said that it looked
very good the way we wore our socks, and they wanted to
know why we changed from the rest of the team.
I feel that creativity comes from when a person lets his
imagination come up with ideas and he is not afraid to express
them. Once you create something to do it will be original
14
and unique because it came about from your own imagination
and if any one else tries to copy it, it won't be the same
because you thought of it first from your own ideas.
This is not an elegant paper, but it seems seamless, tidy. If the
paper on the clay model of the earth showed an ill-fit between
the writer and his project, here the discourse seems natural,
smooth. You could reproduce this paper and hand it out to a
class, and it would take a lot of prompting before the students
sensed something fishy and one of the more aggressive ones
might
say, "Sure he came up with the idea of wearing white shoes and
white socks. Him and Billy White-shoes Johnson. Come on. He
copied the very thing he said was his own idea, 'original and
unique'."
The "I" of this text, the "I" who "figured," "thought," and
"felt" is located in a conventional rhetoric of the self that turns
19. imagination into origination (I made it), that argues an ethic of
production (I made it and it is mine), and that argues a tight
scheme of intention (I made it because I decided to make it).
The
rhetoric seems invisible because it is so common. This "I" (the
maker) is also located in a version of history that dominates
classroom accounts of history. It is an example of the "Great
Man" theory, where history is rolling along-the English novel
is dominated by a central, intrusive narrative presence; America
is in the throes of a great depression; during football season the
team was supposed to wear the same kind of cleats and socks-
until a figure appears, one who can shape history-Henry James,
FDR, the writer of the football paper-and everything is changed.
In the argument of the football paper, "I figured," "I thought,"
"I told," "They argeed," and, as a consequence, "I feel that
creativity comes from when a person lets his imagination come
up with ideas and he is not afraid to express them." The story
of appropriation becomes a narrative of courage and conquest.
The writer was able to write that story when he was able to
imagine himself in that discourse. Getting him out of it will be
difficult matter indeed.
There are ways, I think, that a writer can shape history in the
very act of writing it. Some students are able to enter into a
discourse, but, by stylistic maneuvers, to take possession of it at
the same time. They don't originate a discourse, but they locate
themselves within it aggressively, self-consciously.
Here is one particularly successful essay. Notice the specialized
vocabulary, but also the way in which the text continually refers
to its own language and to the language of others.
15
20. Throughout my life, I have been interested and intrigued by
music. My mother has often told me of the times, before I
went to school, when I would "conduct" the orchestra on
her records. I continued to listen to music and eventually
started to play the guitar and the clarinet. Finally, at about
the age of twelve, I started to sit down and to try to write
songs. Even though my instrumental skills were far from my
own high standards, I would spend much of my spare time
during the day with a guitar around my neck, trying to
produce a piece of music.
Each of these sessions, as I remember them, had a rather set
format. I would sit in my bedroom, strumming different com-
binations of the five or six chords I could play, until I heard
a series which sounded particularly good to me. After this,
I set the music to a suitable rhythm, (usually dependent on
my mood at the time), and ran through the tune until I could
play it fairly easily. Only after this section was complete did
I go on to writing lyrics, which generally followed along the
lines of the current popular songs on the radio.
At the time of the writing, I felt that my songs were, in
themselves, an original creation of my own; that is, I, alone,
made them. However, I now see that, in this sense of the
word, I was not creative. The songs themselves seem to be
an oversimplified form of the music I listened to at the time.
In a more fitting sense, however, I was being creative. Since
I did not purposely copy my favorite songs, I was, effectively,
originating my songs from my own "process of creativity."
To achieve my goal, I needed what a composer would call
"inspiration" for my piece. In this case the inspiration-was
the current hit on the radio. Perhaps with my present point
of view, I feel that I used too much "inspiration" in my
songs, but, at that time, I did not.
21. Creativity, therefore, is a process which, in my case, involved
a certain series of "small creations" if you like. As well, it
is something, the appreciation of which varies with one's
point of view, that point of view being set by the person's
experience, tastes, and his own personal view of creativity.
The less experienced tend to allow for less originality, while
the more experienced demand real originality to classify
something a "creation." Either way, a term as abstract as this
is perfectly correct, and open to interpretation.
16
This writer is consistently and dramatically conscious of herself
forming something to say out of what has been said and out of
what she has been saying in the act of writing this paper. "Crea-
tivity" begins, in this paper, as "original creation." What she
thought was "creativity," however, she now calls "imitation"
and,
as she says, "in this sense of the word" she was not "creative."
In another sense, however, she says that she was creative since
she didn't purposefully copy the songs but used them as "inspi-
ration."
The writing in this piece (that is , the work of the writer within
the essay) goes on in spite of, or against, the language that
keeps
pressing to give another name to her experience as a song writer
and to bring the discussion to closure. (Think of the quick
closure
of the football shoes paper in comparison.) Its style is difficult,
highly qualified. It relies on quotation marks and parody to set
off the language and attitudes that belong to the discourse (or
the discourses) it would reject, that it would not take as its own
proper location.6
22. In the papers I've examined in this essay, the writers have
shown a varied awareness of the codes-or the competing codes-
that operate within a discourse. To speak with authority student
writers have not only to speak in another's voice but through
another's "code"; and they not only have to do this, they have
to speak in the voice and through the codes of those of us with
power and wisdom; and they not only have to do this, they have
to do it before they know what they are doing, before they have
a project to participate in and before, at least in terms of our
disciplines, they have anything to say. Our students may be able
to enter into a conventional discourse and speak, not as them-
selves, but through the voice of the community. The university,
however, is the place where "common" wisdom is only of
negative
value; it is something to work against. The movement toward a
more specialized discourse begins (or perhaps, best begins)
when
a student can both define a position of privilege, a position that
sets him against a "common" discourse, and when he can work
self-consciously, critically, against not only the "common" code
but his own.
The stages of development that I've suggested are not neces-
sarily marked by corresponding levels in the type or frequency
of error, at least not by the type or frequency of sentence level
errors. I am arguing, then, that a basic writer is not necessarily
a writer who makes a lot of mistakes. In fact, one of the
problems
with curricula designed to aid basic writers is that they too
often
17
23. begin with the assumption that the key distinguishing feature of
a basic writer is the presence of sentence level error. Students
are placed in courses because their placement essays show a
high
frequency of such errors and those courses are designed with
the
goal of making those errors go away. This approach to the prob-
lems of the basic writer ignores the degree to which error is not
a constant feature but a marker in the development of a writer.
Students who can write reasonably correct narratives may fall to
pieces when faced with more unfamiliar assignments. More im-
portantly, however, such courses fail to serve the rest of the
curriculum. On every campus there is a significant number of
college freshman who require a course to introduce them to the
kinds of writing that are required for a university education.
Some of these students can write correct sentences and some
cannot, but as a group they lack the facility other freshmen
possess when they are faced with an academic writing task.
The "White Shoes" essay, for example, shows fewer sentence
level errors than the "Clay Model" paper. This may well be due
to the fact, however, that the writer of that paper stayed well
within the safety of familiar territory. He kept himself out of
trouble by doing what he could easily do. The tortuous syntax
of the more advanced papers on my list is a syntax that
represents
a writer's struggle with a difficult and unfamiliar language, and
it is a syntax that can quickly lead an inexperienced writer into
trouble. The syntax and punctuation of the "Composing Songs"
essay, for example, shows the effort that is required when a
writer
works against the pressure of conventional discourse. If the
prose
is inelegant (although I'll confess I admire those dense
sentences),
it is still correct. This writer has a command of the linguistic
24. and stylistic resources (the highly embedded sentences, the use
of parentheses and quotation marks) required to complete the
act
of writing. It is easy to imagine the possible pitfalls for a writer
working without this facility.
There was no camera trained on the "Clay Model" writer while
he was writing, and I have no protocol of what was going
through
his mind, but it is possible to speculate that the syntactic diffi-
culties of sentences like the following are the result of an
attempt
to use an unusual vocabulary and to extend his sentences
beyond
the boundaries that would be "normal" in his speech or writing:
In past time I thought that an incident was creative was when
I had to make a clay model of the earth, but not of the
classical or your everyday model of the earth which consists
of the two cores, the mantle and the crust. I thought of these
18
things in a dimension of which it would be unique, but easy
to comprehend.
There is reason to believe, that is, that the problem is with this
kind of sentence, in this context. If the problem of the last
sentence
is a problem of holding together these units-"I thought," "di-
mension," "unique," and "easy to comprehend"-then the lin-
guistic problem is not a simple matter of sentence construction.
I am arguing, then, that such sentences fall apart not because
25. the writer lacks the necessary syntax to glue the pieces together
but because he lacks the full statement within which these key
words are already operating. While writing, and in the thrust of
his need to complete the sentence, he has the key words but not
the utterance. (And to recover the utterance, I suspect, he will
need to do more than revise the sentence.) The invisible con-
ventions, the prepared phrases remain too distant for the state-
ment to be completed. The writer must get inside of a discourse
he can only partially imagine. The act of constructing a
sentence,
then, becomes something like an act of transcription, where the
voice on the tape unexpectedly fades away and becomes inau-
dible.
Mina Shaughnessy speaks of the advanced writer as a writer
with a more facile but still incomplete possession of this prior
discourse. In the case of the advanced writer, the evidence of a
problem is the presence of dissonant, redundant, or imprecise
language, as in a sentence such as this: "No education can be
total, it must be continuous." Such a student Shaughnessy says,
could be said to hear the "melody of formal English" while still
unable to make precise or exact distinctions. And, she says, the
pre-packaging feature of language, the possibility of taking over
phrases and whole sentences without much thought about them,
threatens the writer now as before. The writer, as we have said,
inherits the language out of which he must fabricate his own
messages. He is therefore in a constant tangle with the
language,
obliged to recognize its public, communal nature and yet driven
to invent out of this language his own statements (19).
For the unskilled writer, the problem is different in degree and
not in kind. The inexperienced writer is left with a more frag-
mentary record of the comings and goings of academic
discourse.
Or, as I said above, he often has the key words without the
26. complete statements within which they are already operating.
It may very well be that some students will need to learn to
crudely mimic the " distinctive register" of academic discourse
before they are prepared to actually and legitimately do the
work
19
of the discourse, and before they are sophisticated enough with
the refinements of tone and gesture to do it with grace or
elegance.
To say this, however, is to say that our students must be our
students. Their initial progress will be marked by their abilities
to take on the role of privilege, by their abilities to establish
authority. From this point of view, the student who wrote about
constructing the clay model of the earth is better prepared for
his education than the student who wrote about playing football
in white shoes, even though the "White Shoes" paper was rel-
atively error-free and the "Clay Model" paper was not. It will
be hard to pry the writer of the "White Shoes" paper loose from
the tidy, pat discourse that allows him to dispose of the question
of creativity in such a quick and efficient manner. He will have
to be convinced that it is better to write sentences he might not
so easily control, and he will have to be convinced that it is
better to write muddier and more confusing prose (in order that
it may sound like ours), and this will be harder than convincing
the "Clay Model" writer to continue what he has begun/
Notes
1. This article represents an abridged version of a chapter in
When A
Writer Can't Write: Studies in Writer's Block and Other
27. Composing Prob-
lems. Ed. Mike Rose. New York: The Guilford Press, 1985.
2. David Olson has made a similar observation about school-
related
problems of language learning in younger children. Here is his
conclusion:
"Hence, depending upon whether children assumed language
was pri-
marily suitable for making assertions and conjectures or
primarily for
making direct or indirect commands, they will either find school
texts
easy or difficult" (107).
3. For Aristotle there were both general and specific
commonplaces.
A speaker, says Aristotle, has a "stock of arguments to which he
may
turn for a particular need."
If he knows the topic (regions, places, lines of argument)-and a
skilled speaker will know them- he will know where to find
what
he wants for a special case. The general topics, or
commonplaces,
are regions containing arguments that are common to all
branches
of knowledge . . .. But there are also special topics (regions,
places,
loci) in which one looks for arguments appertaining to
particular
branches of knowledge, special sciences, such as ethics or
politics.
(154- 155)
28. 20
And, he says, "The topics or places, then, may be indifferently
thought
of as in the science that is concerned, or in the mind of the
speaker."
But the question of location is "indifferent" only if the mind of
the
speaker is in line with set opinion, general assumption. For the
speaker
(or writer) who is not situated so comfortably in the privileged
public
realm, this is indeed not an indifferent matter at all. If he does
not have
the commonplace at hand, he will not, in Aristotle's terms, know
where
to go at all.
4. See especially Bartholomae and Rose for articles on curricula
de-
signed to move students into university discourse. The
movement to
extend writing "across the cirriculum" is evidence of a general
concern
for locating students within the work of the university: see
especially
Bizzell and Maimon et al. For longer works directed
specifically at basic
writing, see Ponsot and Dean, and Shaughnessy. For a book
describing
a course for more advanced students, see Coles.
5. See especially Bizzell, and Bizzell and Herzberg. My debt to
Bizzell's
29. work should be evident everywhere in this essay.
6. In support of my argument that this is the kind of writing that
does
the work of the academy, let me offer the following excerpt
from a
recent essay by Wayne Booth ("The Company We Keep: Self-
Making in
Imaginative Art, Old and New"):
I can remember making up songs of my own, no doubt borrowed
from favorites like "Hello, Central, Give Me Heaven," "You
Can't
Holler Down My Rain Barrel," and one about the ancient story
of
a sweet little "babe in the woods" who lay down and died, with
her brother.
I asked my mother, in a burst of creative egotism, why nobody
ever
learned to sing my songs, since after all I was more than willing
to
learn theirs. I can't remember her answer, and I can barely
remember
snatches of two of "my" songs. But I can remember dozens of
theirs,
and when I sing them, even now, I sometimes feel again the
emotions,
and see the images, that they aroused then. Thus who I am now-
the very shape of my soul-was to a surprising degree molded by
the works of "art" that came my way.
I set "art" in quotation marks, because much that I experienced
in
those early books and songs would not be classed as art
according
30. to most definitions. But for the purposes of appraising the
effects of
"art" on " life" or "culture," and especially for the purposes of
thinking about the effects of the "media," we surely must
include
every kind of artificial experience that we provide for one
another
In this sense of the word, all of us are from the earliest years
fed
a steady diet of art ... (58-59).
While there are similarities in the paraphrasable content of
Booth's
arguments and my student's, what I am interested in is each
writer's
21
method. Both appropriate terms from a common discourse about
(art and
inspiration) in order to push against an established way of
talking (about
tradition and the individual). This effort of opposition clears a
space for
each writer's argument and enables the writers to establish their
own
"sense" of the key words in the discourse.
7. Preparation of this manuscript was supported by the Learning
Re-
search and Development Center of the University of Pittsburgh,
which
is supported in part by the National Institute of Education. I am
31. grateful
also to Mike Rose, who pushed and pulled at this paper at a
time when
it needed it.
Works Cited
Aristotle . The Rhetoric of Aristotle. Trans. L. Cooper.
Englewood Cliffs,
NJ: Prentice, 1932.
Bartholomae, David. "Teaching Basic Writing: An Alternative
to Basic
Skills." Journal of Basic Writing 2(1979): 85-109.
---. "Writing Assignments: Where Writing Begins." Forum. Ed.
P.
Stock. Montclair, NJ: Boynton/ Cook, 1983. 300-312.
Bartholomae, David and Anthony Petrosky. Facts, Artifacts and
Coun-
terfacts: A Basic Reading and Writing Course for the College
Curriculum.
Montclair, NJ: Boynton/ Cook, forthcoming.
Bizzell, Patricia. "The Ethos of Academic Discourse." College
Composition
and Communication 29(1978): 351-55.
---. "Cognition, Convention and Certainty: What We Need to
Know
About." Pre/Text 3(1982): 213-244.
---. "College Composition: Initiation Into the Academic
Discourse
Communities." Curriculum Inquiry 12(1982): 191-207.
32. Bizzell, Patricia and Bruce Herzberg. " 'Inherent' Ideology,
'Universal'
History, 'Empirical' Evidence, and 'Context-Free' Writing: Some
Prob-
lems with E.D. Hirsch 's The Philosophy of Composition ."
Modern Lan-
guage Notes 95(1980): 1181-1202.
Booth, Wayne. "The Company We Keep: Self-Making in
Imaginative Art,
Old and New." The Pushcart Prize, VIII: Best of the Small
Presses. Ed.
Bill Henderson. Wainscott, NY: Pushcart, 1983. 57-95.
Coles, William E., .Jr. The Plural I. New York: Holt, 1978.
Flower, Linda S. "Revising Writer-Based Prose." Journal of
Basic Writing
3(1 981 ): 62-74.
Foucault, Michel. The Archaeology of Knowledge. Trans. A.M.
Sheridan
Smith. New York: Harper, 1972.
Maimon, Elaine P. , G.L. Belcher, G.W. Hearn, B.F. Nodine,
and F.X.
O'Connor. Writing in the Arts and Sciences. Cambridge, MA:
Winthrop,
1981.
22
Olson, David R. "Writing: The Divorce of the Author From the
33. Text."
Exploring Speaking-Writing Relationships: Connections and
Contrasts .
Eds. B. Kroll and R. Vann. Urbana, IL: NCTE, 1981.
Ponsot, Marie and Rosemary Deen, Beat Not the Poor Desk.
Montclair,
NJ: Boynton/ Cook, 1982 .
Rose, Mike. "Remedial Writing Courses: A Critique and a
Proposal."
College English 45(1983): 109-128.
---. When A Writer Can't Write: Studies in Writer's Block and
Other
Composing Problems. New York: Guilford, 1985.
Shaughnessy, Mina. Errors and Expectations. New York: Oxford
UP,
1977.
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